Methods

All instruction at Dolan Learning is one-to-one, providing children with learning styles that work for them. This page shows just some of the methods we use. 

 The Slingerland Approach features structured, sequential, multisensory literacy instruction which includes:

• A structured, logical approach that builds independence for the learner.
• Sequential steps to guide instruction on a proven, effective path that is comprehensive, integrated, flexible, and adaptable to all students.
• Multisensory instruction (auditory, visual, and kinesthetic motor) strengthens each student’s stronger channels of learning and reinforces weaker channels and inter-sensory associations.

Learning starts with the smallest unit of sight, sound, and feel – a single letter. From single letters, students are taught how to associate sounds with their visual counterparts and how to put letters together to spell words.

Precision Teaching was developed by Ogden R. Lindsley, Ph.D. Using a Standard Celeration chart, Dr. Lindsley blended heart and science to guide instruction and accelerate the frequency of skills by continuously measuring individual performance. The goal is to build endurance until a learner can maintain higher frequencies over longer periods of time. Athletes, musicians, and movie stars know the value of practice until critical foundation skills are automatic and accomplished, almost without thinking. Precision teachers provide clear, direct, and sequential instruction of manageable bits. We make practice fun, efficient, and effective, without hours of boredom and unmonitored trial and error by adding the element of time

Assessment is continuous and cumulative to track both acquisition and maintenance of concepts. Students record their progress and actively participate in setting goals which are taught to a fluency (accuracy plus speed) that makes them easy and stress-free. Data is recorded and feedback is immediate as learners are reinforced for their efforts in a positive environment. By charting performance, the teacher is held accountable for whether, when and how to change instruction; we do not get to blame the student!

The assumption of Direct Instruction is that all children will learn if taught effectively. Learning is sequentially characterized by small steps, and lessons are scrupulously efficient. Our program is designed so teachers do not engage in long explanations, and children produce a high rate of responses per minute. We simply pack more practices into a period than in traditional learning environments. We do not ask our students to recreate the wheel, but we do take the guesswork out of learning!

Our staff design and implement comprehensive early intensive behavior intervention programs. We provide science-based clinical services which have proven to be highly effective and replicable in alternate environments with other people at different times.

TAG teaching (Teaching with Acoustical Guidance) allows practitioners to pinpoint precise skills and give immediate effective positive feedback to students. Trained by Karen Pryor, our director has streamlined the learning process to make learning fun and efficient. Individuals are positively reinforced for their successes without the emotional entanglements of too many words. Just as gymnastic coaches train athletes with the TAGteach system, individuals train for academic improvement while competing only against themselves, not against others.  

Accurate assessment pinpoints specific areas of need. No time is wasted on skills already mastered. Once component skills are mastered, more complex skills are achieved with greater ease. Learning opportunities decelerate and corrects will soar! Students take control of their learning as skills generalize effectively to a variety of disciplines and environments.