The Perfect Combination of 4 Proven Methods
The Maloney Method uniquely incorporates four educational strategies into one all-encompassing system that works for everyone:
- Behavioral Objectives
- Behavioral Management (Harvard University)
- Direct Instruction (University of Oregon)
- Precision Teaching (University of Kansas)
1. Creating A Road Map
Setting Clear Behavioral Objectives
Behavioral objectives specify a plan for what you are going to teach and a strategy to implement that plan so that the student is guaranteed to learn. In short, they create a road map to take the student from A to B as quickly and efficiently as possible. These objectives are sequenced to provide the most efficient learning path. Each learning outcome adds another skill.
Importantly, behavioral objectives are directly measurable by the teacher, parent, or anyone who needs the information. For example, a behavioral objective might be: “The student can see and say 50 – 60 sounds and/or sound combinations in one minute without making more than 2 errors.” This statement is easily understood, easily measured and delivers numerical scores which are easily compared to previous scores to determine progress.
Monitoring the errors helps the teacher determine what parts need correction. Watching the sounds at which the student hesitates indicates those which need more practice.
“I am so relieved to have everything I need in one book (no charts to get lost or ruined) and everything is getting covered systematically”
– Professional Tutor
To learn more about Behavioral Objectives, please see my blog series on the subject:
- What Are Behavioral Objectives? Part 1 of 5: An Overview
- What Are Behavioral Objectives? Part 2 of 5: The Scope and Sequence Chart
- What Are Behavioral Objectives? Part 3 of 5: Gantt Charts
- What Are Behavioral Objectives? Part 4 of 5: Setting Measurement Standards
- What Are Behavioral Objectives? Part 5 of 5: Why This System Works
2. Maintaining Focus
It’s important that the student is receptive to instruction. The most effective method to promote a student’s progress is to provide consistent feedback and rewards for diligent effort and for successful work. This is accomplished by:
- The setting and following of simple rules
- The judicious, immediate use of praise for specific behaviors
- The acknowledgment of appropriate behavior with praise
- Providing preferred activities or points that can be used to earn privileges
You can solve 75%-80% of your behavior problems with clear rules and the judicious use of praise for appropriate behavior.
I’m so thrilled that I’ve found your products! It’s so motivating for my children to try to reach the fluency goals…and also up to 50 cents a day for reading! Thank you so much! It’s all just so great & right!
– Mrs. Linda Sommers
To learn more about Behavioral Management, please see my blog series on the subject:
- Behavior Management: An Overview
- Behavior Management: Bribes or Rewards – The Fundamental Question
- Behavior Management: Praise and Encouragement – 91 Ways to Say “Good for You”
- Behavior Management: Activities as Reinforcers
- Behavior Management: Point Systems for Progress
- Behavior Management: Behavior Contracts
- Behavior Management: Why it Works
3. Teaching Effectively
Direct Instruction, a teaching method developed by Siegfried Engelmann and his colleagues at University of Oregon, has proven to be the most effective instructional method available for teaching basic and advanced skills in reading, writing, spelling, math and language development.
Simply put, Direct Instruction clearly demonstrates the concept and/or the application for the student, with no guesswork involved.
- Each lesson follows three progressive stages: “Model – Lead – Test.” First, the teacher models the task. Then, the students performs the same task along with the teacher. Finally, when the teacher is sure the student can do the task correctly, the student practices it alone.
- All curriculum is scripted, spelling out exactly what the teacher needs to say and how to say it.
- Correction procedures tell the teacher what to say when faced with specific incorrect responses. All errors are corrected immediately.
- Direct Instruction teaches children rules whenever possible, rather than asking them to memorize baskets of facts.
We are sufficiently comfortable with our carefully-planned and proven instructional programs that we have given parents a money-back guarantee for the past 35 years.
4. Measuring Achievement
Once the instruction has been completed, we want to know whether or not we have taught successfully and the degree to which the student can apply the new information or strategy quickly and correctly.
The method of Precision Teaching was developed by Ogden Lindsley at Kansas University and entails conducting a quick measurement at the end of every lesson. This provides a simple and direct measure of improvement (or not) that can be captured in a minute or less, letting you know how well the teaching worked.
The outcome of these daily measures enables an effective response: practice options and remedial alternatives that will help to resolve the student’s roadblock.
Frequent and consistent methods of recording, analyzing and making decisions on student performance are crucial for progress. The Sacajewa Study, which covered thousands of students in several U.S. western states, showed startling results. Students doubled their scores in math and reading by simply doing a one-minute measurement of each task every day during the school year.
Mom’s most favorite outstanding feature was the teacher-student work review at the end of each section, which was quite thorough. There are progress charts in the back, as well. Grading couldn’t be simpler – just pop your scores in, and you’re good to go!
– Karen Houston, Lead State Coordinator, The Old Schoolhouse Magazine
To learn more about Precision Teaching, please see my blog series on the subject:
- Precision Teaching Series – Part 1 of 5: What is Precision Teaching?
- Precision Teaching Series – Part 2 of 5: The Benefits of Precision Teaching
- Precision Teaching Series – Part 3 of 5: Common Conventions of using the Standard Celeration Chart
- Precision Teaching Series – Part 4 of 5: Exploring the Standard Celeration Chart
- Precision Teaching Series – Part 5 of 5: Summarizing Our Findings