## Science Delayed is Science Denied

In 1997, Dr Cathy Watkins published her monograph, Project Follow Through. The abstract reads; Project Follow Through, originally conceived in 1967 as a social action program to extend Head Start into the primary grades, became an educational experiment aimed at finding effective methods of teaching disadvantaged children. Follow Through, in effect, created a national learning…

Read More## The Pace of Instruction and Learning – Common Sense Teaching

The Pace of Instruction and Learning – Common Sense Teaching Most instruction is delivered at a snail’s pace.- much too slowly, even for children with learning issues. It is counter-intuitive, but instruction should be delivered at a rapid rate. There is a window of optimum presentation speed for learning. That window is a pace at…

Read More## Are We There Yet?

For a number of years, I taught a course in educational methods to behavioral science students at a nearby college. The course was one of those compacted type in a program in which you needed a university degree in order to apply. My course was held in their final semester. As a behaviorist, I wanted…

Read More## Counting by 2’s Forward

Rationale: Another important math skill is to be able to count by numbers other than 1’s. Some count-bys are relatively more useful than others. Counting by 5’s has application to money and time-telling applications, while counting by 8’s has few directly applied uses, but is still useful when estimating. Being able to do fluent count-bys…

Read More## Learning Channels As An Aid To Learning.

Do not pass Go. Do not collect $200 until you read this. Rationale: When we are teaching students new skills or reviewing skills that they already have learned, we rely on information based on learning channels. Each learning channel has an input and an output. There are many different kinds of each. Eric and…

Read More## Rote Counting Skills From 100 to 1

Rationale: In this exercise, we reverse the previous exercises to teach rote counting from 100 to 1. We will practice counting until the fluency level of 150 counts/minute with 2 or fewer errors is reached. First we will teach the students with the model available (See/Say Counting Backwards from 100-0). In the next task we…

Read More## Rote Counting Skills From a Number to a Number (Forward) from Memory

Rationale: Until a student has well-developed counting skills, all other aspects of arithmetic will be difficult or impossible for them to do. Fluent counting skills are the basis for most other activities in arithmetic. There are a number of different components which make up the realm of counting skills that every student needs to be…

Read More## Rote Counting Skills From a Number to a Number (Forward) : Part 2

Task 2: Rote Counting from a number to a number from memory. Think and Say Numbers from a number to a number (forwards) Materials: The numbers as printed from a particular number to some other number (forward). 37 41 (5) 23 31 (14) 86 89 (18) 49 53 (23)…

Read More## Rote Counting Skills From a Number to a Number (Forward) : Part 1

Rationale: Until a student has well-developed counting skills, all other aspects of arithmetic will be difficult or impossible for them to do. Fluent counting skills are the basis for most other activities in arithmetic. There are a number of different components which make up the realm of counting skills that every student needs to be…

Read More## Rote Counting Skills From 1 to 100

Rationale: In this exercise we will combine the previous exercises to teach rote counting from 1 to 100. We will practice counting until the fluency level of 150 counts/minute with 2 or fewer errors is reached. Now that the student has met the fluency standard for counting from 1 to 20, we can add the…

Read More