Our Approach
At Learning Milestones, we use a number of evidence-based educational methodologies including:
Direct Instruction
Most notably, we utilize Direct Instruction (DI), developed by Siegfried Engelmann in the 1960s. This methodology is both a teacher-directed and learner-centered instructional model that emphasizes curriculum design and effective teaching methods. DI distinguishes itself from other explicit instruction models through its focus on precise curriculum design and structured delivery.
DI operates on the belief that all learners can learn with the right teaching methods, and teachers are accountable for learner outcomes. The guiding principle is that if learners haven't learned, the teaching approach needs adjustment. DI aims to accelerate learning by optimizing curriculum design and instructional delivery, focusing on three main components: program design, instructional organization, and teacher-learner interactions.
Program Design: Involves
detailed
content analysis, clear communication and instructional formats, skill sequencing,
and effective skill tracking.
Organization of
Instruction:
Includes flexible skill grouping, maximizing instructional time, and continuous
assessment.
Teacher-learner
Interactions:
Emphasizes active participation, unison responses, quick pacing, mastery teaching,
error correction, and motivation.
DI is suitable for diverse learners, including those with disabilities and inadequate learning histories, and spans various subjects from reading and mathematics to writing and science. Lessons typically feature explicit teaching, guided practice, and independent practice with ongoing feedback.
Self-Monitoring
Self-monitoring for learners with special learning needs involves teaching and encouraging learners to track and evaluate their own behavior, progress, and learning. This strategy helps learners become more aware of their strengths and areas for improvement, promoting greater independence and self-regulation.
Self-monitoring empowers learners by encouraging them to set specific, achievable goals related to their learning or behavior, which helps them focus on areas needing improvement. Learners track their progress using tools such as checklists, charts, or digital apps, recording completed tasks, noting errors, and reflecting on their efforts. Through regular self-assessment, they evaluate their progress against set criteria and reflect on their successes and challenges. Based on these evaluations, learners make necessary adjustments to their strategies or behaviors, such as changing their approach, seeking additional help, or trying new techniques. This process fosters enhanced independence and confidence as learners acquire the repertoire needed to manage their learning and behavior more effectively, while also increasing motivation by allowing them to see their progress and take ownership of their educational journey.
Daily Report Card
The Daily Report Card (DRC) is an effective tool used to support learners with special learning needs by providing structured, daily feedback on their behavior and academic performance. The DRC typically includes specific goals or targets related to both behavior and academic tasks, tailored to the individual needs of the learner.
Each day, the learner’s performance is evaluated and recorded by the tutor, with feedback given on their progress towards these goals. The DRC helps establish clear expectations and provides regular reinforcement, which can be particularly beneficial for learners who thrive on structured routines and immediate feedback.
Additionally, the DRC fosters a strong home-tutoring connection by allowing parents to track their child’s daily progress and engage in discussions about achievements and challenges. This ongoing communication between the tutor and home ensures that interventions are consistent and supports are aligned. By using the Daily Report Card, tutors and caregivers can work collaboratively to monitor the learner’s progress, make timely adjustments to strategies, and celebrate successes, all of which contribute to a more supportive and responsive learning environment.
Fluency-Based Instruction
Fluency training for learners focuses on developing the ability to perform academic tasks quickly, accurately, and effortlessly. It involves practice and repetition in key areas such as reading, math, or writing to build smooth and automatic execution of skills. By improving fluency, learners can better understand and engage with content, enhance their overall performance, leading to increased confidence and academic success.
Fluency in foundational skills such as reading, math facts, and writing supports overall academic achievement by allowing learners to perform tasks more quickly and accurately, facilitating learning in more complex areas. This proficiency also enables learners to transfer their skills to new and challenging contexts, enhances classroom efficiency by reducing task completion time and frustration, and promotes independent learning by helping learners manage their studies with greater autonomy.
