Method and system for coaching literacy
First Claim
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1. A method of coaching literacy comprising:
- (a) providing a first learning template for an educational concept to a tutee;
(b) said tutee reading examples of said educational concept presented by said first learning template;
(c) said tutee reading instructions presented by said first learning template;
(d) said tutee completing blanks on said first learning template;
(e) monitoring, by a tutor, said tutee'"'"'s completions to said blanks on said first learning template;
(f) said tutor providing feedback and substituting correct responses on said first learning template for incorrect responses without providing verbal explanations;
(g) said student reviewing said feedback and said correct responses on said first learning template without listening to verbal explanations;
(h) said tutor determining whether said tutee has mastered said educational concept;
(i) repeating steps (c), (d), (e), (f), (g), and (h) until said tutor has determined that said tutee has achieved sufficient mastery;
(j) presenting said tutee with a second learning template with fewer prompted examples;
(k) said tutee providing input to complete said second learning template;
(l) said tutor monitoring said tutee'"'"'s completion of said second learning template;
(m) said tutor providing feedback and substituting correct responses for incorrect responses on said second learning template without providing verbal explanations;
(n) said student reviewing said feedback and said correct responses on said second learning template without listening to verbal explanations;
(o) said tutor determining whether said tutee has mastered said educational concept, and;
(p) repeating steps (k), (l), (m), (m), (o), and (p) until said tutor has determined that said tutee has achieved sufficient mastery.
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Abstract
There is provided a method and system designed to (1) coach school children who have responded poorly to group writing instruction to obtain mastery in writing, and (2) allow peer students and parents, even with minimal training, to educate students who are failing in literacy. The disclosed methodology enables tutors and parents to teach how to write well without having to explain how to write well.
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Citations
25 Claims
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1. A method of coaching literacy comprising:
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(a) providing a first learning template for an educational concept to a tutee;
(b) said tutee reading examples of said educational concept presented by said first learning template;
(c) said tutee reading instructions presented by said first learning template;
(d) said tutee completing blanks on said first learning template;
(e) monitoring, by a tutor, said tutee'"'"'s completions to said blanks on said first learning template;
(f) said tutor providing feedback and substituting correct responses on said first learning template for incorrect responses without providing verbal explanations;
(g) said student reviewing said feedback and said correct responses on said first learning template without listening to verbal explanations;
(h) said tutor determining whether said tutee has mastered said educational concept;
(i) repeating steps (c), (d), (e), (f), (g), and (h) until said tutor has determined that said tutee has achieved sufficient mastery;
(j) presenting said tutee with a second learning template with fewer prompted examples;
(k) said tutee providing input to complete said second learning template;
(l) said tutor monitoring said tutee'"'"'s completion of said second learning template;
(m) said tutor providing feedback and substituting correct responses for incorrect responses on said second learning template without providing verbal explanations;
(n) said student reviewing said feedback and said correct responses on said second learning template without listening to verbal explanations;
(o) said tutor determining whether said tutee has mastered said educational concept, and;
(p) repeating steps (k), (l), (m), (m), (o), and (p) until said tutor has determined that said tutee has achieved sufficient mastery. - View Dependent Claims (2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14)
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15. A learning template for enhancing the effectiveness of directed coaching between a tutor and tutee, comprising:
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a title corresponding to a learning skill being taught to the tutee;
one or more text examples, whereby said text examples are parsed into component elements, said component elements identified by grammatical function;
one or more directions instructing said tutee in steps to successfully complete said learning template; and
one or more partially complete sentences, whereby said partially complete sentences contain one or more blank component elements, said one or more blank component elements identified by desired grammatical function. - View Dependent Claims (16, 17, 18, 19, 20, 21, 22, 23)
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24. A system for coaching literacy comprising:
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(a) means for receiving input;
(b) means for providing output;
(c) means for receiving, storing, and evaluating input from a tutee;
(d) means for storing and retrieving one or more learning templates; and
(e) software means for providing a system for coaching literacy to said tutee, said software stored on a storage medium.
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25. The system of claim 25 further comprising means for transmitting said learning templates through a network.
Specification