Empowering Instructors

Click the video above for an overview of our Instructor training.

According to the National Longitudinal Transition Study-2 report (Newman et al., 2011), the two predictors of long-term success for students with learning disabilities are (a) supportive teachers who understand their learning differences and (b) close relationships with mentors.

NoticeAbility has designed an online instructor training program that prepares facilitators to deliver its enrichment curricula in schools, homeschool and afterschool settings. Instructors may be traditional educators, tutors, parents or caregivers. The only prerequisites are compassion, patience, and a desire to mentor. NoticeAbility will provide you with the rest: easy to follow lesson plans, classroom instructions and even teacher scripts!

 
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Instructor Training

Our 2-hour online training program provides instructors with the tools they need to facilitate a NoticeAbility course. The self-paced course provides insights into the dyslexic experience, the correlation between social emotional learning interventions and academic performance, and the step-by-step instructions needed to facilitate a course. Upon successful completion of the training, Instructors will receive a course materials book.

Curricula Implementation

Each NoticeAbility course consists of ten modules designed to fit within a school semester. Each module includes two 50-minute class periods per week. During the first class, students focus on the online learning component. The second class emphasizes collaborative project-based learning.

Class A : Online Learning Students have secure, individualized access to NoticeAbility’s online learning platform. Each module housed on the platform contains 2-3 videos of (approximately) 20 minutes of learning content. During each module, students explore the course content of the week, the corresponding strengths of dyslexia, and the social-emotional skills required to succeed in the team-based exercises.

Instructors are encouraged to facilitate Class A in a location where students have access to their own desktop computer, laptop, or tablet which enables students to learn at their own pace. The course materials book includes clarifying questions that instructors can use to ensure that students have understood the content and concepts.

Class B : Collaborative Team Learning Students apply the knowledge they have acquired during Class A to a team-based, experiential learning project. In NoticeAbility’s Entrepreneurs & Innovators curriculum, students work in teams to ideate a unique product that addresses a common problem. Teams create a prototype and business plan for their product which they “pitch” to an audience at the end of the course.

In NoticeAbility’s Consenses Arts course, students engage in a game of ‘telephone’ using studio and performance art to communicate. Throughout both courses, instructors provide students with guidance on using active listening, conflict resolution, and negotiation techniques in order to ensure the success of group work. 

 
 
“It was great for them to understand what their abilities are and how they can be used for greatness, in other areas of life, instead of feeling discouraged about classes.
Emily, public school teacher
"How much more successful and happy will our students be, not that they can just learn to read, but they know their strengths? What if they can look at their future with bright hope, and know that they can make a difference? This curriculum that NoticeAbility has created starts with those concepts in mind."
Nancy, school principal
"NoticeAbility’s program was a tremendous success. The impact on the students who participated was incredible."
John, public school principal
"We are thrilled to be a part of this wonderful new curriculum!"
Tancy, school leader
"The program was flexible enough for teachers to alter it to meet student needs."
Betsy, head of school
"My daughter’s experience as a NoticeAbility teaching intern encouraged her to pursue her BFA and major in education in college because she saw first-hand how the students became more and more invested in their learning, collaboration, and ability to take risks with their own work."
Mary, mom
"I’m glad the word is getting out in multiple languages. It’s such a struggle to get anyone to take notice of the true needs of Dyslexia. I cannot complain about our school, but there's still lots of work to do in educating the educators."
Chris, parent