"The content that Dan shared was very strong. The Math Practice Standards were covered extensively and the deeper ideas of what a mathematician should be doing in the classroom were the core of this workshop." - Teacher Country Day School, Costa Rica
"In our training and support to intervention specialists in the region an overwhelming request was for more training is strategies to teach math. We chose training to meet this need because it provides those strategies that Intervention Specialists can use to deliver the specially designed instruction defined in IEPs as "using a multi-sensory approach...." The training will enable them to teach students the math concepts that they currently lack.
Furthermore teachers themselves gave highly positive reports about the methods and structure and are excited to begin using the strategies to teach math using kinesthetic, visual, auditory, and verbal approaches." - Eric C. Humston, State Support Team, Region 15, Ross-Pike ESD Ohio
"The training was an eye opener. I continually found myself saying, "Wow, why didn't someone teach it to me this way?" It made sense and seemed so obvious that this was what we were missing. I wasn't expecting to learn so much myself either. I couldn't wait to try it with my students. I wondered if they would be as excited, would the vocabulary confuse them, and etc. It did not take long to get answers. The vocabulary was not a problem for the students at all. It was awkward for me at first, but I was committed and stuck to it.
This teacher is a huge fan because of what I've seen with my students in such a short time. They are engaged in their learning, excited to learn, and proud of their growth. If our group time has to be missed for some reason, they are upset and want to know why. They watch the clock in their classrooms and even try to come early for their group time. What else could I ask for as a teacher?
There is still so much for me to learn with the program and I'm excited. Change is always scary but I know that ...... and Dan (Sinclair) is there every step of the way. Thank you!" - Leslie Allen, Math Interventionist, Garland TX
"I am so impressed by the care and professionalism, details and quality put into the training today. Dan, you are an amazing presenter - I know because I have presented professionally for over 20 years at the district and college level. 'I know 'em when I see 'em' after attending countless presentations at conferences since 1974." - Cindy Pennington - Pennington Instructional Connections
Mathematics can be a complex and challenging topic for students and teachers. The new standards that have been introduced over the past few years have changed and challenged many teachers ways of delivering instruction in the classroom. Many traditional methods have been proven to be less effective and the need to transform learning to meet research based math practice standards is critical. Dan Sinclair is someone who identifies with the struggling student. Having failed high school mathematics, he has felt the frustration and angst created by a lack of understanding. He has become someone who now loves math and love sharing his passion for math with others. For the past 18 years he has worked with teachers, parents, and students to help bring understanding and learning himself along the way. He has trained with school districts in cities like Albuquerque, NM (30th largest), Garland, TX (70th), Gilbert, AZ (147th), Joliet IL, and other large districts across the country, As well as high profile private schools such as Trident Academy in Mt. Pleasant, SC, Fortune Academy in Indianapolis, IN. and The Country Day School in Costa Rica. Today, he presents at national conferences such as the National Math Teachers, Council for Exceptional Children, Learning Disabilities of America, and International Dyslexia. His passion for teaching math comes through bringing excitement and understanding.
Each district, school, teacher, parent, and student is unique. There is no "one" way to do anything and each training is shaped to meet the unique needs of those involved. However, in order to provide some guidance the following is what we feel is the best plan of action. District/School-wide Implementations:
On-Site Professional Development - This is ideal for training groups of teachers. Length of training would depend on content levels desired. A minimum of 1-day is needed for any level of instruction.
On-Site Follow-up Visit - After the initial professional development training, a return visit should be planned to help solidify the initial training. During this on-site visit, we will work with teachers to understand what is working, what they are struggling with, and how to effectively teach using a multi-sensory methodology.
Additional Support - We will be available for one-year to do online video support sessions to answer additional questions and provide support to any teachers or administrators needing it.
Pricing: Please contact us to discuss your needs. Small group/Individual Teacher Support:
Initial Online Training - This training will be live with a Teach 4 Mastery trainer to cover content areas desired. Length of each session is dependent upon specific needs of the group/teacher.
In-Class Online Support - A Teach 4 Mastery trainer can join your class instruction time to help develop an understanding of how instruction in the classroom can be done using a multi-sensory methodology.
Pricing: Please contact us to discuss your options.