青少年閱讀與理解（正在進行的課程）

Classes will combine 3 segment elements: 1/3 teaching instruction focused on the topic/theme, 1/3 student examples (from the previous week's topic), and 1/3 class discussion. 

This class teaches the #1 accepted book for college-level reading and comprehension - but don't worry, the method is very simple, and I've been teaching students as young as 7 years old the technique (and those who are in their 60s.) As an Ongoing class, I (1) review and teach the method weekly, (2) have students memorize the method, and (3) I coach them as they share books they are reading for the class using the method. The goal is to help students practice the method with simpler books and then work up to more complex ones. After presenting about 10 books, I see kids transform with confidence.

The ongoing format means learners can develop relationships with an intellectual peer group through regular contact, discussion, and participation. 

Class Lesson Topics (the class circles through these steps reinforcing them as students continue reading and practice the method)
•	Week 1, (Aug 19) Picking books for class and learning the Mortimer Adler 4-Level reading method. (This is reviewed weekly for any new and ongoing students.)
•	Week 2, (Aug 26) Finding the 3 lessons of a book and practicing Adler's "4-Levels" Reading Technique with a book.
•	Week 3, (Sept 2) Critical thinking about a book and practicing Adler's Reading Method shared by a student.
•	Week 4, (Sept 9) Connect the book lessons with your opinion of the book and share other books.

Subsequent Weeks - Topics/Themes
•	Book Reports and Presentation Success
•	Book Reading List
•	Critical Thinking and Reading
•	Tips to Overcome Reading Problems, Pitfalls, and Challenges
•	The Key to Comprehension Success

Additional Methodology and Practice 
My teaching method uses a combination of several elements, with attention to the age group of the class, in order to make the learning process as strong as possible. I include a Student Syllabus, PowerPoint presentation, often use a text (that I summarize - usually the 3 main points), Case Studies, and personal stories to make either a good point or to make the wrong choice clear. I use an interactive Socratic question teaching approach, summarize/quiz about the main points of the class content 2-3 times during a class, randomly call on students to answer a question (rather than just have kids raise hands to keep everyone engaged), and include a student presentation project with a written component - that coincides with the topic theory (for the multi-day sessions). I ask all students to take during class and typically hand out a note-taking sheet.