SIPPS and the DSC Way

The past six months have brought about a series of "ah-ha" moments for me as a DSC consultant, literacy educator, and adult learner in ways that are beyond measure. My understanding of the DSC Way has shifted in subtle yet exponential measures in my work as I continue to learn to communicate clearly in supporting teachers and students. 

One change is that I have learned to present DSC materials as a change in pedagogy, not just presenting a new program. Programs come and go, and some are more comprehensive than others; but the DSC Way is truly changing the way we approach teaching. I particularly have been reflecting on my work with SIPPS and below are a few examples and implications, as evident in the SIPPS program:

• Build on intrinsic motivation in students
  
  • students build confidence as they are guided to success in the decoding and encoding processes.
  • students are motivated to read as they find success in the hybrid texts.
  • we know motivation breeds success; but consider the opposite effect, “lack of success kills motivation.”
• Build an inclusive learning community.
  
  • choral response engages all students, 100% of the time.
  • choral response reduces the affective filter, provides safety rather than putting students “on the spot” or in competition with each other.
  • students recognize that their behavior impacts the learning of the group.
  • students take responsibility of their own behavior and learning.
  • students learn to care about each other and their learning.
• Teachers set up the situation so students do the thinking.
  
  • students are guided to success in decoding and encoding through the use of lesson routines and correction routines.
  • students learn to be independent readers and thinkers rather than over-reliance on the teacher providing all the information.
  • students learn to use visual supports when reading and writing independently.
  • students learn to apply their learning across other literacy demands.
  • student learning has lasting effects because their brains did the work, as opposed to teachers doing the work for them.

These are just a few aspects that get me excited to turn any conversation toward the DSC Way. What “phonics program” can provide all of the above?

Ann Leon has been a classroom teacher since 1980. She has also been a reading specialist, coach, literacy consultant, and assistant principal. She is also a staff developer for the SIPPS and Making Meaning® programs for Developmental Studies Center.