Transcript Precision Teaching

Precision Teaching:
“The Learner Is Always Right”
A Collection of the Works of Others
Rene’ Fetchkan
EDSP 765
8/9/05
©2005
Do These Ideas Sound
Familiar??????
•
•
•
•
•
Mastery
Fluency
Skill Teaching
Struggling Learners
CriterionReferenced
Assessment and
Instruction
• Charting
• School-wide norms
comparisons
• Benchmarks
• Performance
Standards
Fetchkan, 2005
Old Ideas Are New Again…
• “Using fluency standards and brief, timed
assessment procedures, [researchers] been able to
identify students in need of special help with a
higher degree of predictive validity, and greater
cost-effectiveness than when using more
traditional screening techniques.”
• With regular (e.g., monthly) one-minute
timings on clusters of skills throughout entire
schools and school systems, administrators and
curriculum specialists have been able to track
students' progress (and program effectiveness)
across curriculum areas, classrooms, grade levels,
and schools with a remarkable degree of precision
and objectivity.”
(Binder, 1988)
Fetchkan, 2005
Old Ideas are New Again…, cont.
“Similar to Seeley (1988), who argues for a policy
shift in education from "process accountability to
product accountability," …. A key
recommendation based on Precision Teaching
results is that schools, no matter what
instructional methods or curricula they choose,
should use empirically-based fluency standards
and (at least) monthly assessments on critical
skills to define educational success, to compare
the results of educational programs, to make
curriculum and policy decisions and to conduct
cost-effective educational diagnosis and
placement.”
(Binder, 1988)
Fetchkan, 2005
But Be Advised……….
Precision
Teaching
is NOT =
CBM/CBA
Refer to the Article in
your Packet:
Binder, C. ( 1990).
Precision teaching and
curriculum based
measurement. Journal
of Precision Teaching,
7(2), 33-35.
Fetchkan, 2005
Ogden Lindsley’s Vision
• “The method of instruction called Precision
Teaching was first formulated by Ogden
Lindsley, who left basic behavioral research
at Harvard Medical School in 1964 to
develop Precision Teaching at the
University of Kansas…”
• “From the beginning, Lindsley set out to
‘put science in the hands of students and
teachers’ in the form of measurement
procedures designed to support educational
decision-making for individual students.”
Retrieved 7/23/05, http://home.wi.rr.com/penzky/pt.htm
Lindsley’s Vision, cont.
Why Was it Named Precision Teaching?
[Question and Answer contributed by Dr. Ogden Lindsley, 9/00.]
Ogden Lindsley named Precision Teaching because
"what was really new in our procedure was
precision, we decided to use that as an adjective in
front of whatever it was one was doing: hence in
our case, ‘precision teaching.’ Lindsley hoped that
the standard recording and charting system would
be used throughout the behavioral fields as
Precision School Psychology, Precision Social
Work Precision Speech Therapy, and so on. The
field experts would keep their name as the noun
and use the adjective ‘precision’ to describe the
method standard to all.”
Retrieved 7/23/05 from
http://www.celeration.org/faqs/index.htm#WhyNamePT
Fetchkan, 2005
What is Precision Teaching?
• Formative assessment in instruction
• Developed from Behaviorist methodology
(Applied Behavioral Analysis, Verbal
Behavior, others)
• Complementary to Direct Instruction (DI),
which is how many apply PT, but does not
need to be exclusively used only when
using DI
• Works with “constructing behavioral
[including academic skill] repertoires” to
provide effective instruction and measure
skill growth
Fetchkan, 2005
What is Precision Teaching, cont.
“The key components of Precision Teaching
are: to set time-based mastery criteria for
each curriculum step, to provide daily
opportunities for practice and timed
measurement, to chart performance on a
graph called the Standard Behavior
[Celeration] Chart and to change
procedures when the chart shows they're
not working (Pennypacker, Koenig and
Lindsley, 1972; White and Haring, 1980).”
(Binder, 1988)
Fetchkan, 2005
What is Precision Teaching, cont.
• Curriculum objectives broken into skill steps
(component to composite skills)
• Skill steps are taught and practiced, peer
tutoring/paired learning often occurs
• Daily, 10-20 minutes for skill lesson, practice, skill
measurement and charting
• Instruction builds in direct engagement in the skill;
argues that most general instruction does not engage
the learner in the targeted skill for enough direct
instruction
• Results of charting lead to skill or instructional
changes or directions, helps to know when learner is
ready to move on
• The primary goal of instruction is to build fluency
with a skill; fluency implies readiness to expand
understanding and comprehension
Fetchkan, 2005
Precision Teaching
“REAPS” Benefits
• Retention – meaningful recall of info
• Endurance- of quality recall over time
• Application - over settings, incorporating
simple into complex skills
• PS – Performance Standards, or the
targeted benchmark set for fluent behavior
Summarized from Kubina & Morrison, 2000
Fetchkan, 2005
What Does the Research Say?
“Perhaps the most widely cited demonstration …was
the Precision Teaching Project in the Great Falls,
Montana school district…Teachers engaged
elementary school students in 20 to 30 minutes per
day of timed practice, charting, and decisionmaking in a range of basic skills over a period of
four years. The results were improvements
between 19 and 44 percentile points on subtests of
the Iowa Test of Basic Skills, as compared with
children in control group classrooms elsewhere in
the same school district. These are exceptionally
large improvements with a comparatively small
expenditure of time and effort.”
(Binder, 1988)
Fetchkan, 2005
What Does the Research Say?, cont.
“One series of classroom studies (Binder, 1985)
showed that simply by adding brief, timed practice
periods to the class day, teachers can improve
students' performance levels and learning
rates. Such explicitly timed practice, independent
of any other instructional intervention, may be
among the most cost-effective educational
methods available. Other less formal Precision
Teaching results have shown that children can
master entire years of curriculum in a few months,
and can learn advanced skills far earlier than
usually taught in public schools.”
(Binder, 1988)
Fetchkan, 2005
What Does the Research Say?
As Summarized by Merbitz and colleagues, Chapters
4 & 5, Evidence-Based Educational Methods
• Private schools and learning centers raise achievement by 1
grade level in 20 hours of instruction (p. 47)
• In Great Falls, after 4 years of PT methods used, HS’s were
overwhelmed with students wanting AP classes (p. 49)
• PT “is the quintessential form of data-driven decisionmaking” (p. 49), an “astonishingly powerful technology (p.
48)
• Has been applied to hand movements (pp. 64-65) and other
behaviors of autism with success (p. 71), took Lovaas’s
methods from simple acquisition to fluency of skill
Fetchkan, 2005
What Does the Research Say?
As Summarized by Merbitz and colleagues, Chapters
4 & 5, Evidence-Based Educational Methods
• Has been successfully used with college/adult
learners, TBI, severe disabilities, rehab patients
with success (p.69-71)
• Has been successfully applied to self-charting of
thoughts. feelings and urges for self-improvement
(p. 74)
Fetchkan, 2005
HOW Evidence-Based is the Research?
• What I’ve been able to find are Research Level I and Level
II studies, or narratives, but at best, mostly meeting criteria
for “possible” (not “strong”) evidence of instructional
effectiveness; lack of experimental design.
• What I can’t find are many extensive, evidence-based
studies in schools other that the Sacajawea Project, which
in itself reports convincing data but did not use a rigorous
research design; more descriptive and testimonial-type
literature.
• Some, but lack of true RCT studies; but PT is 25+ years
old, and only more recently have research standards been
more explicit. There needs to be an emergence of
convincing information using contemporarily defined
research standards.
• Rick Kubina, Penn State, is a prominent researcher in this
area today
Fetchkan, 2005
Precision Teaching- It’s All About the Fluency!!!
• Fluency NOT = Accuracy; = Acc + Speed
• “Whether it be speaking a foreign language,
completing basic arithmetic calculations, reciting
knowledge of American history, reading a story
aloud, playing the guitar, dancing, or using
computer software, masterful performance is
quick and nearly automatic, rather than slow and
hesitant. People can observe this difference in
their own behavior and in the behavior of
others. Yet conventional percentage correct
scores, the standard in our educational system,
cannot differentiate between these obviously
different levels of achievement (Barrett, 1979).”
(Binder, 1988)
Fetchkan, 2005
Precision Teaching and Fluency, cont.
“A major Precision Teaching finding (Haughton, 1972) is that
students must achieve fluency in "tool" skills in order to
progress smoothly to more advanced material. A common
reason for failure in basic math skills, for example, is that
students have not been allowed to achieve fluency in basic
number-writing and digit-reading, despite their being able
to perform these skills accurately. When they do not
achieve sufficient levels of basic arithmetic
computation (e.g., 50 to 70 problems per minute),
students usually experience difficulty learning long
division, algebra and other advanced math skills. Thus,
many so-called "learning disabilities" turn out to be no
more than a failure of the schools to measure and to
work toward fluency in basic skills. Precision Teachers
have found that a few minutes per day of timed practice on
carefully sequenced skills can often eliminate what were
previously considered irremedicable learning problems.”
(Binder, 1988)
Fetchkan, 2005
Precision Teaching and Fluency –
Perceptions on Reading
• “PT teachers want to know MORE than how
accurately a student can read. We want to know
how fluently! Children at [Ben Bronz Academy]
are taught from the very beginning to read at 150
words per minute ALOUD before they learn a
large vocabulary. This is because reading is like
riding a bicycle. Reading slowly is very difficult
for new learners, just like riding slowly on a
bicycle. It is easy to "fall off" and lose confidence
in your skill. (Presently major research on reading
states that 40% of USA people are reading
disabled to the extent that they dislike reading and
will not read for pleasure or independently. Once
you "fall off" in reading you may never master the
skill.)”
Retrieved 7/23/05, http://www.learningincentive.com/TLI_PTin.html
Precision Teaching and Fluency –
Perceptions on Reading, cont.
“Students who CAN read fluently will master
new vocabulary with confidence and ease.
Our USA schools expect students to learn to
read at 60 words per minute. Start tapping
your finger once per second, and then talk
along with that beat. (Go on, give it a try,
even for ten seconds!) Even after years of
"riding the reading bicycle" most adults
cannot understand slow reading or slow
talking and will not listen for long. Neither
will students.”
Retrieved 7/23/05, http://www.learningincentive.com/TLI_PTin.html
Precision Teaching and Fluency, cont.
Referenced Fluency Benchmarks
(Research cited by Kubina & Morrison, 2000)
• Seeing/saying words in context or in
oral reading at 180-200 Words Per
Minute (Kubina & Starlin: 150-250
WPM)
• Seeing/writing math facts at 70-90
Digits Per Minute
• Thinking/writing alphabetic letters at
150 Words Per Minute
Fetchkan, 2005
Precision Teaching and Fluency, cont.
• Pick a skill, i.e. Math +/- facts, older students
Give a 1 minute assessment, e.g., 75 problems of:
3
6 4 5
5
-5 + 2 +3 -8 +2
etc.
Or +/- series problems like
start:4 add:4 = 4 ___ ___ 16 ___ ___ 28 ___
start:4 add:4 = 4 ___ 12 ___ 20 ___ 28 ___
start:8 add:8 = 8 ___ ___ 32 ___ ___ 56 ___
Precision Teaching and Fluency, cont.
Other “Pick a Skill” examples:
• WPM
• Reciting vocabulary words for a given
definition
• Number of vocalizations in response to a ?
• Discriminating whether terms or concepts
came from the Declaration of Independence
or the Constitution
• Naming colors/letters/shapes/sizes
How Do You Measure Fluency?
• Oral reading probes
• Math computation probes
• Flashcards known as SAFMEDS
(Say All Fast a Minute Every Day Shuffled)
• Student or Teacher Tally of Observed
Behavior
Fetchkan, 2005
Then Chart It!!!!!!
The Celeration Chart
The Behaviorists’ Views of Charting Human
Behavior – Skinner and Lindsley
• B.F. Skinner devised the cumulative record,
where the slope of a line equals frequency.
• O.R. Lindsley devised the Standard
Celeration Chart, where a point equals
frequency, and the slope of a line equals
celeration.
• Lindsley has proposed the name "Standard
Frequency Chart" in place of "cumulative
record" for Skinner's charts.
• On both, the slopes form the standards.
Retrieved 7/23/05, http://members.aol.com/standardcharter/define.html
Celeration Chart Likeness
Retrieved 7/23/05, http://members.aol.com/standardcharter/trend.html
The Celeration Chart
http://www.celeration.org/faqs/index.htm#ChartWhatDo
• A LIGHT BLUE, standardized chart (complicated
method of determining the dimensions!!! Semilogarithmic, uses multipliers not addends, makes a
learning curve a straight line)- copyrighted
• Displays behavioral frequencies, celeration
changes, and bounce that correspond to the natural
flow of behavior
• Measures the behavior select time intervals
(usually 1 min., can be few seconds to few mins.)
• Does NOT start with a baseline
• Child chooses the target behavior; experts say that
they will pick the behavior you wanted them to
pick by the 3rd-4th behavior charted
• Children as young as Grade K have learned to use
Why No Baseline?
http://www.celeration.org/faqs/index.htm#ChartWhatDo
• Doing Precision Teaching: Do I need a
baseline?
[Question and Answer contributed by Dr. Ogden Lindsley,
October 2000.]
• “No. You do not need to chart for a week or two
before you try a reward or penalty. The slope of
our standard chart tells how much what you are
doing is working, and will predict when you will
reach aim. Of course, about one third of the time
self counting and charting alone produce the
results you want. So, you don't always need to
change anything else.”
Let the Child Choose the Behavior?
http://www.celeration.org/faqs/index.htm#ChartWhatDo
Doing Precision Teaching: Can I help a learner pinpoint
his or her first target?
[Question and Answer contributed by Dr. Ogden Lindsley, 10/00.]
“Yes. ‘Child knows best.’ Try to get the learner to do
three things:
• Pick something they really want to do and
haven't been able to, so gains will please them.
• Pick a target that either counts itself or is easy to
count.
• Pick something they are already doing a little.
Break the target into small enough pieces so that
it can be done 5 to 10 times a minute at the start
and can go up to over 100 per minute.”
Terms to Know
“Frequency… means some count per unit of time. In
behavior analysis the most common measure of frequency
has been responses per minute. In behavior analysis,
frequency often gets renamed as "rate" or as "rate of
response."
Celeration forms the root word of acceleration and
deceleration. Celeration refers to number per unit of time
per unit of time. In behavior analysis (Precision Teaching)
the most common measure of celeration has been number
[of the observed behavior] per minute per week [one chart
shows multiple weeks].”
Above Retrieved 7/23/05,
http://members.aol.com/standardcharter/define.html
Bounce describes the variability in frequency from one
performance to the next (Merbitz et. al., p. 65)
The Celeration Chart – How-To’s
http://members.aol.com/standardcharter/welcome.html
• “The chart comes in several versions. The most common
version has "SUCCESSIVE CALENDAR DAYS" along
the x-axis. We refer to that chart as the "Daily Behavior
Chart." Up the left, or y-axis, one finds a multiply-divide
scale of frequency. This scale has the label "COUNT
PER MINUTE." Frequency refers to "number per
minute." So, one uses the chart to plot the frequency of
behavior on a daily basis.”
• “As frequencies accumulate across a chart, one can draw a
line of best fit through them. This line forms a "celeration
line." Celeration shows trends in frequency. The
frequencies may speed up, slow down, or stay the same.
Beyond simply describing the frequency and celeration of
behavior, one may use standard charts for instructional
decision-making. Such decisions place the chart in a vital
and critical role.”
The Celeration Chart – How-To’s
http://members.aol.com/standardcharter/welcome.html
• At least six types of celerations
• “Precision teachers often count and chart both the
daily frequency correct and the frequency error for
a particular movement cycle, or behavior of
interest. We call that an accuracy pair, or a "fair
pair." As both correct and error frequencies
accumulate across the chart a behavior change
picture emerges. We call such results "learning
pictures." A full set of learning pictures may be
described with different combinations of
celeration lines. One may use learning pictures to
make instructional decisions.”
Best on the Web for
Understanding Celeration Charts
http://courses.washington.edu/edspe510/Downloads/
ChartBook_W05_Optimized.pdf Dr. Owen
White’s “chart book” (University of Washington)
– see bibliography for course syllabus link- WOW,
what a website for the interested!!!!!!)
http://www.precisionteachingresource.net/chartoverv
iew.pdf pdf version OR ...overview 2.htm for html
version -Both from Dr. Rick Kubina’s website
(Penn State University)
http://members.aol.com/standardcharter/define.html
The How To’s of Celeration Charts, Dr. John
Eshleman
Alternate Celeration Chart Resources
w/ Disclaimer from The Standard Celeration Society
http://people.ku.edu/%7Eborns/ Excel chart
versions of SCC
www.sopriswest.com Individual skill builder
student materials kit
http://bell.mma.edu/~sarna/GirouxCrow.html
Two users created chart option
Chart Differences – 1. Regular Chart
Courtesy Dr. R. Kubina (personal email to Fetchkan, 7/25/05)
Chart Differences -2. Standard Celeration Chart
Courtesy Dr. R. Kubina (personal email to Fetchkan, 7/25/05)
x 16
TM
x4
CALENDAR YEARS
x2
Likeness of Yearly per year Standard Celeration Chart
Actual Charts available fr om BEHAVIOR RESEARCH CO.
BOX 3351 - KANSAS CI TY, KS 66103-3351 F AX ORDERS 913 362
5900
x 1. 4
x 1. 0
1000000
20
0
40
60
per 5 y rs
80
100
x 1.15
100000
10000
x 2.5
Students in Special Education
1000
100
Students with Autism
10
1
1950
__________________
SUPERVI SOR
1960
1970
1980
1990
__________________ __________________
ADVI SER
MANAGER
YEARLY per year CHART
_____________________________________
ORGANI ZATION
_________________________
TIMER
2000
Year
2010
2020
2030
2040
2050
__________________________ _____ ___
ORMER PERF
AGE
_________________________
_________________________
COUNT ER
___________
LABEL
_____________________________
CHART ER
COUNTED
How Educators Are Using Precision Teaching
EX./http://www.teachyourchildrenwell.com
The QLC Learning Model
MEASURING ACHIEVEMENT—PRECISION TEACHING
“This elegant and easily used measurement system gives
the teacher and the learner immediate feedback of
progress, problems and possible options. Precision
Teaching offers performance standards, practice options,
remedial alternatives and a consistent method of recording,
analyzing and making decisions on student performance….
It was used in thousands of classrooms in a major
educational study, the Sacajewea Project, with spectacular
results.
• Precision Teaching takes a timed sample of the learner's
specific performance, like oral reading, compares it to
other samples of that task and provides a comparative
graphic measure of the pace and quality of that attempt.”
The QLC Center, Canada
www.teachyourchildrenwell.com
Private School
services that
use Direct
Instruction as
the primary
instructional
method and
PT as the tool
for formative
assessment
Morningside Academy (Puget Sound, WA)
http://www.morningsideacademy.org/about/indepth.html
• Private school, targets struggling and
identified students
• Initially uses Direct Instruction, then moves
to expanded methods (“Generative
Instruction”)
• Measures all target skills daily
• Offers a money-back guarantee for
progressing 2 years in 1 in the skill of
greatest deficit. In 25 years, they have
returned less than 1% of school-year tuition
• Starts with their “Foundations Program”
and catches students up to grade level
Morningside Academy, cont.
http://www.morningsideacademy.org/about/indepth.html
“Following successfully completed lessons; students
practice their freshly learned skills until they
become fluent or automatic, using Lindsley's
Precision Teaching method. Having fluent
prerequisite skills makes learning subsequent,
related skills faster and more successful. Students
usually practice building skills to fluency in pairs,
although sometimes they practice alone or in
threes. During practice, students time themselves
on specially designed fluency materials until they
can perform a certain amount-accurately,
smoothly, and without hesitation-in a certain
amount of time. Timings are usually 1 minute, but
range from 10 seconds to 10 minutes. …”
Morningside Academy , cont.
http://www.morningsideacademy.org/about/indepth.html
“Students record their timed performance on
…Standard Celeration Charts. A specific
minimum rate of improvement is indicated on
these charts. As students practice, they plot their
own improvements and compare their progress to
the minimum rate lines. Their comparisons tell
them whether they are making sufficient progress,
or whether they need to call the teacher or another
student for help. Practice is spaced and cumulative
in order to maximize its effectiveness. These
practice sessions blend the timing, charting,
fluency-building, and celeration-building aspects
of Precision Teaching…”
Morningside Academy, cont.
http://www.morningsideacademy.org/about/indepth.html
“With Precision Teaching, students learn important
goal setting, self-monitoring, self-management,
organizational, and cooperative learning skills.
Students also learn self-management and selfdetermination through freedom to take their own
performance breaks and still meet their expected
goals, skip lessons when they can demonstrate
mastery, move through the curriculum at their own
pace, select their own arrangement of tasks to
accomplish in a class period, choose their own
free time activities, and give themselves report
card points, among other opportunities.”
NOTE: Others concur, claim PT builds learning
excitement, not dry boredom with learning tasks.
Other Programs, Similar Structure
Ben Bronz Academy, West Hartford, CT
http://www.learningincentive.com/
Center for Advanced Learning, Inc., Reno,
NV; claims averages of 2 years' gain in
academic skills per 40 hours in the program
http://www.thecenterforadvancedlearning.com
/index.htm
Reading with Precision
•
•
•
•
•
(Kubina & Starlin, 2003)
Any behavior displayed within a certain frequency
range will facilitate retention, endurance and
application
REAPS attained when orally reading 150-250
WPM, any level, materials, grade, etc.
Determine instructional level (50-150 WPM; 0-75 is
guide for frustration or “challenge” level) and
practice at this level
Do not keep students at same level once aim is met,
learning is not occurring
Practice tactics: Direct Repeated Readings;
Endurance Building (very short practices, 10-30
seconds, build to 1 minute and beyond); Graph
Feedback
Fetchkan, 2005
So How Does
Precision Teaching Work?
Precisely !!!!!!!!!!!
Bibliography
http://www.celeration.org/references.htm An
exhaustive bibliography on PT
http://www.autismteachingtools.com/page/bbbbfg/bb
bbfz PT applied with autistic populations
http://www.celeration.org/index.htm Home page of
The Standard Celeration Society
http://www.fluencyfactory.com/PrecisionTeachingLi
nks.html One stop shop for PT
http://members.aol.com/standardcharter/define.html
The How To’s of Celeration Charts
Bibliography
http://fluency.org/ – links to PT tutorial and
advanced narratives and research papers
http://psych.athabascau.ca/html/387/OpenMo
dules/Lindsley/ Athabascau University –
good tutorial on PT
http://courses.washington.edu/edspe510/510_
Syllabus.htm Renowned PT expert and his
Univ. of Washington course syllabus –
people are learning PT principles!
Bibliography
Behavior Research Company, Box 3222, Kansas City, KS
66103; FAX = 913-362-5900 – Lindsley’s afliliation and
official publisher of the Standard Celeration Chart + a
number of books, charts, reports, and articles on Precision
Teaching.
Beck, R., & Clement, R. (1991). The Great Falls Precision
Teaching Project: A historical examination. Journal of
Precision Teaching, 8(2), 8-12.[a.k.a.“Sacajawea Project”]
Binder, C. (1988). Precision teaching: Measuring and
attaining exemplary academic achievement. Youth Policy
Journal, 10(7), 12-15.
Graf, S., & Lindsley, O. (2002). Standard Celeration
Charting 2002. Youngstown, OH; Graf Implements.
Kubina, R.M., & Morrison, R.S. (2000). Fluency in
education. Behavior and Social Issues, 10, 83-99.
Bibliography
Kubina, R.M., & Starlin, C.M. (2003). Reading with
precision. Retrieved on July 24, 2005 from
http://www.precisionteachingresource.net/Kubina
Starlin.pdf
Merbitz, C., Vieitez, D., Merbitz, M.H., & Binder,
C. (2004). Precision teaching: Applications in
education and beyond. In D.J. Moran & R.W.
Malott (Eds.), Evidence-Based Educational
Methods (pp. 63-78). Amsterdam: Elsevier
Academic Press.
Bibliography
Merbitz, C., Vieitez, D., Merbitz, M.H., &
Pennypacker, H.S. (2004). Precision teaching:
Foundations and classroom applications. In D.J.
Moran & R.W. Malott (Eds.), Evidence-Based
Educational Methods (pp. 47-62). Amsterdam:
Elsevier Academic Press.
Pennypacker, H.S., Gutierrz, A., Jr., & Lindsley,
O.R. (2003). Handbook of the Standard
Celeration Chart. Cambridge, MA: Cambridge
Center for Behavioral Studies.