Precision teaching is a precise and systematic method of evaluating instructional tactics and curricula. It is one of the few quantitative analyses of behavior forms of applied behavior analysis. It comes from a very strong quantitative scientific basis and was pioneered by Ogden Lindsley in the 1960s based largely on Skinner's operant conditioning. Precision teaching is a type of programmed instruction that focuses heavily on frequency as its main datum. By focusing on fluency, the teacher can then adjust the curricula for each learner to maximize the learning based on the learner's personal fluency measurements. The instruction can be by any method or approach. For example, the most effective applications of precision teaching have been when it is combined with direct instruction. [1] Children as young as five have charted their fluency measurements and utilized precision teaching to increase their learning. According to Owen White, [2] Precision teaching "has been used successfully to teach the progress of learners ranging from the severely disabled to university graduate students, from the very young to the very old".
"When I was a graduate student, I trained a rat whose behavior did not extinguish exactly as the charts in Skinner's book had shown. My rat at first had responded much more rapidly when his responding was no longer reinforced. The rapid responding went on for about 30 minutes, at which time the rat stopped abruptly. I took the cumulative record of the rat's unusual extinction to Dr. Skinner and asked him how this had happened. How could the rat do this when the book showed a very different gradual extinction curve? Skinner answered, "In this case, the book is wrong! The rat knows best! That's why we still have him in the experiment!"
— Ogden Lindsley, Precision teaching: By teachers for children. Teaching Exceptional Children, 22(3) page 12
For a good introductory article on how to use precision teaching and celeration charts see [8]
Burrhus Frederic Skinner was an American psychologist, behaviorist, inventor, and social philosopher. He was the Edgar Pierce Professor of Psychology at Harvard University from 1958 until his retirement in 1974.
Phonics is a method for teaching reading and writing to beginners. To use phonics is to teach the relationship between the sounds of the spoken language (phonemes), and the letters (graphemes) or groups of letters or syllables of the written language. Phonics is also known as the alphabetic principle or the alphabetic code. It can be used with any writing system that is alphabetic, such as that of English, Russian, and most other languages. Phonics is also sometimes used as part of the process of teaching Chinese people to read and write Chinese characters, which are not alphabetic, using pinyin, which is alphabetic.
Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models, but many are based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation.
The experimental analysis of behavior is a science that studies the behavior of individuals across a variety of species. A key early scientist was B. F. Skinner who discovered operant behavior, reinforcers, secondary reinforcers, contingencies of reinforcement, stimulus control, shaping, intermittent schedules, discrimination, and generalization. A central method was the examination of functional relations between environment and behavior, as opposed to hypothetico-deductive learning theory that had grown up in the comparative psychology of the 1920–1950 period. Skinner's approach was characterized by observation of measurable behavior which could be predicted and controlled. It owed its early success to the effectiveness of Skinner's procedures of operant conditioning, both in the laboratory and in behavior therapy.
Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students by imparting to them skills, and the basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement. Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.
Applied behavior analysis (ABA), also called behavioral engineering, is a scientific discipline that applies the principles of learning based upon respondent and operant conditioning to change behavior of social significance. ABA is the applied form of behavior analysis; the other two are radical behaviorism and the experimental analysis of behavior.
Mastery learning is an instructional strategy and educational philosophy, first formally proposed by Benjamin Bloom in 1968. Mastery learning maintains that students must achieve a level of mastery in prerequisite knowledge before moving forward to learn subsequent information. If a student does not achieve mastery on the test, they are given additional support in learning and reviewing the information and then tested again. This cycle continues until the learner accomplishes mastery, and they may then move on to the next stage. In a self-paced online learning environment, students study the material and take assessments. If they make mistakes, the system provides insightful explanations and directs them to revisit the relevant sections. They then answer different questions on the same material, and this cycle repeats until they reach the established mastery threshold. Only then can they move on to subsequent learning modules, assessments, or certifications.
In education, Response to Intervention is an academic approach used to provide early, systematic, and appropriately intensive supplemental instruction and support to children who are at risk of or currently performing below grade or age level standards. However, to better reflect the transition toward a more comprehensive approach to intervention, there has been a shift in recent years from the terminology referring to RTI to MTSS, which stands for "multi-tiered system of supports". MTSS represents the latest intervention framework that is being implemented to systematically meet the wider needs which influence student learning and performance.
Programmed learning is a research-based system which helps learners work successfully. The method is guided by research done by a variety of applied psychologists and educators.
In the United States, math wars are debates over modern mathematics education, textbooks and curricula that were triggered by the publication in 1989 of the Curriculum and Evaluation Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM) and subsequent development and widespread adoption of a new generation of mathematics curricula inspired by these standards.
Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction, refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s. DI teaches by explicit instruction, in contrast to exploratory models such as inquiry-based learning. DI includes tutorials, participatory laboratory classes, discussions, recitation, seminars, workshops, observation, active learning, practicum, or internships. The model incorporates the "I do" (instructor), "We do", "You do" approach.
Ogden R. Lindsley was an American psychologist. He is best known for developing precision teaching.
Curriculum-based measurement, or CBM, is also referred to as a general outcomes measures (GOMs) of a student's performance in either basic skills or content knowledge.
Fluency refers to continuity, smoothness, rate, and effort in speech production. It is also used to characterize language production, language ability or language proficiency.
The behavioral analysis of child development originates from John B. Watson's behaviorism.
Backward design is a method of designing an educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages:
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch.
Response-prompting procedures are systematic strategies used to increase the probability of correct responding and opportunities for positive reinforcement for learners by providing and then systematically removing prompts. Response prompting is sometimes called errorless learning because teaching using these procedures usually results in few errors by the learner. The goal of response prompting is to transfer stimulus control from the prompt to the desired discriminative stimulus. Several response prompting procedures are commonly used in special education research: (a) system of least prompts, (b) most to least prompting, (c) progressive and constant time delay, and (d) simultaneous prompting.
Siegfried "Zig" Engelmann was an American educationalist who co-developed the approach to instruction termed "Direct Instruction" (DI). Engelmann was Professor Emeritus of Education at the University of Oregon and Director of the National Institute for Direct Instruction. He wrote more than 100 curricula using DI principles and numerous other books and articles.
Classwide Peer Tutoring (CWPT) is a variation of peer-mediated instruction that has been used in elementary, middle school, and high school classrooms. In CWPT students form pairs and take turns in the roles of tutor and student. Students earn points for their teams by participating in the tutoring and the winning team is recognized. Researchers have investigated CWPT's effectiveness in several different academic areas.
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