After holding my corrects on or above aim and my LO’s at base level for 4 days I performed a retention test. As you can see from the chart this was successful in my effective recall of information. I will now be making a new set of cards and begin charting separately from this week.
Week 9
Here are week 9’s learning pictures. As you can see, my LO’s have decelrated, my corrects accelerated to aim after a 2 day error drill in the middle. i shall now monitor my chart for 3 days to see if i retain zero LO’s and hold fluency as well as corrects.
Week 8
Here are my learning pictures for week 8. Following exam revision and the application of error drilling my fluency has increased my corrects are showing acceleration with a deceleration in my LO’s. I feel i now need another intervention to reach maximum fluency and get my LO’s down to the zero mark. Please peruse and comment on any changes to my learning you think are appropriate.
Week 7.
I decided to go through all the pack untimed 3 times every day for 3 days to see if i had any improvement in reducing my errors and increasing my corrects. My fluency rate has improved as well as a reduction in LO’s and increase in corrects. I plan to continue with this method for the rest until i see a flattening effect or if my lo’s or corrects do not improve. Then i will drill the errors. I have not managed to safmed just yet today, but will update with my chart tomorrow. Below is my timings Chart showing the last 3 days timings.
Week 6
During the past week I have performed 3 x 1minute daily timings, using the PT Glossary terms SAFMEDS cards. No intervention has been put in place, as i began to see an increase in fluency and corrects’s. However, my LO’s are not reducing effectively, therefore an intervention will now need to be implemented. Please peruse my charts and advise.
WEEK 5
Last week the decision was made to change the content of SAFMED cards being used. As the content of my original SAFMEDs was too wordy, impacting fluency, i changed to using Precison Teaching Glossary terms. I began charting 3x1minute per day session with an aim of 60 cards per minute fluency rate. As you can see from the Daily SCC below (hyperlinked pdf) I began with a fluency rate of 22 with 13 corrects and 9 LO’s. From this starting point i applied a x2 celeration line to the chart in order to track and plan aims for my learning. These aims are indicated on the Daily Timings Chart below. (hyperlinked pdf). A 2x celeration was met on day 2. However, as the week progressed my celeration seems to have dropped significantly. As this is my first week with the new pack i shall continue for one more day, the shall implement an intervention.
When PT Tools are not Precise Enough!
Houston – we have a problem! My initial idea of using SAFMEDS cards to engage with the Emotion and Motivation module has hit a hurdle! I greatly underestimated how much work would go into making a pack of 80 cards of key terms for the topic. Therefore I have made the decision to make alternate cards, using glossary terms for the Evidence Based Behavioural Methods in Education module. As the glossary terminology is something I will need to know it will still be a useful tool, however the glossary itself is already established, thereofe is easier to transfer over to make a SAFMEDS card pack. The process will be the same as established during my initial blog, with charting resuming on Wednesday 23rd October.
Learning Project Using Precision Teaching Methods
Maximising learning potentials through utilising measureable fluency of the learner.
In this first blog I will introduce which Precision Teaching (PT) techniques will be utilised to maximise the learning potential for key terms for a currently studied module.
The aim of the learning project will be to learn and retain information for effective exam revision. SAFMEDS (Say All Fast Minute Every Day Shuffle) will be made, utilising the see/say learning channel, using key terms from the initial 2 Emotion and Motivation lectures.
The SAFMEDS will comprise 60/80 cards. Each day three, one-minute timings will be performed. Each one-minute timing will identify the number of learning opportunities (LO’s) and correct answers for the pack. The best timing for the day will be charted, using a Standard Celeration Chart (SCC). This will result in a learning picture, which will give key details in order to guide effective implementation of any interventions needed.
New packs of SAFMEDS will be made for the remainder of the key terms to be learnt. These will be charted separately, allowing clear tracking of both sets.
Initially my aim is to reach a fluency of 60 cards per minute. This will be reviewed as the learning project progresses.
In 1965, we wer…
In 1965, we were plagued by a rash of very poor alleged “measures” of classroom behavior. The educational research journals were publishing studies with “time on task” that were actually only records of minutes spent sitting at a desk in arithmetic position. Another equally virulent measure was minutes spent without a tantrum. Thinking of the “reductio ad absurdum” method used successfully in laboratory natural science, I deduced that if a dead boy could do it, it wasn’t behavior; we should not spend valuable school funds teaching children to play dead.
“…Dead-man test for behavior (Lindsley, 1965).
Evidence Based Behavioural Methods in Education 