Transcript Precision Teaching and the Use of the Standard Celeration

Precision Teaching and the
Use of the Standard Celeration Chart
Presented by Shari Daisy
November 8, 2005
Precision Teaching
 “The learner is always right”
 Make instructional decisions based on data
 Learner’s performance determines direction of
instruction (not curriculum model)
 A measurement and decision making tool
 Allows teachers to analyze and understand the
effects of their teaching on students
 Emphasis is on improving students’ FLUENCY
(speed and accuracy)
Standard Celeration Chart
 The hallmark of
Precision Teaching
 Semi-logarithmic: Y
axis is logarithmic and
has 6 cycles (1-10, 10100, 100-1000, etc.),
X axis is not
logarithmic and
reflects days
100
correct s
errors
10
1
Day 1
Day 2
Day 3
Day 4
Advantages of the SCC
 Gives a more accurate picture, or measure, of
performance
 On equal interval chart 10 to 20 is the same as 80
to 90, even though more significant change
occurred in the former
 Can predict future rate of learning
 Can display responses of low to high frequency
 Students can learn to complete their own graphs
 Reflects time, so fluency can be determined
Completing the SCC
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Any response that can be counted, can be graphed
X’s are used for errors
Dots are used for corrects
Counting floor/record floor/time bar indicates the
time duration of the fluency drill
 No errors are graphed slightly below the counting
floor
 The aim is indicated by an “A” and indicates the
learning goal
How can the SCC be used?
Math
Language Social
Arts
Studies
Music
Physical
Education
Math facts
Sight words
Vocabulary
Naming
musical
notes
Number of
jumping
jacks
Word
problems
Passage
reading
Naming
historical
dates
Identifying
types of
music
Identifying
muscles
Naming
geometric
shapes
Spelling
Identifying
landforms
Playing
notes
Hitting a
target in
archery
Some Examples of
Learning Channel Sets…
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See and say
See and write
Think and do
Hear and write
Think and write
Think and say
Think and draw
Feel and say
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See and press
See and match
Hear and point
Hear and do
Touch and say
See and place
Taste and say
Touch and print
For Additional Information:
 http://psych.athabascau.ca/html/387/OpenMo
dules/Lindsley/index.shtml
 http://www.fluency.org/
 http://www.precisionteachingresource.net/
 http://members.aol.com/standardcharter/inde
x.html
 http://members.aol.com/standardcharter/safm
eds1.html
 http://members.aol.com/standardcharter/learn
pix.html
 http://www.behaviorresearchcompany.com/
Practice Graphing