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Precision Teaching

Precision Teaching. Enhanced Mainstream School for Cognition and Learning. Precision Teaching is:. a way of planning a teaching programme to suit the needs of an individual pupil a systematic way of structuring and monitoring an intervention

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Precision Teaching

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  1. Precision Teaching Enhanced Mainstream School for Cognition and Learning

  2. Precision Teaching is: • a way of planning a teaching programme to suit the needs of an individual pupil • a systematic way of structuring and monitoring an intervention • a way of evaluating the programme to find out how effective it is. Daily Teaching Feedback and praise For effort Daily Assessment Daily Chart

  3. Does it work?

  4. Yes it does. Why………? Because Precision Teaching uses the Little and Often approach “…the [Rose]  review recommends that intervention programmes are best delivered by teachers who understand how to attune a programme to a child’s learning difficulties, or by trained classroom support staff who are well managed by such teachers. This chapter summarises evidence showing that interventions promoting phonological skills are effective for teaching children with dyslexia71. It also recognises that children with dyslexic difficulties particularly benefit from teaching that adheres to the following principles: highly structured, ‘little and often’, using graphic representation, allowing time for reinforcement and encouraging generalisation72. Identifying and Teaching Children with Dyslexia and Literacy Difficulties, DCSF 2009, pg 57

  5. Who is it aimed at? “She has poor concentration.” “ The gap between her and her peers is getting wider and wider. She’s a slow learner.” Have you heard any of these common phrases? “There is little or limited progress being made.” “By the time he’s just figured out what he’s doing, it’s time to move onto the next task.” “He Remembers it one day and it’s gone the next.”

  6. What are the benefits and key principles? • Accelerates pupils learning by making the teaching precise and thereby as cost effective as possible. • Gives visual evidence of pupil’s progress. Increasing motivation and self-esteem. • Little and often (distributed practice) • Mix new items (words) with older more familiar items (words) to help retention (interleaved learning) • Skills are taught to a high fluency level and it helps you decide when a pupil is ready to move onto a new target. • Where a pupil fails to attain, attention is focused on adapting the programme/instruction rather than in the pupil.

  7. What skills does it work for?

  8. The 5 step process

  9. Step 1 Define a SMART target Write a target that is specific, measurable, agreed, realistic and time bonded. • Get a baseline data to find out what words or sums etc. are known/not known. For example I use the first 100 High Frequency Words. This can be used for both reading and spelling. • Establish an aim rate. This is the speed at which the learner can operate with words they already know. • Put 3, 4 or 5 secure words onto a probe (step 3) and test how many they can read or spell in 1 minute. This score sets the target for the unsecure words and is recorded onto the graph (step4) down the y axis.

  10. Step 2 Implement a target specific teaching method • Provide daily input to teach the skill outlined in the SMART target. • Anticipate needing to establish which method of teaching works best.

  11. Teaching resources for Reading and spelling • Daily session to be good quality teaching. • Use lots of different resources, make it interesting and as multisensory as possible. • Take into account the pupil’s learning style. • The teaching should take about 7 minutes . • White board thin tipped felt pens. • Multi-Sensory Learning Grid. • Air writing. • Use Plastercine, pipe cleaners/Stixor similar to form the letters. Let the pupil finger trace the letter. • Work on short and long vowel sounds (Breve and Macron). • Ask them to verbally put the word into a sentence so you can also check for comprehension. • Make flash cards from the first 200 HFWs. Use for quick recall, snap, pairs, bingo etc… • Games like Trugs. • Use plastic or wooden letters. • IT Resources: there are so many! Spellosaurapp for primary pupils and A + Spelling app for secondary. Show me app. • Finger trace in a Sandbox. • Chalk (excellent if pupil requires more sensory feedback when writing) use on board or in playground. • Water in a squirty bottle outside. • Magic Pens. • Paint in a sealed plastic wallet. • Ask them to try and identify the words they are learning in a book. • This list is endless. You will already have and be using some good resources within your school.

  12. Step 3 The Probe • Following each teaching session, test the pupil using the probe. Set a timer to 1 minute and ask the pupil to either : • Read as many words on the probe as they can in 1 minute (note if the pupil gets to the bottom before the minute is up they go back to the top and carry on) or • Write as many words as they can in 1 minute while you read out the words on the probe. • While the pupil is reading you are counting the errors. Remember for PT reading the words need to be read automatically i.e. no sounding out, segmented or hesitations. All these are counted as an error and recorded as such. • The probe is made using the automatic probe generator. The results from the 1 minute challenge is then recorded onto the graph. • Probes can be ‘hear to write’ (eg. spelling), ‘see to say ‘ (eg. reading), ‘see to write’ (eg addition).

  13. Step 4 The Charting Process • Use green to colour the number of words read/spelt correctly • Use red to colour the number of errors • Highlight/draw/colour a face to show how the session went • Remember the child should do this

  14. Step 5 Analyse the data • Look at the chart – ideally, the gap between the green and red (correctly read/spelt words and errors) should be widening until the target is achieved • The 3 day rule: the first 3 days’ data will show whether the task is too hard or unrealistic. If this is the case then either; task slice, or go back to an earlier skill • The 8 day rule: if the pupil is not at or very near the aim rate then you should consider a change. If this is the case either; increase motivation, check that the teaching methods are effective, or change to a new task and think about adjusting the aim rate • Success - When the pupil has reached the AIM RATE draw a vertical line on the chart and move onto the next target/set of words

  15. Additional information • Regularly revisiting words is very useful and helps to further embed them • Once the first 100 HFWs are secure you can the move onto the next 100 followed by 50 useful nouns • Creating a word bank once words are secure is crucial • This word bank must be available to the child in class • Let the child choose a watermark for their graph to personalise it

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