Basics of Precision Teaching I Goals

1. Learn to record corrects, errors, floors (timing periods), and phase changes. 2. Learn channel sets.

Measurements
1. Learners should be able to record their own corrects and errors for oneminute and 30-second timings on two different tasks. 2. Learners can identif and write correctl the channel sets for three different tasks. 3. Learners can state the chart standards. !. Learners can read charts accuratel .

Sequence
1. "ead the parts of a chart# corrects, errors, floors (timing periods) $ range 1-1%%, 30 second&1 minute 2. "ead the channel sets

PT for Beginners II

Goals
1. "e'iew corrects, errors, floors (timing periods), and phase changes. 2. "e'iew channel sets. 3. (efinition of )recision *eaching# ha'ing students practice important component skills in small +chunks, and short timings students keep a charted record of their work precise goals are set goals reflect the aims of attaining a rate that predicts retention after a significant period of no practice, good endurance, successful application. *his rate is the )erformance -tandard. .t can be set with reference to e/perience, as about 00-102 of the composite skill, or with an e/pert timing. (3e will use e/pert timings in toda 4s e/ercises. ) !. 5nal 6e student deficiencies in the four separate areas# math, reading, literature, and science and address with )* procedures. 7/amples# a.) )roblem# in conte/t of math class, student cannot remember teen numbers and tends to read them with transposed digits (01 for 10). -tudent consistentl reads bigger numbers correctl . 1. )ossible -olution# )ro'ide worksheet with teen numbers. )ractice to a reasonable aim. 3hen aim is reached, make new worksheet that embed teens numbers in with multiples of 1081 (e.g., 21, 31, !1, etc.) 2. 9hannel -et: 3. )robable "75)- aim: !. ;ow much instruction do ou think the student will need to start, as distinct from practice: b.) )roblem 2# in reading, the student fre<uentl misses plurals of 'arious kinds, including 9=9s words and other words. 3hen asked to reread the word, student can identif the word. -tudent has no problem with plurals preceded b ie. 1. )ossible -olution# )ro'ide worksheets with mi/ed plurals and singulars. *he endings should 'ar consonants. ()rinciple behind solution# isolate the component for practice and 'ar rele'ant features on the worksheet).

Measurements
1. Learners should be able to record their own corrects and errors for oneminute and 30-second timings on two different tasks. 2. Learners can identif and write correctl the channel sets for three different tasks.

3. Learners can state the chart standards. !. Learners can read charts accuratel .

Sequence
1. "ead the parts of a chart# corrects, errors, floors (timing periods) $ range 1-1%%, 30 second&1 minute 2. "ead the channel sets