Tracy Knickerbocker, Ed.D.
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Fluency: Achieving True Mastery in the Learning Process
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Tracy Knickerbocker, Ed.D.
- 1. A Presentation for: The 30th National Conference for Paraeducators & Related Service Providers Presented by: Tracy Knickerbocker, Ed.D. The E2 Group, Inc. 7714 Silent Forest Drive Houston. TX 77479 • 800.282.5491 tknick@theE2group.com www.theE2group.com
- 2. Workshop Objectives! ! Todescribe the rational behind using fluency building;! ! Tolist the five implementation steps for constructing fluency sheets; and! ! Toapply fluency building to one content area in your classroom.! Rationale and Definition ! !Fluency (True Mastery: accuracy AND speed)! ! ! !Practice makes the difference!! ! !100 % accuracy (traditional “mastery”)! ! !Beginnerʼs level (inaccurate and slow)! ! !Incompetence (no measurable performance)! © 2011, The E2 Group, Inc. 1
- 3. Why is Fluency Important?! ! Retention & Maintenance! -the ability to perform a skill or recall knowledge long after formal programs have ended.! ! Endurance! -the ability to maintain performance levels and attention to task for extended periods.! ! Application! -the ability to combine and apply what is learned to perform more complex skills and to generalize the information to new situations.! A Successful Learner! When students lack! fluency in foundation! skills, performance! requiring application ! of those skills is likely! to be painfully slow,! difficult, and full of! errors.! Foundational Concepts! ! Fluency building can be used with any teaching method and material.! ! It is based on continuous measurement of a childʼs progress.! ! It may be used for feedback, assessment, motivation, and instructional decision making.! © 2011, The E2 Group, Inc. 2
- 4. Foundational Concepts ! ! Fluency building assists students in retaining and organizing information.! ! Keeps students actively involved.! ! Helps students perform better on tests.! ! Students can develop their own practice sheets for other classes.! ! Students like using them.! Five Implementation Steps Implementation Steps! ! Step 1: Pinpoint! ! Step 2: Practice! ! Step 3: Chart! ! Step 4: Decide! ! Step 5: Manage! © 2011, The E2 Group, Inc. 3
- 5. Step 1: Pinpoint! ! Describe behavior.! -What is it that you want the students to learn?! ! Determine placement.! -Students must be placed within the curriculum in accord with instructional objectives.! ! Set aim.! -What should the students shoot for?! Characteristics of a Pinpoint! ! Precise.! !-Specific target behavior.! !-Describes specific action & outcome: learning channel! !-Is consistent.! ! Countable.! !-Has an observable beginning & end.! !-Is repeatable within the length of the timing.! ! Fair Pair.! !-Collect both correct and incorrect responses.! ! Relevant part of Curriculum.! Step 2: Practice! ! Timeframe.! -Determine an appropriate time for the skill (e.g. minute, minutes, etc.).! ! Select practice method.! -How do you want students to practice (practice sheets, SAFMEDS, paired practice, etc.)! ! Conduct daily timings.! -Conduct timings on pinpoint skill to monitor progress and give practice.! © 2011, The E2 Group, Inc. 4
- 6. Creating Practice Sheets! 1. Select content material (subject, unit);! 2. Determine the objective (what do you want to measure?);! 3. Choose key items or vocabulary;! 4. Select 5-8 items for repeated practice;! 5. Prepare student practice sheets.! Practice Sheet Tips! ! Label the sheet. Include the objective.! ! Include only 5-8 different items. Repeat two or three times in random order.! ! Determine the length of your timing.! ! Donʼt overcrowd - leave space to write answers.! ! Provide more items than the students can complete during the timing period.! ! Develop an answer key.! ! Provide prompts if necessary.! ! Check the readability level.! Partner Practice! ! Pair students with a partner for oral timed drill.! ! One student reads one from one column and the other student supplies the missing element.! ! Remind partners to provide immediate feedback to the other student (when correct, praise; if incorrect or hesitant, provide the answer immediately).! ! After two minutes, partners switch roles. The practice session is started again for two minutes to allow the other student timed practice.! ! If the page is finished before the two minutes are up, then the student should start over from the top.! ! Conduct timed practices on previous practice sheets for review.! © 2011, The E2 Group, Inc. 5
- 7. Other Uses of Practice Sheets! ! Homework! ! Pre & Post Tests! ! Group Games! ! Independent Practice at Centers! Step 3: Chart! ! Count responses.! -Count both corrects and incorrects.! ! Record.! -Record responses per minute.! ! Display.! -Display responses on academic chart for student.! Purpose of Charting! " To obtain an accurate measure of the rate of movement you have pinpointed;! " To display the rate obtained graphically so that both the general trends and smallest change in rates will be easily observed.! © 2011, The E2 Group, Inc. 6
- 8. Step 4: Decide! ! Determine when to move on or scale back.! ! Decision tools:! 1. At aim for two out of three days.! 2. Three day days of flat data.! 3. Less than x1.25 growth per week.! 4. Corrects decelerating.! 5. Celeration turn down.! Acquisition Level! ! Low frequency: ! More direct teaching correct < 20 minutes! and/or instruction! ! Modeling & feedback! ! Error, no pattern ! Emphasize tool skills (slice back)! ! More bounce or ! Assess learning variability in data! channels! ! Still learning the ! More immediate basic concepts!! reinforcement on items.! Fluency Building Level! ! Middle frequency: ! Instruct to errors! correct > 20/minute! ! Practice has effect! ! Middle frequency: ! Keep learning errors <5/minute! channel and format ! Less bounce! consistent! ! Refining the ! Less instruction is concepts! necessary! ! Feedback to total task! © 2011, The E2 Group, Inc. 7
- 9. Proficiency Level! ! High frequencies - at ! Add on! or near aim! ! Change learning ! Few, if any, errors! channels! ! Little bounce! ! Change format! ! Smooth, easy, ! Feedback through rhythmic responding! natural consequences! Step 5: Manage! ! Preparation.! ! Teach students to chart.! ! Classroom management.! Weekly Preparation! ! Week 1: Preparation! -Get materials ready! -Organizational decisions made! ! Week 2: Teaching the Process! -Discuss terms and purpose! -Model & practice management! ! Week 3: Charting! -Decide who will chart! -Teach charting to students & practice! ! Week 4: Decision Making! -Decide how often charts are analyzed! -Decide how & when to provide feedback! © 2011, The E2 Group, Inc. 8
- 10. Management Tips! ! Organize directions & materials well.! ! Assign all possible tasks to students.! ! Establish a routine.! ! Establish partners.! ! Designate a place for all materials.! ! Practice, practice, practice.! ! Establish a time to check charts.! ! Have a backup for uncooperative students.! ! Use positive reinforcement.! ! Have students use pencils to chart.! ! Select initial pinpoints that will be likely to ensure success.! In Summary . . .! ! Using fluency allows us to help children learn faster than ever before;! ! By including the time dimension in our measurement methods we can systematically make changes in teaching with fluency as our goal;! ! We can help students achieve levels of truly masterful performance, in the same way that excellent coaches develop athletes.! © 2011, The E2 Group, Inc. 9