Precision Teaching for Enhanced Learning: A Systematic Approach

 
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
 
a way of 
evaluating
 the programme to find
out how effective it is.
 
 
 
 
 
Daily
Teaching
Daily
Assessment
Daily
Chart
Feedback
and praise
For effort
 
Does it work?
 
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 generalisation
72.
Identifying and Teaching Children with Dyslexia and Literacy Difficulties
, DCSF
2009, pg 57
 
Who is it aimed at?
“ The gap between
her and her peers is
getting wider and
wider. She’s a slow
learner.”
“He
Remembers it one
day and it’s gone
the next.”
“She has poor
concentration.”
“By the time he’s just
figured out what he’s
doing, it’s time to
move onto the next
task.”
 
Have you heard any of these common phrases?
“There is little or
limited progress
being made.”
 
What are the benefits and key principles?
 
Accelerates pupils learning by making the teaching p
recise 
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.
 
 
 
What skills does it work for?
 
 
 
The 5 step process
 
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
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
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.
is recorded onto the graph (step4) down the y axis.
 
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.
 
Teaching resources for Reading and spelling
 
White board thin tipped felt pens.
Multi-Sensory Learning Grid.
Air writing.
Use Plastercine, pipe cleaners/Stix
or 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!
Spellosaur app 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.
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 .
This list is endless. You will already have and be using some good resources within your school.
 
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).
 
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
 
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
 
 
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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Precision Teaching is a tailored teaching method designed to meet individual student needs by structuring and monitoring interventions effectively. It focuses on providing feedback, praise, and daily assessments to enhance learning outcomes and is particularly beneficial for children with dyslexia and literacy difficulties. Through the Little and Often approach, Precision Teaching accelerates learning, increases motivation, and improves student self-esteem.


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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. Feedback and praise For effort Daily Teaching Daily Daily Chart Assessment

  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? Have you heard any of these common phrases? The gap between her and her peers is getting wider and wider. She s a slow learner. She has poor concentration. 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 Step1 Define a SMART target Step2 Implement a target specific teaching method Step3 The probe Step4 The charting process Step 5 Analyse data

  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 . Games like Trugs. Use plastic or wooden letters. IT Resources: there are so many! Spellosaur app 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. White board thin tipped felt pens. Multi-Sensory Learning Grid. Air writing. Use Plastercine, pipe cleaners/Stix or 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 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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