Upload
braden-johnes
View
219
Download
2
Embed Size (px)
Citation preview
Fluency as a means to Fluency as a means to reach true masteryreach true mastery
Chanie Kessler, M.S.Shema Kolainu- Hear Our
VoicesOctober 14th 2004
IntroductionIntroduction
Why fluency?Does it help?Research of using fluency
procedures as a means to help students reach true mastery. – ( Binder, 1978)
What is Fluency?What is Fluency?
= accuracy + speed = Quality + pace
= doing the right thing w/o hesitation = automatic or “Second Nature” = True mastery
(Binder, Carl 2004)
With percent correct we can’t tell With percent correct we can’t tell the differencethe difference
Percent correct handicaps our students, when we fail to measure along the time dimension, use impose a serious constraint on our expectations for students, as well as on the likelihood that we will work to “normalize” their skill proficiencies.”
(Binder, Carl 1978)
With percent correct measures, With percent correct measures, can’t go higher than 100%can’t go higher than 100%
2 students receive 100% in a program, however one completes task in 1 min. and the other in 15 min.
What does this tell us
ProceduresProceduresTwo 4 yr. old students with severe language and
communication delays. Fluency drills run dailyParticipant A ( 1 minute timings)
– drawing lines across paper (see/write) and tact (label) Numbers (see/say)
Participant B (1 minute) tap tambourine-right hand (see/do) Pinch (pull coins out of playdough) right hand
( see/do)
Student LStudent L
9/1
2
9/5
8/2
9
8/1
5
09
/19
/04
08
/22
/04
05
/02
/04
5/9
5/1
6
5/2
3
05
/30
/04
6/6
06
/27
/04
07
/25
/04
6/1
3
6/2
0
7/4
7/1
1
7/1
8
8/1
8/8
6"
10"15"20"30"
1'
2'
5'
10'
0.001
0.01
0.1
1
10
100
1000
0 7 14 21 28 35 42 49 56 63 70 77 84 91 98 105 112 119 126 133 140
Successive Calendar Days (by weeks)
Cou
nt P
er
Min
ute
Behaver: Lorenzo Target: Draw lines-Across
Student LStudent L
9/1
2
9/5
8/2
9
8/1
5
09
/19
/04
08
/22
/04
05
/02
/04
5/9
5/1
6
5/2
3
05
/30
/04
6/6
06
/27
/04
07
/25
/04
6/1
3
6/2
0
7/4
7/1
1
7/1
8
8/1
8/8
6"
10"15"20"30"
1'
2'
5'
10'
0.001
0.01
0.1
1
10
100
1000
0 7 14 21 28 35 42 49 56 63 70 77 84 91 98 105 112 119 126 133 140
Successive Calendar Days (by weeks)
Co
un
t P
er
Min
ute
Behaver: Lorenzo Target: Tact Numbers
Student AStudent A
9/1
2
9/5
8/2
9
8/1
5
09
/19
/04
08
/22
/04
05
/02
/04
5/9
5/1
6
5/2
3
05
/30
/04
6/6
06
/27
/04
07
/25
/04
6/1
3
6/2
0
7/4
7/1
1
7/1
8
8/1
8/8
6"
10"15"20"30"
1'
2'
5'
10'
0.001
0.01
0.1
1
10
100
1000
0 7 14 21 28 35 42 49 56 63 70 77 84 91 98 105 112 119 126 133 140
Successive Calendar Days (by weeks)
Cou
nt P
er
Min
ute
Behaver: Andrew Target: Pull Coins out of Play-doh
Student AStudent A
9/1
2
9/5
8/2
9
8/1
5
09
/19
/04
08
/22
/04
05
/02
/04
5/9
5/1
6
5/2
3
05
/30
/04
6/6
06
/27
/04
07
/25
/04
6/1
3
6/2
0
7/4
7/1
1
7/1
8
8/1
8/8
6"
10"15"20"30"
1'
2'
5'
10'
0.001
0.01
0.1
1
10
100
1000
0 7 14 21 28 35 42 49 56 63 70 77 84 91 98 105 112 119 126 133 140
Successive Calendar Days (by weeks)
Co
un
t P
er
Min
ute
Behaver: Andrew Target: Tap tambourine/right hand
Practice Makes Perfect!Practice Makes Perfect!
“If you want to get better at it, you have to practice. There’s no other way to do it. For me practicing is fun – I enjoy improving myself, and I enjoy developing new skills.”
(Jordan, Michael 1991)
Stages of learningStages of learning
1. Acquiring new behavior2. Practicing components for
fluency and endurance3. Applying and combining
fluent components
(Binder, Carl 2004)