Precision teaching is a precise and systematic method of evaluating instructional tactics and curricula. It is one of the few quantitative analyses of behavior forms of applied behavior analysis. It comes from a very strong quantitative scientific basis and was pioneered by Ogden Lindsley in the 1960s based largely on Skinner's operant conditioning. Precision teaching is a type of programmed instruction that focuses heavily on frequency as its main datum. By focusing on fluency, the teacher can then adjust the curricula for each learner to maximize the learning based on the learner's personal fluency measurements. The instruction can be by any method or approach. For example, the most effective applications of Precision Teaching have been when it is combined with Direct Instruction. Children as young as five have charted their fluency measurements and utilized precision teaching to increase their learning. According to Owen White, Precision Teaching "has been used successfully to teach the progress of learners ranging from the severely handicapped to university graduate students, from the very young to the very old."
Read more about Precision Teaching: Guiding Principles, Instructional Tools, Areas of Application
Famous quotes containing the words precision and/or teaching:
“Some authorities hold that the young ought not to lie at all. That, of course, is putting it rather stronger than necessary; still, while I cannot go quite so far as that, I do maintain, and I believe I am right, that the young ought to be temperate in the use of this great art until practice and experience shall give them that confidence, elegance and precision which alone can make the accomplishment graceful and profitable.”
—Mark Twain [Samuel Langhorne Clemens] (1835–1910)
“May my teaching drop like the rain, my speech condense like the dew; like gentle rain on grass, like showers on new growth.”
—Bible: Hebrew, Deuteronomy 32:2.