Promoting
PT:
Chart Sharing in Teacher Education
Dr Rick Kubina, Assistant Professor at Clarion University,
shares some wonderful data with the SCC listserv from a
chart share with his Special Education students. Once again
the effectiveness of the chart is demonstrated as a powerful
tool, that not only directs teacher decision-making, but
also students' learning.
Simmone
Pogorzelski (SPogorzelski_AT_chilli.net.au [e-mail?])
From: Rick Kubina, Ph.D.
Sent: Tuesday, April 18, 2000 8.13 AM
To: SClistserv@lists.acs.ohio-state.edu
Subject: Great Chart Share
Hello all,
At Clarion (University), we have a block of classes that
students must take before their student teaching experience
(we happen to call it "block" for lack of a better name).
During block, students go to class for half the semester
and in the second half they have two teaching experiences.
The first is a three-week period of teaching in a classroom
for students with mild and moderate disabilities. This is
followed up by another three weeks of teaching in a classroom
for students with severe and profound disabilities.
During my first semester I taught students how to use the
Standard Celeration Chart (SCC) and how to do Precision Teaching
(PT). At the end of that semester not one student tried to
use PT or use the SCC. Well I figured I would fix that problem
in the next semester by requiring students to chart a behavior
in each class.
Today we had chart share and the block students (all 35
of them) shared some absolutely incredible charts! In fact
I learned many things from this chart share:
-
All students (Clarion student teachers, well actually,
block students) shared a chart that showed progress. Yes,
all 35 of them! That alone really impressed me.
-
Some students said that the cooperating teachers liked
the results so much that the cooperating teacher would
continue charting. Talk about taking PT in through the
back door of education!
All of the fantastic work the block students did occurred
in just three short weeks! Following are some of the data
they shared from charts with their students:
-
One chart for a student with autism showed that as
correctly placed pegs in a peg board (student wanted
to improve fine
motor control) accelerated (x1.4) the frequency of the
student saying "no" decelerated (/2). This
chart blew me away. The faster (and more fluent) the
student became the
less he said no and resisted the task.
-
One little boy (6 years old) in a life skills classroom
(a name we use in PA for students with disabilities who
focus on life skills) learned to identify or recognize
the numbers 1-10. Now this doesn't seem like a big deal
but before the block student starting working with this
child in April, he could only identify the numbers 1 to
4. In other words, since the beginning of school, which
started in September of 1999, this child could only identify
4 numbers from almost 7 months of instruction. In 3 brief
weeks this block student got that kid fluent on identifying
numbers. Our class cheered after he presented his chart.
-
Two block students shared charts that showed x4 acceleration!
-
One block student showed errors that decelerated by
x8. What a rapid deceleration!
-
Four charts showed the same effects of changing practice
sheets to learn a skill (e.g., multiplication facts).
Each of the block students (independent of each other
as they
each worked in separate classrooms) changed the practice
sheet because they feared the students would "memorize" the
answers. This had the effect of creating a large degree
of bounce (X3 and greater) and a lower celeration (from
x1.1 to x1.2).
-
Block students charted a variety of academic skills
such as line segments, addition, subtraction, multiplication,
division, oral reading, and sight words. They also charted
social behaviors like "appropriate and inappropriate interaction
behaviors." Last, motoric behaviors, such as cutting
paper and placing pegs in a peg-board (and sorting big
objects
and small objects) also appeared on the chart. The students
served ranged from 6 years old to 18 years old with varying
disabilities.
After the block students shared their charts I could hear
and see the excitement each of them had. I can't think of
a more relevant way to get the chart into students' hands
as well as producing very healthy learning.
The block students shared only one chart today and will
write a brief report on the other chart (and turn them both
in). I hope to share some more wonderful chart stories with
you.
Sincerely,
Rick
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