Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Gaps: How I work to overcome cumulative dysfluency
1. Gaps
Or, how I am working to overcome cumulative dysfluency
#FEShowcase @MikeTylerSport
2. What is cumulative dysfluency?
the most important factor in long-term student failure
may be the antecedent of academic underachievement
Gallagher et al 2006
Binder 1996
4. Causes
These tasks were no longer under instruction … which
indicates that their teachers may have been unaware of the
extent to which the participants were still experiencing
difficulty performing these basic skills.
More worrying still is that even if they were aware of these
difficulties, teachers may have felt unable to do anything to
remediate these problems.
McDowell, Keenan & Kerr (2002)
5. Causes
I can’t do it I don’t get it This is longI’m stressingI give up
6. X ZY XYZ
Novice Expert
Dysfluent Fluent
X Y Z
Knowledge Components
9. What is my context?
44 students
(36 M / 8 F)
5 progressors
5 new to A&P
15+ Feeder
schools
Other providers
Part-time jobs
Mental ill health
Homelessness
Gaps! Gaps everywhere.
ALS
Exam concessions
Points scores
(All GCSEs: 4.8)
(PE & L2 Sport: 4.3)
10. My responses
Kim and Axelrod (2005) suggest:
1. Curriculum sequencing
2. Extensive review
3. Gradual transition to independence
11. 1. Curriculum sequencing
Anatomy Physiology Responses Adaptations Interrelationships
Structure Function Short term
physiological
change
Long term
anatomical
change
Systems working
together in short &
long term
Can you label the
heart?
How does the heart
work?
What are the changes
in the heart’s functions
during one bout of
exercise?
What are the changes
in the heart’s structure
after chronic exercise?
How do these affect its
physiology & available
responses?
How does the heart
work alongside the
respiratory system?
Obtain consistently high success rates (with fluency) in each segment before moving on
12. 1. Curriculum sequencing
Efficient PracticeDirect Instruction Small ‘chunks’
DailyShort intervals Recorded
Binder, Haughton & Bateman (2002)
16. 3. Transition to independence
Learning is ‘generative’
Novice learning is slow,
expert learning fast
Transition to independence
should be gradual
17. Over to you…
What are you already doing well?
In your subject & context what ‘gaps’ do your students typically have?
What are the most common misconceptions?
What explanations, examples and analogies are useful?
How might you sequence for fluency in your subject?
What am I missing? Give me your wisdom! miketylersport@gmail.com
18. References
Kim, T. & Axelrod, S. (2005) Direct Instruction: An educators’ guide and a plea for action. The Behaviour Analyst
Today. 6(2), 111-120. Available https://psycnet.apa.org/fulltext/2014-44024-004.pdf [Accessed 12/04/19]
Binder, C. (1996) Behavioral fluency: evolution of a new paradigm. The Behavior Analyst, 19, 163-167 Available
http://binde1.verio.com/wb_fluency.org/Publications/Binder1996.pdf. [Accessed 12/04/19]
Binder, C. Haughton, E., & Bateman, B. (2002) Fluency: Achieving True Mastery in the Learning Process. Curry
School of Education: University of Virginia.
Available http://binde1.verio.com/wb_fluency.org/Publications/BinderHaughtonBateman2002.pdf. [Accessed
12/04/19]
McDowell, C., Keenan, M., & Kerr, K.P. (2002) Comparing levels of dysfluency among students with mild learning
difficulties and typical students. Journal of Precision Teaching and Celeration. 18 (2), 37-48. Available
https://celeration.org/wp-content/uploads/2017/02/JPTC_V18.02_06.pdf [Accessed 12/04/19]
Gallagher, E., Bones, R., & Lombe, J. (2006) Precision teaching and education: Is fluency the missing link between
success and failure? Irish Educational Studies, 25 (01), 93-105, DOI: 10.1080/03323310600597642.
