Kimberly Berens, a behavior scientist and founder of FIT Learning, passionately discusses the intersection of behavior science and educational practices. She emphasizes measurable outcomes, effective reinforcement strategies, and the transformative impact of Direct Instruction and precision teaching, particularly in math. Kimberly also tackles issues like math anxiety and the need for personalized instruction to address diverse learning needs. Her insights advocate for systematic educational reform to enhance student performance through scientifically-backed methodologies.
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Quick takeaways
Understanding behavior science focuses on observable learning behaviors and emphasizes measurable outcomes to enhance instructional effectiveness.
Fluency in learning is vital as it reflects a student's speed and accuracy, indicating their mastery and ability to tackle new challenges.
Integrating Direct Instruction with behavior science promotes active student engagement and enables real-time progress measurement for data-driven instructional decisions.
Deep dives
The Role of Behavior Science in Education
Behavior science is defined as the natural science study of learning, focusing on observable and measurable behaviors rather than unobservable constructs like memory or understanding. This field has its roots in the early research of B.F. Skinner and has evolved to emphasize the importance of reinforcement in the learning process. By emphasizing the rate of response as a measure of learning, educators can apply behavior science principles to improve instructional methods and student outcomes. Understanding the distinction between behavior science and cognitive science is crucial, as it shapes the methodologies used in classrooms and impacts how students learn.
Fluency and Its Significance in Mastery
Fluency is characterized as a crucial measure of both speed and accuracy in learning, where proficiency indicates a student's ability to perform tasks swiftly and correctly. It serves as an indicator of functional mastery, predicting retention of skills, increased attention span, and the capability to apply learned skills to new challenges. Behavior science applies fluency to instructional practices by emphasizing repeated reinforced practice, which underscores the necessity of systematic skill development over time. The focus on fluency enables educators to determine a student's mastery beyond mere correctness, fostering a deeper understanding of a learner's capabilities.
Effective Instruction through Direct Instruction
Direct Instruction (DI) is a highly effective teaching method that focuses on clear and concise communication of concepts, promoting active engagement from every student in the classroom. Unlike traditional methods that rely on hand-raising and individual participation, DI encourages collective responses, allowing teachers to gauge understanding and adjust instruction based on immediate feedback. This approach has been proven to enhance learning outcomes and is supported by evidence showing its efficacy in various educational settings. Integrating DI with behavior science further supports systematic instructional design, aiming for optimal student performance.
Assessment and Measurement in Learning
Behavior scientists advocate for precision teaching as a vital measurement system that tracks student progress in real-time, enabling educators to make informed instructional decisions. By focusing on rate of response and utilizing tools like the standard acceleration chart, teachers can monitor learning gains and adapt their methods accordingly. Regular benchmark assessments ensure that skills are retained and that students are advancing at a suitable pace. This ongoing measurement fosters an environment of accountability and data-driven instruction, ultimately enhancing educational outcomes across various learning contexts.
Systematic Change in Educational Practices
To improve educational outcomes, educators must challenge entrenched practices and advocate for systematic changes that prioritize effective science-based instruction. Initiatives like flexible ability grouping and a focus on skill mastery, rather than age-based grade levels, can help address the diverse needs of students. The overarching goal should be to create a learning environment where every child has the opportunity to succeed through individualized and evidence-based approaches. Embracing this mindset promotes empowerment for both educators and students, aiming for an effective educational system that meets the needs of all learners.
Join Anna Stokke in conversation with Dr. Kimberly Berens in Episode 34 of Chalk & Talk. Kimberly is a behaviour scientist, an author, and the founder of FIT Learning. They discuss the fundamentals of behaviour science, the importance of measurable outcomes, the role of reinforcement, and the application of behaviour science to effective instruction, particularly in math. They also cover concepts like fluency, retention, and endurance in learning. They discuss the effectiveness of Direct Instruction, precision teaching and curriculum-based measurement in bringing about significant improvements in student performance.
Kimberly is a passionate advocate for systematic educational change based on scientific approaches. This episode will be of interest to educators, parents, policy makers, and anyone with an interest in improving educational outcomes.
[00:00:00] Introduction
[00:02:25] Understanding behaviour science
[00:05:23] Behaviour science vs. cognitive science
[00:08:28] Defining fluency
[00:12:40] Applying behaviour science to math instruction
[00:18:01] Do different students learn differently?
[00:22:43] How to measure learning
[00:28:47] Math anxiety, math trauma and the problem with labels
[00:34:56] Combining DI, precision teaching and curriculum-based measurement
[00:38:40] The problem with hand raising
[00:42:00] Flexible ability grouping
[00:47:20] Breaking ineffective traditions
[00:51:49] Measuring conceptual understanding
[00:57:41] Project Follow Through
[01:00:20] The Great Falls Precision Teaching Project
[01:03:28] Fit Learning's practices and outcomes
[01:06:37] Final thoughts and call to action