Size and Saliency in Instructional Hierarchy

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The instructional hierarchy diagram incorporates size and saliency elements where set size determines the amount of teaching, with low sets for accuracy building and large sets for generalization and adaptation. Saliency or explicit instruction is high at the hierarchy's bottom and decreases as you progress. Small sets involve highly explicit instructions, repeated practice, and detailed feedback, which are gradually faded during the adaptation phase. It is crucial to rely on scientific evidence to determine set size and repetitions, such as aiming for declarative skills of 40 digits per minute before moving to the next skill. This hierarchical approach helps organize research findings and offers practical guidance to educators. For instance, if a student is accurate but slow, below a certain cutoff, explicit timing should be avoided based on research findings. The instructional hierarchy acts as a framework to tailor interventions based on a student's performance level, incorporating insights from various studies and ongoing research efforts.

In this first episode of a two-part series, math professor Anna Stokke sits down with Dr. Brian Poncy, a school psychology professor at Oklahoma State University, who specializes in math interventions. His extensive research on basic fact fluency led to the development of a free math program called M.I.N.D, aimed at improving numeracy and computational skills.

In the episode, Brian stresses that we have a basic fact crisis where many students struggle with basic fact fluency, affecting their overall math proficiency. They discuss his research and effective strategies for teaching basic facts and computational skills.

The conversation begins with a description of the instructional hierarchy, a tool for identifying a student's learning stage and selecting suitable tasks, with an accompanying infographic available on the episode resource page. Anna asks Brian to define some key terms such as fluency, automaticity and mastery. They discuss the impact of his free program, M.I.N.D, particularly its implementation in a low-performing school. They also cover research on decomposition strategies and emphasize the importance of data collection to inform instruction.

Throughout the episode, Brian shares strategies used in the M.I.N.D program, revealing his deep passion for helping children learn math. These two episodes shine a light on the challenges many children face with math and highlight research-backed methods to improve math education.

NOTE: The resource page contains an extensive list of research articles mentioned in the episode: annastokke.com/ep-29-resources

TIMESTAMPS

[00:00:00] Introduction
[00:03:26] Definition of fluency
[00:04:40] The instructional hierarchy
[00:14:27] Interventions for building accuracy and fluency
[00:22:38] Definition of automaticity
[00:30:24] Definition of mastery
[00:34:53] Facts on Fire for Tier 1 instruction
[00:44:54] Research on decomposition strategies for mental math
[00:50:07] Implementing Facts on Fire: A longitudinal study
[01:00:53] The need to make data-informed decisions
[01:01:45] Closing thoughts and topics in next episode

RELEVANT PREVIOUS EPISODES

Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df

Ep 3. The Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d

Ep 4. Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56

Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/ew/pb-9qahp-14aed8a

Ep 20. Reading and math: parallels and pitfalls with Matthew Burns https://www.podbean.com/ew/pb-8aj3f-1508af6

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-29-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-29-resources

MUSIC

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