Week 12

My Standard Celeration Chart demonstrates that my performance on my second pack of cards continued to improve during the course of the week. Between Monday 9th December and Friday 13th December, the number of learning opportunities I made each day was fluctuating around an average of roughly 10 per day. Despite the fluctuation in the number of errors, the number of correct responses made each day increased at a steady rate, along my minimum celeration line. Consequently, I managed to double the number of correct responses made in one week, from 8 correct responses on Monday 9th December, to 18 correct responses on Sunday 15th December. Due to these improvements in my performance, the data plotted on my Standard Celeration Chart now represents a ‘Crossover Jaws’ learning picture, as the number of correct responses has become greater than the number of learning opportunities.

As my performance was only improving by a couple of cards each day, I decided to implement an error correction intervention, where I went through the entire pack of cards, providing a correct answer to each one, before conducting my daily timing session. My Standard Celeration Chart demonstrates that this intervention was successful, as my performance jumped-up and turned-up. Consequently, the number of correct responses made each day is above my original minimum celeration line, meaning that I may have to draw a second minimum celeration if my performance remains above the line. If my performance continues to improve at the same rate, I should be able to reach my fluency aim (60-80 cards) in approximately the same amount of time that it took me to become fluent on pack one.

The Timings Chart above displays the data I collected when I started using my second pack of French vocabulary SAFMEDS cards, on Monday 9th December.

 

The second Timings Chart displays the data I collected towards the end of the week, when I implemented my intervention, between Saturday 14th December and Tuesday 17th December.

Week 11

During the course of the week, my Standard Celeration Chart demonstrates that I managed to reach the higher-end of my fluency aim on Sunday 8th December, as I made 80 correct responses and zero learning opportunities in one minute. However, I had to conduct several timing sessions each day in order to reach my goal, as demonstrated by my Timings Chart below. For example, on Sunday I conducted a total of nine one-minute timing sessions, before I was able to reach my goal. Once I had reached a fluent level of performance on my first pack of cards, I decided to create a second pack of cards. The only difference between the two packs of cards is the French vocabulary written on them.

I began using my second pack of cards on Monday 9th December, when I conducted three timings sessions. I then used my best score, 8 correct responses and 10 learning opportunities, to calculate an appropriate minimum celeration line. I decided that a times-two minimum celeration line would be best, meaning that my target is to double my performance each week. The information presented on my Standard Celeration Chart demonstrates that my performance has dropped back down to less than ten correct responses during a one-minute timing session, as the vocabulary on my second pack of cards has not been practiced before. If my performance does not improve at a steady rate, I may consider conducting an intervention, in the form of an error correction procedure, where I practice the entire pack of cards before conducting my daily timing sessions. As demonstrated on my Standard Celeration Chart, implementing an error correction procedure benefited my learning on my previous pack of cards, as my performance jumped-up and turned-up.

 

 

Week 10

During the past week, my Standard Celeration Chart demonstrates that my performance has continued to improve at a steady times-two celeration. Consequently, the information plotted on my chart represents a ‘Climb’ learning picture, as the number of correct responses made has increased at a steady rate, whilst the number of learning opportunities has maintained, at a count of zero, for the past four days. A closer look at the Standard Celeration Chart, shown below, demonstrates that I managed to reach the lower-end of my fluency aim on Saturday 30th November, when I made 62 correct responses during a one-minute counting period. As a result, I was able to reach the short-term target that I set for myself last week, of 64 correct responses by Sunday 1st December.

After reaching this target, I decided to adjust my minimum celeration line, because I thought that a times-two minimum celeration line would be too steep. Consequently, I reduced the gradient of the minimum celeration line to times-1.25, meaning that I am aiming to reach the higher-end of my fluency aim by Sunday 8th December (80 cards). The new minimum celeration line is shown on my Standard Celeration Chart below. For the next stage of my Learning Project I am going to create a new pack of cards, incorporating a different selection of French vocabulary. So that I do not waste any valuable learning time, I am going to make my second pack of cards in advance of next week.

 

 

Week 9

After completing my retention test last week, I decided to conduct a stability test, in order to determine whether I can maintain my previously established level of fluency under distracting circumstances. My stability test began on Thursday 21st November, after taking a break from my Learning Project on Wednesday 20th November, due to a busy schedule. In order to create a distracting environment, I asked my friend Delyth to try and engage me in conversation when I was doing my one-minute timing sessions. My Timings Chart and Standard Celeration Chart demonstrate that my performance dropped down from 78 correct responses on Tuesday 19th November, to 75 correct responses on Thursday 21st November, when I tested for stability. Although this score represents a drop in performance, it is only marginal. Over the next two days, I continued to test for stability with help from Delyth. My Standard Celeration Chart shows that my performance improved gradually over these two days, as I managed to make 78 correct responses on Saturday 23rd November. As a result, I can conclude that my stability test was successful, as I managed to reach the higher-end of my fluency aim (60-80 per minute) over three consecutive days.

I have now tested for three of the critical outcomes of fluent behaviour: endurance, retention and stability. As a result, I have now decided to test my knowledge of French vocabulary when the SAFMEDS cards are presented the other way around, with the French word displayed on the front of the card and the English word displayed on the reverse. I was unsure how fluently I would be able to respond to the cards when they were presented the opposite way around, so I decided to conduct a ‘Set Aim’ day on Sunday 24th November, as shown on my Timings Chart. My Standard Celeration Chart demonstrates that my highest score on Sunday was 32 correct responses and 1 learning opportunity. Using this score, I was then able to draw a times-two minimum celeration line on my chart, which means that I am aiming to double my score of 32 correct responses by Sunday 1st December.

The Timings Chart above includes the data I collected during my stability test, from Thursday 21st November to Saturday 23rd November.

 

This Timings Chart displays the data I collected at the beginning of the week, from Sunday 24th November to Tuesday 26th November.

 

Week 8

As previously mentioned in my blog last week, I have devoted this week of my Learning Project to conducting a retention test, in order to determine whether I am able to perform fluently on my French vocabulary SAFMEDS cards after an extended period of time without practice. Consequently, the data I collected from my retention test, on Tuesday 19th November, is the only new item of data presented on my Timings Chart and Standard Celeration Chart, as shown below. This data demonstrates that my retention test was successful, as I managed to make 78 correct responses and zero learning opportunities during a one minute counting period.

During the course of my Learning Project, I have managed to demonstrate two of the critical outcomes of fluent behaviour: endurance and retention. For the next stage of my project, I am planning to conduct a stability test, in order to determine whether I am still able to perform fluently under distracting circumstances. Once I have tested for stability, I am then going to check that my knowledge of the French vocabulary written on my SAFMEDS cards is complete, by testing myself when the cards are the opposite way around: see French, say English.

 

Week 7

The information presented on my Standard Celeration Chart demonstrates that my performance has continued to improve during the course of the week, as the number of correct responses made has increased and the number of incorrect responses made has remained stable, at a count of zero. Consequently, the pattern of data displayed on my Standard Celeration Chart represents a ‘Climb’ learning picture. As my performance continued to improve along my minimum celeration line of times-1.25, I was able to reach the higher-end of my fluency aim (80 cards per minute) on Friday 8th November. However, as shown on my Timings Chart below, I had to conduct several timing sessions each day in order to reach this aim. After I had managed to reach the higher-end of my fluency aim I decided to conduct an endurance test over three consecutive days, in order determine whether I was able to maintain the same standard of fluent behaviour over a longer counting period.

The endurance test began on Saturday 9th November. As demonstrated on my Standard Celeration Chart, I tested for endurance by extending the length of the counting period from one minute to two minutes. On the first day of my endurance test, I managed to make 160 correct responses during a two minute counting period. This result demonstrates that my performance is unaffected by the amount of time that I spend measuring my behaviour, because I still managed to reach the higher-end of my fluency aim. On the second day of my endurance test, Sunday 10th November, my performance dropped to 156 correct responses. The information presented on my Timings Chart demonstrates that I conducted a total of ten timing sessions on this day, but was unable to reach the higher-end of my fluency aim. On the last day of my endurance test, my performance showed a marginal improvement, as I managed to make 158 correct responses. Overall, the endurance test demonstrated that I am largely able to maintain my previously-established standards of fluency over a two-minute counting period. Next week I am going to conduct a retention test, in order to determine whether I am able to fluently recall the information on my SAFMEDS cards after an extended period without practice.

 

 

Week 6

During the past week, my performance has continued to increase at a steady rate, as the number of correct responses made per minute has increased from 63 correct responses on Tuesday 29th October to 74 correct responses on Tuesday 5th November. Consequently, the data presented on my Standard Celeration Chart now represents a ‘Jaws’ learning picture, as the number of correct responses has continued to increase during the last two weeks, whilst the number of learning opportunities has decreased. On Friday 1st November, I decided to change the position of my minimum celeration line, as the number of correct responses made between Thursday 24th October and Thursday 31st October was considerably higher than my existing minimum celeration line.

Since my performance is approaching the higher-end of my fluency aim, I decided to draw a new minimum celeration line of times-1.25, in order to determine whether I can reach the higher-end of my fluency aim by the end of the week (80 cards per minute). After moving my minimum celeration line, I began to find it much more difficult to reach my frequency aim for each day. For example, on Saturday 2nd November I had to conduct ten timing sessions before I was able to reach my daily frequency aim of 67 correct responses per minute, as shown below on my Timings Chart. During the next couple of days, I need to start planning the next stage of my learning project, in order to ensure that my knowledge of French vocabulary continues to improve.

 

 

Week 5

Last week, the data displayed on my Standard Celeration Chart demonstrated that my performance had gradually improved during the course of the week, as the number of correct responses increased and the number of learning opportunities remained stable, with a bounce of times-two. According to Ogden Lindsley (1990), this pattern of data represents a ‘Take-Off’ learning picture. After reading the comments posted on my blog last week, I decided to conduct an intervention, in order to accelerate my learning at a faster rate. For my intervention, I increased the amount of time I spent studying the information written on my SAFMEDS cards, by going through the entire pack of cards until I was able to provide a correct response to each one. In addition, I decided to draw a second times-two minimum celeration line, as the number of correct responses I made each day was consistently above my original minimum celeration line.

After I had implemented my intervention on Thursday 24th October, I noticed that the number of correct responses I made increased sharply from 21 correct responses on Wednesday 23rd October, to 40 correct responses on the Thursday. In addition, the number of learning opportunities I made decreased, as shown below on my Timings Charts and Standard Celeration Chart. During the course of the week, the number of correct responses I made continued to increase at a steady rate and the number of learning opportunities I obtained each day began to fall. Consequently, this pattern of correct responses represents a ‘jump-up’ and ‘turn-up’ in response to my intervention. Furthermore, the data plotted on my Standard Celeration Chart demonstrates that I managed to meet the lower-end of my fluency aim (60-80 cards per minute) on Tuesday 29th October, as I made 63 correct responses on that day.

 

Theses two images of my Timings Chart display the data collected from Thursday 17th October to Saturday 26th October, 2013. The second image is a close-up of the data that I collected after I implemented my intervention.

 

Theses two images of my second Timings Chart display the data collected from Sunday 27th October to Tuesday 29th October, 2013. All of these images can be clicked on in order to make them bigger.

 

Reference: Lindsley, O. R. (1990). Precision teaching: By teachers for children. Teaching Exceptional Children, 22(3), 10-15.

Week 4

I started recording data for my French vocabulary Learning Project on Thursday 17th October. On the first day, I conducted three one-minute timing sessions using my French vocabulary SAFMEDS cards. I then used my best score for that day, 6 correct responses and 9 learning opportunities, to set a frequency aim for next week – Thursday 24th October. I based this frequency aim on a times-two celeration, meaning that I am aiming to double my original score by the end of week one. Since last Thursday, I have been recording my progress using a Timings Chart and a Standard Celeration Chart.

I used the Timings Chart, displayed below, to record all of the data that I have collected for my Learning Project since Thursday. After I had decided on an appropriate frequncy aim for Thursday 24th October, I was able to calculate how many correct responses I needed to make each day, in order to reach my frequency aim for week 1. By drawing a minimum celeration line on my Standard Celeration Chart, shown below, I was able to work out a frequency aim for each individual day, by locating the point where the minimum celeration line and the day line crossed.

Using this information, I was then able to draw a ‘goal box’ for each day on my Timings Chart; enabling me to monitor my progress more closely. After plotting all of my data on my Timings Chart, I recorded the best score for each day on my Standard Celeration Chart, in order to create a summary of my overall progress. These charts, which are displayed below, demonstrate that my learning has gradually improved over the last five days; as the number of correct responses is increasing and the number of learning opportunities is remaining stable.

My Learning Project

For my PLP3003 Learning Project, I am going to be using a pack of 80 SAFMEDS cards to help me learn a selection of useful French vocabulary. When going through my pack of SAFMEDS cards, I am going to use the see-say learning channel. This means that I will read the English word written on the front of the card in my head, before saying the corresponding French word, which is written on the back of the card, out loud. After saying the answer out loud, I will then turn the card over to check if the response I gave was correct or incorrect.

To measure my learning I am going to conduct three timing sessions per day, where I will try to get through as many cards as possible in one minute. After each minute-long timing session, I will count how many correct and incorrect responses I made. For my response to be counted as correct, I will have to say every word written on the back of the card. For example, if the English word written on the front of the card is ‘puncture’, the correct answer will be ‘une crevaison’. If I only say the word ‘crevaison’, it will be counted as an incorrect answer and the card will be placed in the ‘learning opportunity’ pile, because the article has been missed out.

In order to decide on a frequency aim for my SAFMEDS Learning Project, I read an article written by Binder, Haughton & Bateman (2002) that included a list of fluency aims. After looking at this list, I decided that a frequency aim of 60-80 correct answers in each minute-long timing session would be appropriate for the information that I am trying to learn.