Abstract
The try procedure, a diagnostic teaching strategy used with precision teaching, provides teachers a way to determine which teaching methods produce the greatest gains for individual students.
The “try” procedure uses three precise measures, median frequencies of correct and incorrect responses, accuracy multipliers, and celeration, to evaluate a student's performance during various teaching methods. These measures are taken from the results of daily time samples or probes of student performance.
The five “try” procedure steps—initial assessment, dividing items to be taught, teaching by two or more methods, probing, and looking at the data—are reviewed. Finally, an example of an actual comparison of two sight word teaching methods is provided.
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