Precision Teaching and Direct Instruction for Education ISVs

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Carl Binder and Cathy Watkins offer a useful report about precision teaching and direct instruction as measurably superior instructional technologies in schools. Thse two technologies have been around since the 1960s. Both started in special education classroom settings (PT with students with disabilities and DI with students from low income homes – yes that was sometimes sped in the 1960s). Thousands of teachers practiced these technologies in succeeding decades. I’ve used them and shown others how to use them. They work almost any operational way a person defines success. Watkins asks, why then, does the educational establishment reject them? Good question. These are two of the objective data based instructional technologies for asserting that NCLB can work in schools. In any case, ISVs writing for the education market can likely increase student learning effectiveness and efficiency with either of these two technologies.

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Robert Heiny
Robert W. Heiny, Ph.D. is a retired professor, social scientist, and business partner with previous academic appointments as a public school classroom teacher, senior faculty, or senior research member, and administrator. Appointments included at University of North Carolina at Chapel Hill, Peabody College and the Kennedy Center now of Vanderbilt University; and Brandeis University. Dr. Heiny also served as Director of the Montana Center on Disabilities. His peer reviewed contributions to education include publication in [I]The Encyclopedia of Education [/I](1971), and in professional journals and conferences. He served s an expert reviewer of proposals to USOE, and on a team that wrote plans for 12 state-wide and multistate special education and preschools programs. He currently writes user guides for educators and learners as well as columns for [I]TuxReports[/I].com.