Time Delay for Mathematics

Skill(s): Memorization, Number Properties and Operations, Vocabulary Acquisition, Word Recognition, Writing Conventions: Correctness Grade Level(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 Material(s): 12 - 20 flash cards, Time delay data sheet

Procedures Step 1: Prepare materials prior to use:  WRITE 4 - 5 PIECES OF TARGETED INFORMATION ON 3 - 4 FLASH CARDS;  SHUFFLE FLASH CARDS TO ENSURE THAT INFORMATION IS PROVIDED IN RANDOM ORDER;  FILL IN STUDENT, TEACHER, SKILL, DATE, AND INTERVAL LENGTH INFORMATION ON DATA SHEET; AND  LIST THE TARGETED INFORMATION IN THE ORDER PRESENTED ON CARDS IN THE FIRST COLUMN OF THE DATA SHEET LABELED "STUDENT BEHAVIOR." Step 2: Present flash card to student. Give clear model of the desired response. Immediately ask student to repeat desired response. Step 3: If the student repeats the correct response, provide verbal praise. If the student provides an incorrect response, provide the correct response and have the student repeat it. (Called zero-second delay trial) For example: Teacher: "I'll say the fact and say the answer." Teacher shows student a flash card with the problem 4 X 3 = _ on it . Teacher: "Four times three equals twelve. Your turn." Student: "Four times three equals twelve." Teacher: "Okay." Step 4: Repeat Steps 2 - 3 for all flash cards. Step 5: After the student can repeat the correct response for all flash cards for 3 consecutive sessions, provide delay trials of 2 to 5 seconds (Decided prior to the start of the session). Step 6: To prepare for delay trials, shuffle flash cards cards and fill out data sheet as described in Step 1. Step 7: Remind the student to wait if he or she is unsure of the response. Step 8: Present the flash card to the student and wait the preselected interval of seconds for a response. Step 9: If the student responds correctly within the timed interval, provide verbal praise. If the student does not respond with the timed interval, model the correct response and have the student repeat it correctly. If the student responds incorrectly before or after the model response, provide the correct response and have the student repeat it.

Adaptations Are Essential: Early Years Mathematics  1 For example: Teacher: "Read the fact and say the answer. Remember to wait if you are not sure." Teacher shows student a flash card with the problem 4 X 3 = _ on it . Teacher waits 2 seconds with no response from student. Teacher: "Four times three equals twelve." Student: "Four times three equals sixteen." Teacher: "No, four times three equals twelve. Your turn." Student: "Four times three equals twelve." Teacher: "You've got it. Count by four three times: four, eight, twelve." Step 10: Repeat Steps 7 - 9 for all flash cards. After the student can repeat the correct responses for all flash cards within the preselected interval of seconds for 3 consecutive sessions, the information is considered learned. Extension Treat it as a game in which the student tries to "beat the teacher" to the right answer. Add additional cues to promote attention (e.g., saying letters in word before reading it; tracing a letter before saying its name). Add additional information when providing praise or correction to help student learn related information (e.g., count-by rules for multiplication facts; definitions for vocabulary words).

Adaptations Are Essential: Early Years Mathematics  2