The New Technology of Teaching: Instructional design for the rapid acceleration of learning gains belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter school teams and classroom routines, clinic sessions and day-to-day service delivery. In The New Technology of Teaching: Instructional design for the rapid acceleration of learning gains, for this course, the practical stakes show up in faster workflow without clinical drift, privacy loss, or weak oversight, not in abstract discussion alone.
Provider: BehaviorLive — via Women in Behavior Analysis
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Join Free →In 1968, B.F. Skinner published The Technology of Teaching in which he offered behavioral science as a viable solution to the educational crisis of that time. His recommendations focused on the use of Teaching Machines to improve curriculum design, enhance the pace of instruction, and ensure the immediate delivery of reinforcers or corrections. Sadly, 54 years later, The Technology of Teaching is nowhere to be found in our schools, and the educational crisis has significantly worsened over time. Although Skinner's use of the term "technology" referred to an automated system of instruction, the current workshop will offer a new conceptualization of the Technology of Teaching that includes Precision Teaching, Direct Instruction and Curriculum-Based Measurement. Automated systems of instruction are clearly the future and serve as a viable answer to ineffective instruction are clearly the future and serve as a viable answer to the ineffective instruction that dominates our schools. However, until such technology is fully developed and widely available, we must turn to a different conception of "technology"- a conception that involves the systematic implementation of evidenced-based methodologies that enable educators to function as scientists in their classrooms. For more than 20 years, Fit Learning has been developing and testing this technology with thousands of students. Systematic outcome analyses indicate that this approach consistently produces more than one year of academic growth in only 40 hours of instruction. The current workshop will introduce participants to this new Technology of Teaching. This workshop will include both didactic and experiential learning opportunities to ensure participants leave the workshop with the skills required to implement this technology in their own practice.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 3 | General |
Kimberly Nix Berens, Ph.D., is a scientist-educator and Founder of Fit Learning. She co-created a powerful system of instruction based in behavioral science and the Technology of Teaching, which has transformed the learning abilities of thousands of children worldwide, including those who are struggling, average, gifted, or learning disabled. For more than 20 years, her system of instruction has produced one year’s worth of academic growth in only 40 hours of training. Her learning programs effectively target such essential areas as early learning skills, basic classroom readiness, phonemic awareness, reading fluency, comprehension, inferential language, basic and advanced mathematics, logical problem solving, grammar, and expressive writing. From her early beginnings in a broom closet at the University of Nevada – Reno, Dr. Berens has helped grow Fit Learning to an organization with more than 30 locations worldwide. She is a frequent invited speaker and a regular contributor to many popular press publications such as Thrive Global, 74 Million, and Medium. Her first book Blind Spots: Why students fail and the science that can save them was released in October of 2020. Dr. Berens currently lives in Long Island with her husband and two children, where she oversees Fit Learning locations in Long Island, New York City, and Connecticut.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
256 research articles with practitioner takeaways
252 research articles with practitioner takeaways
239 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.