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Our Science
Prior to the inception of Fit Learning, there were many pioneers within the fields of science and psychology to whom society owes a great debt of gratitude. The two men to whom we attribute much of our program’s success are Odgen Lindsley and BF Skinner. The two pillars on which our program largely rests are: Precision Teaching and Direct Instruction.

Precision Teaching

If success cannot be measured, then how do we know it is being achieved? That is perhaps the very question that Ogden Lindsley asked himself when he developed the Standard Celeration Chart. At Fit Learning, we use this chart for every timed activity in order to monitor the fluency at which the child is performing. Using the above example, the chart will show the progression as the child moves from 50 to 60 words per minute and so forth, until eventually reaching the goal. Parents can immediately look at this chart and see a visual representation of how the child is performing from day to day or from week to week. This essentially provides data that not only shows the child’s progression, but it also provides tangible evidence to support the integrity of our program.

Direct Instruction

Within this category, it is perhaps difficult to credit one individual, but instead a collective pool of academics, committed to improving classroom outcomes. Direct instruction has roots in the teaching theory of behaviorism. This theory holds that a learner is passive and will be shaped through positive or negative reinforcement. Direct instruction provides the reinforcement through continuous engagement with the student. It encourages students to stay alert, knowing that they may be called upon at any moment to recite information.

Under this structure, a teacher might say, the United Kingdom consists of England, Scotland, Wales, and Northern Ireland and turn to a random student and ask—”What countries are part of the United Kingdom?” At Fit Learning, we take this concept to a different level, because we utilize it in a one-on-one environment. Furthermore, since fluency is an integral part of our program, we run all sessions in a very fast-paced manner. The rationale for this is that a rapid-fire format not only increases fluency, but it further aids in overall retention.

Applied Behavior Analysis | Precision Teaching | Direct Instruction
Our Roots

The program is rooted in Behavioral Psychology and driven by the data we collect. It is our belief that if it cannot be measured, then it cannot be corrected. Because it is human nature to be motivated by rewards, we make sure that positive reinforcement is at the forefront of our instruction. We give all our students an aggressive target to reach, and our instructors make sure that the journey is fun and exciting along the way. After all, is that not what learning should be… FUN!

Applied Behavior Analysis | Precision Teaching | Direct Instruction
Fluency/Cognitive Fitness

In some respects, we model our curriculum after Malcolm Gladwell’s 10,000-hour rule, but unlike Gladwell’s approach, our program generally requires only 40 instruction hours to advance a student one academic year. This is all because of our fluency-based methodology. In school, teachers typically have one major expectation of their students—correct responses. At Fit, we believe that accuracy is only half the battle—the other half is time! It is not enough to know the correct answers, but to know it quickly. Everything should come as naturally as our ABCs. This is what it means to be fluent!

Applied Behavior Analysis | Precision Teaching | Direct Instruction
Transformational Results

One might say that advancing a student one year in 40 hours is an impressive result in and of itself, but that’s not always enough. What if the student regresses? This is not an uncommon problem. At Fit Learning, we do not believe in advancing students only to have them repeat the same bad habits all over again. We believe in teaching our students essential life skills that transcend the classroom. We teach them the kind of habits that can be consistently repeated to produce ongoing success. We not only wish to fill existing learning gaps, but we want to prevent new ones from resurfacing. Our goal is not to merely teach, but to transform!

A Year Of Growth In As Little As 40 Hours
Applied Behavior Analysis | Precision Teaching | Direct Instruction