Transcript SPED 586 Approaches to Learning and Teaching

SPED 586
Approaches to Learning and
Teaching
Chapter 2
Overview
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Operant Learning and ABA
7 stages of Strategy Instruction
General Lesson Planning
Executive functioning or metacognition
Operant Learning
• Lessons require a balance of prepared
Antecedents and Consequences
– In our lessons for this class, show obvious
accounting of the antecedents and the prepped
consequences
– Even develop ABC in lessons
• Set the schedule for the school day. Know
what you are teaching and why you are
teaching it in this order.
Classroom Arrangements
• Stations
Preschool
Kennesaw SU
• Parallel teaching
• Whole class delivery
• Different students require different formats
Motivation:
How Can Educators Apply Praise?
Set students up to be intrinsically motivated (selfdetermined)
1- Multiple Rewards (including tangible)
2- Explanation
3- Equal Rewards (teach equity)
4- Recognize students perceive rewards on a
continuum, but with a twist.
© Witzel, 2005
New Motivational Model
(Witzel & Mercer, 2003)
Student is dissatisfied
Perceived
as
intrinsic
Teacher
Response
Motivation:
Activity
Begins
Outcome
Perceived
as extrinsic
Equity:
Student is
satisfied
Does reward
match
performance?
and
Does the
reward
compare to
peers?
© Witzel, 2005
Student is
dissatisfied and
motivation
extinguishes
Responding to Appropriate Behavior
• Avoid “I” statements unless the student
respects or likes you
• Develop a ratio of responses to students
that equates to 4:1 appropriate to
inappropriate behavior
• Focus on the appropriate but do not ignore
every inappropriate behavior
• It’s not how you say it but what you
respond to…
© Witzel, 2005
Interactions
• Appropriate
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• Inappropriate
Praise
Noncontingent Attention
Nonverbal approval
A positive points or
token system
© Witzel, 2005
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Reprimands
Corrections
Warnings
Consequences
Nonverbal disapproval
Responding to Appropriate Behavior
(Witzel, 2007)
Regression Plot
Y = 46.4580 + 0.479351X
R-Sq = 23.6 %
100
on-task %
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positive interactions %
© Witzel, 2005
90
Recognize your power
• You have the ability to change a class
atmosphere by modeling your tone, volume,
friendliness, and attention and care of
students
• If you prepare your responses to student
behavior correctly, not only will the
atmosphere be more supportive, but the
students’ work production will increase as
well.
© Witzel, 2005
Consequences
Consequence
Grid
Behavior increases
Behavior decreases
Stimuli added
to the
environment
Positive Reinforcement
Punishment
Stimuli taken
from the
environment
Negative Reinforcement
Response Cost
Where does time-out or extinction come in?
Provide a scenario for each of the above.
ABA
• Applied Behavior Analysis involves
manipulating the stimuli of the surrounding
environment to create a shaping or control of
behavior.
• Name 4 instructional features of the teachers
classroom in this video.
http://www.youtube.com/watch?v=iyCx-OLzgJw
Strategy Instruction
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Pretest and make commitment
Describe the strategy
Model the strategy
Elaboration and verbal rehearsal
Controlled practice and feedback
Advanced practice and feedback
Confirm acquisition and generalization
Explicit and Systematic Instruction
Best Practices consistent in math research
literature:
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Advance Organizer
Model
Guided Practice
Independent Practice
Feedback
Maintenance and Generalization
Observe these steps in http://etv.jmu.edu/mathvids/
© Witzel, 2009
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Suggested lesson format
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Warm-up (maintenance)
Statement of relevance
Describe / Model
Guided Practice
Independent Practice (process feedback)
Word Problem (generalization)
Assessment (product feedback)
© Witzel, 2009
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Warm-ups
• Mixed reviews are meant to help students
maintain previous skills. The idea is to cue
student knowledge and prepare for success
that day.
• Ex. before solving equations: Bob went to the
movies and lost his wallet. How much money
did he lose? He bought two $8 tickets and
three $1.50 sodas. He started with two $20
bills.
• It is best to try to tie the mixed review to the
newly introduced concept.
© Witzel, 2009
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Show the Relevance
• Find a reason why these concepts are important
to students immediately. Think academically and
socially.
• Why learn the history of the Civil War?
• Why learn different vowel sounds and
syllabication?
• How about geometric shapes?
If we do not know why we are teaching a concept,
then it is hard to teach it at all.
© Witzel, 2009
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Relevance does not need to be a
statement: it can be an activity
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Cooking
School walks
Ice Cream Social
Sport scores
Charades
Board Games
Let’s try some examples
• First some modeling “I do it”
• Then well work together on some “We do it”
• Then you try some on your own “You do it”
• Note. Effective practices like multisensory ideas
should be infused within this series of steps.
© Witzel, 2009
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Models of Information Transfer
Cecil Mercer
• “I do it”
• “We do it”
• “You do it”
Matt McGue
The 5 steps to Apprenticeship
1. “I do, you watch, we talk”
2. “I do, you help, we talk”
3. “You do, I help, we talk”
4. “You do, I watch, we talk”
5. “You do, someone else
watches”
© Witzel, 2009
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Task Analyze
• What are the explicit steps to:
1. Changing floors using an elevator
2. Checking out at a grocery store
3. Greeting a new neighbor
4. Confronting your boss with a problem
• How does this process apply to math?
© Witzel, 2009
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“I do it” “We do it” “You do it”
• Addition of two digit numbers (24+68)
• Symmetry of shapes
• Telling time to the 5 minutes
• Multiplying two-digit numbers
46
x 19
or
(46) (19)
• Proportions … 1/2 = 3/X
• Perfect squares … s2 = 144
© Witzel, 2009
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Feedback and Generalization
• Appropriate feedback
• When should homework involve multiple
independent practice problems?
• When should homework involve math
problems that explain the application in their
own lives?
© Witzel, 2009
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Classroom Arrangements
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Stand and Deliver (Quick feedback)
Centers (cooperative groups with accountability)
Inclusive instruction (Coteaching possibilities)
Textbook Arrangements and task analysis
Classroom Design (music, decorations ..?)
Student assignments – Hyperactive
– Inattentive
– Requires a lot of one on one assistance
© Witzel, 2009
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Review
• What types of instructional approaches work
for students with learning and socialemotional disabilities?
• What factors must be considered when lesson
planning?
• How and why is motivation such a key factor
to instruction for academically struggling
populations?
• Explain task analysis.