Transcript Schedule/Announcements
Unit 4 PSY 4600
Higher Education & Teaching Technology
Schedule: T & R, Lecture T, 10/15, exam
1
College Teaching and Teaching Technology: Evidence-Based Practices
• Behavioral analysis of college teaching and student study behavior • Direct Instruction used primarily in elementary and secondary schools • Precision Teaching • MimioSprout and MimioReading: web-based reading and reading comprehension programs for children created by behavior analysts (formerly Headsprout) 2
College Teaching
• Behavioral analysis of college teaching and student studying behavior – Article by Dr. Jack Michael, helps explain • Why PSY professors administer more exams and require more assignments than professors in other departments typically do • Why I structure PSY 4600 the way I do with study objectives, frequent essay examinations and grade sheets • Why, from a behavioral perspective, your study behavior may differ in this class vs. other classes • Why some (most of us) procrastinate - when studying for exams, writing papers, preparing conference presentations, etc.
3
Introduction/Overview to the Michael article
• The teaching technology discussed in the article is relevant for the “typical” college class with a course enrollment of 35-40 or more and a clear “factual content.” • It is not relevant for fine arts (dance, sculpting, painting, writing) or other skill training such as public speaking, mechanics, etc. • While this technology can be used with small classes (15 or fewer students), there are also methods that can be equally effective • Most university classes at colleges and universities are the type discussed in the article 4
Overview, cont.
Begins by discussing student motivation to study. That is, what factors motivate students to study hard?
He discusses a number of things that are often mentioned by individuals (intrinsic interest in the subject matter, approval/disapproval of others, short-term payoffs, long-range payoffs of learning the material, etc.) He argues against each one, concluding that the
course grade
is the only effective motivational variable and the only one over which the instructor has control.
5
Overview, cont.
• However, even the grade will not be an effective motivator if the grade is not important to the student • He further states that if the grade is not important to the student, then there is nothing an instructor can do to motivate students to study 6
Overview, cont
.
• Fortunately, grades are important to most students, thus, while • Many say that grades should not be emphasized - Michael disagrees with that • The grade is the
only
motivative factor that the instructor has under his/her control and thus should be emphasized 7
How to structure a course
• Next, he describes how to structure a course so that the course grade is an effective motivator • Three features that must be present in order for students to study hard (SO 11, but stated positively): – The grade must be important to the student –
Studying
must be closely (and explicitly) linked to the
exam/assignment grades
– The
exam/assignment grades
must be closely (and explicitly) linked to the
course grade
(how many I didn’t study at all, aced the test; I studied very hard and didn’t have a clue? 2 exams - chapter 4 graduate course 10%, 20%, maybe checkmark) 8
SO1: Creativity?
This type of course structure is very controversial and has been criticized for a number of reasons The first criticism: This type of course does not teach creativity or new knowledge, but only teaches students how to
parrot
back old knowledge.
Michael’s response?
9
SO1: Creativity?
• Creativity requires an extensive familiarity with what is already known - an extensive knowledge base about which one can be creative.
For example, If you don’t understand reinforcement, punishment, shaping, etc., you cannot create an effective instructional system or develop an effective training program for individuals with developmental disabilities or design a treatment program for individuals with chronic pain.
10 (need to know the basics so you can effectively use them to create something new)
SO2: What are two main problems with intrinsic interest in the subject as a motivational factor?
1.While the subject matter may indeed be interesting to students, it is usually not sufficiently interesting to maintain the amount of study required to master the material A student may be passionate about behavior analysis, love 4600, but that is not likely to maintain 8 or more hours of studying each week 11
SO2, cont.
2. Competing activities that can’t be
postponed
Friend stops by – Waldos!
Basketball game, play Baby/child gets sick You can always study tomorrow, but sometimes, tomorrow never comes… (in general, 2 nd reason, include not postponable) 12
SO3: Why is it that short-term advantages from the newly acquired material do not motivate studying?
• 3A: Unlike some courses, like automobile mechanics, many courses do not have many short-term advantages; rather • 3B: They are important for further learning – You can’t run before you can walk – You can’t master the material in 4600 until you have mastered the material in 3600 – You can’t master algebra unless you master arithmetic 13
SO4: Describe the weakness of long-range payoffs related to the
details
of the study assignment.
Note: Delay is not the main issue • It is easy to believe that you can contribute to the human condition - that is, be a successful behavior analyst - without understanding the specific details of the study assignment – It is easy to believe that you can be an effective human service worker, OBM practitioner, clinical psychologist, etc. without knowing SOs 5, 14, 20 and 26 from Unit 4 in Dickinson’s PSY 4600. 14
SO 5 NFE: So why are grades the best motivational factor to motivate student studying? • It is the
one
motivational factor over which the instructor has control the only one (we can’t control intrinsic interest, we can’t control whether others in the environment support scholarly performance, etc.) • It can be easily related to the details of the study assignment (we can make SOs 3, 14, & 20 from U4 important by relating them to the exam/assignment) • It is a factor of considerable strength - that is, it is important to most students as evidenced by the intensity of study/work right before an exam or right before an assignment is due 15 (Three points)
SO 6: Vicious vs. Friendly Competition and their relationship to norm-referenced vs. criterion referenced grading practices.
• Many criticize emphasizing grades because it generates “competition” and competition is bad.
• Michael distinguishes between “vicious” and “friendly” competition, and agrees that “vicious” competition is, indeed, bad, but “friendly” competition is not.
• He then describes grading practices that produce “vicious” competition and those that produce “friendly” competition.
• Norm-referenced grading practices produce vicious competition and hence should not be adopted, while criterion referenced grading practices produce “friendly” competition which is OK. 16
SO 6A:
Norm-referenced grading produces
vicious competition • Why?
The grade you receive depends not only on your grade but the grades of other students in the class; if one student does well, it decreases the opportunity for another student to do well
17 (learn the name - next slide as well)
SO 6A, cont.
• • • • Grading on a curve: 10% of the students get As, 20% get Bs, 50% or so get Cs, etc.
If one student gets an A, it decreases the opportunity for another student to get an A This produces vicious competition between students; you are likely to be happy when someone doesn’t get an A or a B; you are not as likely to help someone - if you do, that person may get an A, which decreases your chances to get an A In fact, some students may actually engage in behaviors that will harm another’s student chance to get an A (steal relevant books from the library) 18 (physio course, comp exams)
SO 6B:
Criterion-referenced grading
does not produce vicious competition although it may produce friendly competition • Why?
The grade you get depends only on your grade, not on the grades other students get; thus when one student performs well it does not decrease the opportunity for another student to do well
19 (Learn the name)
SO 6B: Criterion-referenced grading – Dickinson’s PSY 4600 grading practices; any student who gets 92% of the points, gets an A.
– Friendly competition: Student wants to have the highest point score in the class or a student wants to “beat out” another student.
– But this does not produce the type of competition that makes a student
rejoice in the misfortune of other students
or refuse to help another student because it might decrease his/her own grade.
20 (Learn the name)
SO 7: Study procrastination scallop • Many people maintain that an exam or assignment is an example of a FI schedule of reinforcement, which produces the typical response “scallop.” (not much behavior in the beginning of the interval, more and more behavior as the interval progresses and reinforcement gets close).
• Not so! And the reasons are the same as the reasons we examined last unit with respect to why a paycheck is not an example of a FI schedule.
• So how do we explain the scallop in studying/working that occurs right before the exam?
• How is that scallop behavior related to the exam grade and the course grade?
21
SO 7 Continued: Procrastination Scallop • To understand this, it helps to know that the analysis Michael presents is a
molecular
analysis.
• Underlying position that if a consequence follows a behavior by more than 5 to 60 seconds, it is not a direct acting contingency; that is, that consequence cannot directly affect the behavior as reinforcement, punishment, etc.
• Rather the effect that the consequence has is due to other variables, such as verbal behavior.
• Michael is a molecular behavior analyst (as most others in the department) and thus explains the procrastination scallop using a molecular analysis where the consequence of studying must occur within 5 to 60 seconds after the behavior of studying 22
SO 7: Procrastination Scallop, A molecular behavioral analysis • 7A: The
relationship
between two factors affects studying (Note carefully, not just one or the other!) – Task completion: how much of the task the student has completed – Time passage: the time left before the exam or assignment (be careful not to put this in your own words) 23
SO 7B: Procrastination Scallop • Task completion and time passage
together
determine the aversiveness of the situation at any point in time before the exam or the assignment is due – To have a good deal of time left is “safe” or “nonaversive” – But to have completed very little of the task and have very little time left is a condition that is dangerous or “aversive” – It is the aversiveness that generates escape behavior (closer the exam gets with no or little work done, the more aversive it becomes; I don’t have to explain that – I would bet most of you have experienced this at one time or another) 24
SO 7B Continued • Usually, the only relevant form of escape (that is, the only way to reduce the aversiveness) is to study – Studying immediately decreases the existing aversiveness – The decrease in the aversiveness negatively reinforces studying • Escape contingency (diagram next, then I will explain why studying increases as the exam gets closer) 25
SO 7C: Diagram of the Escape Contingency MO (aversiveness):R (studying)-->Sr- (decrease in aversiveness) 1. Pre-existing aversiveness is an MO 2. Studying is the escape behavior 3. Reinforcement is the decrease in the pre-existing aversiveness which negatively reinforces studying *Note that the term is “
aversive
,” not “
adversive
” 26
SO 7B: So, what produces the scallop in studying behavior? That is, why do (most) students study more and more as the exam gets closer?
• Because the aversiveness increases as the exam gets closer assignment
and
you have not completed the study • That is, the pre-existing aversiveness, the MO becomes stronger and stronger the closer the exam
if you have not completed the assignment
• Just like the colder you are, the more “motivated” you will be to emit behaviors that will make you warmer (i.e., put on a coat, turn up the heat in the car, etc.) (Note carefully, the studying does not become aversive, the situation becomes aversive; 27 or the hungrier you are, or the more tired you are)
SO 7D: Again, what reinforces studying?
• To repeat: The reinforcement for studying is the decrease in the pre-existing aversive condition; immediate negative reinforcement (escape) – As soon as you study, there is a decrease in the aversiveness – The more you study, the greater the decrease • The reinforcement for studying is NOT the avoidance of a bad grade on the exam/assignment – The grade is too delayed, it does not occur within 5 - 60 seconds after studying 28 (many students get this wrong; last slide on this topic)
SO 8: End-of-Course Activity Why does an end-of-course activity (like a final exam or paper worth 50% 75% of the student’s grade) weaken the relation between the
exam
grades and the
course
grades?
Students can quite correctly believe that a low score on an earlier exam or assignment can be compensated for by a high score on the final exam or paper.
But what often happens? You run out of time because all of your courses “kick in at the end.” So no final exam in Dickinson’s PSY 4600: Each exam is worth the same number of points 29
SO 9: Reasons professors give for their unwillingness to clearly specify what is going to be on the exam Many professors are highly critical of study objectives on the grounds that we are “spoon feeding” students.
• Professors often give two reasons for not wanting to specify what is going to be on the exam – You will only learn what the professor tells you to learn;
without specification you will learn all of the other things you wouldn’t learn if you didn’t know what was going to be on the exam
• Really? If you are examined over 4-5 chapters, do you really learn
everything
in those 4-5 chapters?
– Part of the scholar’s repertoire consists of bringing order out of chaos and dealing with the instructor’s vague assignments is a good opportunity to learn this skill • Really, again!!! (read material out of “interest”) 30
SO 10: In large enrollment classes what controls attendance and what does NOT control attendance?
• What does?
How essential the lecture material is for doing well
on the exam/assignments
(note material in red!) • What does NOT?
How interesting or inspirational the lectures are Faculty do not have to do “dog and pony shows” to get students to attend class.
Of course, all things being equal, interesting is better than boring!
(shy) 31
SO 11: The three conditions under which the threat of a low grade will NOT motivate studying • If the grade is not important to the student • The relation between
studying
and the
grade on the exam
for the exam is not clear • The relation between the
exam grade course grade
is not clear and the 32
SO 13: Exam frequency and motivation to study Provide two reasons why exams that are given once every three weeks (let alone two exams per semester) will not have the same motivational effect as exams that are given weekly.
1. The procrastination scallop: most students will wait to study until the week of the exam I require 6 or more hours of outside studying for each exam (for a C), if I gave an exam every three weeks instead of every 1 1/2 weeks, it would require 12 or more hours of study. If I gave just a mid-term and final, that would be about 7 weeks, which would require
27
hours or more of studying. It is absurd to think that students will spend 27 hours studying for the exam during that one week. (one reason why professors use norm-referenced grading - no one does well) 33
SO 13: Second reason why exams that are given once every three weeks (let alone twice a semester) will not have the same motivational effect as weekly exams.
2. I have 1 1/2 hours for the exam, regardless of how often I give the exams. If I gave an exam only once every three weeks, I could not sample as much material from the study objectives - that is I could not ask questions over as many of the study objectives –
Why and how does this affect student studying?
Students know that I cannot test over all of the study objectives, hence they will begin to try to guess which ones I will ask and not study all of the objectives. They will “gamble” about which items I will have test questions over (faculty who give out 70 or more SOs for the exam and then only ask questions on very small proportion) 34
SO 14: Why learning can’t be fun and easy* Many argue that learning should be fun and easy. Not so, says Michael. He says it can’t be fun and easy for two reasons.
•Intensity: there is too much to learn in too little time •Assessment: there is a chance that the student
will not get the grade he/she wants on the exams and assignments
Note carefully, it is NOT simply that the exams and assignments are given - if every student got an A on every exam/assignment, then assessment would not cause students a probl em * Learn each factor
and
be able to explain them.
35
Not for exam but why should grades be emphasized?
Grades are the primary motivative variable, which means that current standing in the class and progress toward the final grade should always be clear and frequently brought to the student’s attention.
Hence, the grade sheet.
36
Questions/Comments on the Michael article?
37
Unit 4: Teaching Technology Introduction
In this part of the unit we are going to be looking at three evidence-based instructional technologies for primary and secondary schools: • Direct Instruction - Engelmann, Becker & Carnine • Precision Teaching - Lindsley • MimioSprout and MimioReading–web-based reading programs developed by a team of behavior analysts (2002) – Greg Stikeleather, Dept. alumni award (evidence-based, proven through research to be effective, Woods Edge?) Engelmann, BA in education. Becker & Carnine - behavioral psychologists; Oakland Academy, Arbor Academy, Forrest Academy - Foundation for behavioral resources) 38
Teaching Technology Intro
• Educational crisis in this country • Our students rank about last in math/science of all industrialized countries in the world • Reports indicate that this generation of children will be the first in the history of our country that will be
less well educated than their parents
• 40% of our 4th-graders read below basic levels • This summer it was reported that only 17% of high school seniors in
MI
are academically prepared for college • Yet schools and educators have been very slow to adopt empirically-validated instructional technology • Probably the biggest disappointment of behavior analysts 39 (read some of the material in the course pack - not behavior analysts)
Direct Instruction Basics
• Task analysis is completed for all instructional material • Material is presented in small steps so students will be successful the first time • Material is sequenced so if students master the prerequisite material they will be successful • Scripts are used to insure correct implementation and student success - based on research • Students are placed in small groups of 5 - 10 • Students respond aloud on cue • Immediate feedback, both reinforcement and corrective is provided 40
Precision Teaching Basics
• Often use DI material/lessons • Adds a fluency component - accuracy plus speed of responding is assessed (# corrects per minute). Based on rate of response used in behavioral research • Timed practice, graph results - only 30% of time is spent on instruction, 70% on practice • Students work with each other during practice sessions • Students do not progress to the next lesson until fluency “aims” are met - all have the same aims which are based on research • Often combined with a token economy system in which students earn points for results and appropriate instructional behaviors (feet on floor, eye contact, etc.) • Often report cards are provided for parents
daily
41 (before SO16, show you some results of DI, PT: SOs a little out of order)
Ogden “Og” Lindsley: Precision Teaching
42
SO16: Introduction to Engelmann’s early study (1970)
• Some maintain that 60-80% of “intelligence” is genetic and only 20-40% is a function of learning; that is you have it or you don’t and if your parents and grandparents didn’t have it, you won’t either (Bell Curve, Murray & Herrnstein) • They also maintain that a person’s IQ cannot be changed much after the first couple of years • Therefore, early educational programs (such as Head Start) and social programs are a waste of tax payer dollars.
(What is intelligence? What is measured by IQ tests? Math, verbal, social situations and sequences) 43
SO16: Englemann’s early study (1970)
• Participants were all 4 years old: – 15 disadvantaged children exposed to traditional teaching methods – 15 disadvantaged children exposed to DI – 15 middle class children exposed to DI • Independent variable: – DI for language concept, arithmetic, and reading – Three 20-min instructional sessions per day for two years – Total of 96 instructional hours • Dependent variable: – Stanford-Binet IQ test scores • Experimental design (Quasi-experimental design): – Between-group experimental design 44
SO16: Summary of Results
• IQ scores after two years – Disadvantaged four-year olds exposed to DI increased their IQ scores by about
25
points (95.33 to 121.08) – Disadvantaged four-year olds exposed to traditional education increased their IQ scores by only about 99.61)
5
points (94.50 to – Disadvantaged and advantaged four-year olds exposed to DI had similar IQ scores (121.08 and 123.43, respectively) 45
SO16: Results of Engelmann’s Study: IQ Scores
1 Year 2 Years Group Disadv. DI Disadv.
Trad. Ed.
Middle-class DI Before 95.33
94.50
------- 112.47
102.57
------- 121.08
99.61
123.43
46
SO16: Implications
• IQ scores can be affected by instruction and changed after the very early stages of life (argues against heredity) • DI can eliminate differences in the IQ scores of disadvantaged and advantaged children, differences that are not eliminated by traditional educational methods 47
Snyder Article: Morningside Academy, Seattle, WA
• Morningside Academy – Private school (tuition): Dr. Kent Johnson – Combines Precision Teaching with Direct Instruction – Dr. Johnson offers 2-4 week practicum opportunities in the summer to graduate students (web site address is in the SOs) • While usually restricted to graduate students, our WMU undergraduates have been accepted, depending upon letters of support from us • Scholarships, but students must fund their own housing and meals 48 (jack christensen, garrett warrilow)
Kent Johnson 49
Morningside Academy, cont.
• Money-back guarantee for tuition – If a student does not gain at least
two
years or more in all skill-deficit areas in one year, Morningside refunds 100% of the tuition • Success rate; years different than article – In the
30
years of its operations, Morningside has never refunded a student’s tuition • Serves primarily students diagnosed with learning disability problems and ADHD who have failed in the regular school system (years different because the school started in 1980 and article was published in 1992) 50
Morningside Academy, cont. again
• SO 19: Average gains in grade levels for reading, language arts, and math for the last two years reported in the article (89-90 and 90-91)?
3.07 per academic year!!
Note that these gains are primarily for at-risk kids.
Those diagnosed as learning disabled or ADHD.
51 (~3.0 is fine)
Morningside Academy’s Adult Literacy Program
(Not for the Exam) • Federally-funded literacy program through YMCA • Pilot program for adults, Precision Teaching – Did not know whether adults would like PT and thus attend instructional sessions – Did not know how well PT would work with these individuals, given their generally low skill levels • 32 participants – Some were homeless – Some were in and out of jail 52
Representative Results: Morningside Adult Literacy Pilot Program Person/ Subject KR Math WB Math DM Reading JK Writing Average Gain 1 month/ 1 month Same as above Same Same Expected Gain .5 month/ 1 month Same as above Same Same 1 month = 20 hours of instruction Actual Gain Grade Level Change 6.9 to 11.1
4 yr 2 mo/ 2 mo 2 yr 7 mo/ 8.1 to 10.8
1 mo 8 yr 4 mo/ 1 mo 7 yr 3 mo/ 3 mo 3.6 to adult 5.8 to adult 53
What guarantee does Morningside make its adult clients based on the results?
(Again Not for the Exam) Each adult learner will gain two years or more per month in reading, writing and math skills if those adults meet the requirement of attending for two hours per day, four days a week.
Notice that is only 20 hours of instruction per month!
(now back to SO 15) 54
SO15: Three reasons why traditional educators object to Direct Instruction & Precision Teaching If these methods are so good, why aren’t they being taught in schools of education and why don’t teachers like them?
• They are not self-directed; that is the methods are too controlled by the teacher • They are not individualized; every child/learner is exposed to the same material in the same sequence and must meet the same goals • They do not focus on affective outcomes - that is, self esteem or making students “feel good about themselves.
(philosophical reasons - educational philosophy child centered learning development) 55
SO15 NFE: Another reason • Teachers feel the scripted lessons take away from their flexibility and creativity. – Why did I go to school and get a teaching degree if I am being told exactly what to say and when to say it?
• Siefert Elementary School article at the end of the SOs – 3 rd graders - Proficient or better (after one year of DI) • Reading: 22% to 57% • Math: 11% to 48% • Social studies: 13% to 61% • Some teachers still objected and asked to be transferred • Kelly Collin, a 1 st grade teacher: “Teachers resent it because it is so scripted. But is it about me being happy or the students learning?” 56
SO20 NFE: What factors are often blamed for the educational crisis?
• Traditional educators tend to blame Johnny or Suzie, the culture at large, socio-economic reasons Johnny can’t read because he comes from a bad neighborhood or bad home.
• Traditional educators often see the key(s) to be a longer school year, higher pay for teachers, right now no recess, etc.
• DI & PT advocates maintain that the key to solving the educational crisis in this country is
better instructional material
: If Johnny or Suzie is not learning the instructional material is the blame, not Johnny, Suzie or their home environment 57
Blame everything but instruction
• Alessi (1988), a bit dated but I expect still relevant For about 5000 kids, school psychologists reported the cause of learning problems Percentages came out like this: – The curriculum caused 0% of the problems – The teaching practices caused 0% of the problems – The school administration caused 0% of the problems – The home environment caused 10-20% of the problems •
Punch line – next slide
58
The Punch Line
•
The child caused 100% of the problems
• Not one of 5000 problems was presumed to be caused by school practices 59
SO 23: What is fluency?
• The rationale behind fluency first – We usually measure only accuracy of performance - 100%, 90%, etc.
– Rate of performance or fluency is also important – If one child scores 100% on a math test and completes it in one hour, but another scores 100% and completes it in one-half hour, is their performance equal or is the second child’s performance better?
• PT not only measures accuracy but also speed of performance • Only 30% of classroom time is taken by the delivery of instruction; 70% is spent practicing using work sheets.
• Students take several 1-minute timings and chart their performance on a graph for the timings • So, back to the question, what is fluency? (next slide) 60
SO23: Fluency
So, SO23, what is fluency?
“Fluency” is a measure of accuracy plus speed.
NFE, but how is fluency specifically measured?
The number of correct answers per minute during timed practice.
61
Not for the exam: Fluency Aims (standards/goals) Fluency aims are based on research to: • Insure retention/maintenance over time • Enable the skill to generalize to settings other than the one in which it was taught – If you teach basic math, you want kids to be able to buy things and count correct change • Enable correct responding in spite of distractions in the environment and in spite of being “tired.” Because aims are empirically developed to achieve the above results, aims are
not
individualized. Every child must meet the same aims before proceeding to the next lesson/material.
62
SO24: Rationale for scripted lessons
• In DI, every lesson is scripted and the teacher is to follow the script exactly • Why?
The particular wording, examples and sequences have been
pre-tested success of the students
.
to insure the Not for the exam, but teachers do not have the time, nor is it their job, to conduct research on instructional material. They are practitioners not researchers They already have a very difficult, time-consuming job (and class sizes are getting larger all the time). 63
SO24: Sample DI instruction for teaching “over” Teacher wording The ball is not over Teacher wording Is the ball over?
Is the ball over?
The ball is not over The ball is over Is the ball over?
The ball is over The ball is over Is the ball over?
Is the ball over?
SO24: DI instruction, generalization for “over” Is the ball over the kitten?
Is the cup over the saucer?
Is the pencil over the table?
Is the star over the frying pan?
SO24: Examples of DI lessons, reading
SOs 25 29: Introduction to Watkins’ article: Project Follow-Through Kathy Watkins • Largest study that has evaluated the effectiveness of different instructional systems • Government-funded study • Conducted over 30 years ago • The study began in 1968 and we have had the results since
1977
Carl Binder 67
SOs 25-29: Project Follow-Through, cont.
• Three major conceptual categories of educational systems – Basic Skills – Cognitive-Conceptual – Affective-Cognitive • Examined 20 different instructional methods that fell into one of the three categories above in 15 different school districts 68
SOs 25&26: Areas of emphasis for each conceptual category and the category for DI • Basic Skills (DI) –
Basic skills
: reading, arithmetic, spelling, etc.
• Cognitive-Conceptual –
Learning to learn
– Problem solving skills • Affective-Cognitive –
Development of good self-concept
– Learning to learn (only need to learn the primary –first one, although I have also indicated secondary) 69
SO27: Results I have asked you to learn To be fair to each model, the researchers also measured the children’s basic skills, cognitive skills, and affect • DI was the
only
model to produce gains in all three areas measured: basic skills, cognitive skills, and affect • DI ranked
first
in basic skills, cognitive skills and affect • Educational models,
other than those that fell into the Basic Skills category
, (that is, all those in the cognitive-conceptual and affective-cognitive categories) had poorer results than the traditional educational systems currently being used 70
SO28: DI & PT ranked first and second in affective skills even though neither targets or emphasizes them What theory of self-concept
isn’t
supported by these results? In order to learn, you must first have a good self-concept and a positive attitude toward learning. That is, a good self-concept is a prerequisite for learning.
Suzie & Johnny must feel good about themselves before they can learn.
What theory of self-concept
is
supported by the results?
Success in learning produces a good self concept.
Suzy & Johnny will feel good about themselves if they are successful in learning.
(pretty interesting given that the affective-cognitive models targeted affect directly. Also interesting because traditional educators still object to DI& PT on that ground) 71
SO29: Behavioral diagram of the relation between learning and a good self-concept Sr R ----> Sc CS CR Good self-concept 72 (self-concept emotional response)
Project Follow-Through Wrap Up (not for the exam) • DI was shown to be the most effective instructional system • In spite of that, the governmental agency responsible for disseminating
effective
instructional systems to school districts around the country, endorsed 22 as effective and packaged them for distribution • Among those disseminated were those that had failed to improve academic achievement (out of “fairness”) • Funding guidelines were changed so that the programs that were the least successful were given more funding than those that were the most successful (on the grounds that $ would help the least successful) (problem is not the teachers, school districts) 73
SOs 30-35: MimioSprout and MimioReading, web reading programs designed by behavioral psychologists • Headsprout founders and team includes: – Dr. Kent Johnson, founder of Morningside – Greg Stikeleather, BA in psychology from WMU • Developed and ran Apple Computer’s first usability testing laboratory • Started two software companies; one was acquired by Microsoft, one was acquired by Netscape – Dr. Joe Layng, Head of Morningside’s Malcolm X program – Dr. Janet Twyman, past President of ABA – Kelly Hobbins, BA in psychology from WMU – Melinda Sota, MA in psychology from WMU • Put on the web in 2002 • Cost $6 million to develop the first 40 lessons for MimioSprout (the initial program put on the web) – there are now 80 lessons for this program (SOs are very straightforward, but I just wanted to introduce you to this it’s terrific) 74
Melinda Sota, WMU MA Janet Twyman Jennifer Clayton Greg Stikeleather 75
SOs 30 & 32: Why are the MimioSprout and MimioReading programs important?
• How many children have literacy problems in our country?
– 40% • Over what percentage of our nation’s fourth graders score below basic reading levels?
– 40% • What is the probability that a child will remain a poor reader at the end of
fourth
grade if the child is a poor reader at the end of
first
grade?
– 90% We need to get to children when they are young and teach them the basics 76
SO 31, NFE: MimioSprout stresses phonics - why? • Research has shown that phonics is
essential
teach children to read.
in order to – This is in direct conflict with reading approaches based on “whole word” teaching/learning.
• Research has also shown that the absence of explicit phonics instruction can cause learning problems that put learners at a
permanent educational disadvantage
unless corrected by the end of third grade.
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About MimioSprout and MimioReading: Not for the exam • Incorporates PT concepts of fluency and charting/graphing performance of each component skill • The program appears to children as – As in interactive cartoon – Learn reading skills interacting with cartoon-based episodes in Space World, Dinosaur World, Undersea World, and Jungle World • They have the same type of refund program as Morningside Academy – For school systems: Full refund to schools for the price of the product for each Kindergarten or 1st grade student who is not at or above grade level upon completion – Full refund to individual parents who buy it as well 78
About MimoSprout, cont.
• They first did lab testing - before they put the program on the internet. (not for the exam) Standard for most activities was that 90% of learners would get 90% of the items/questions correct the first time • SO34A: Once the developmental work in their lab was completed, they tested it on the internet. How many learners participated in the internet testing?
– Over 1,000 • SO34B: What were the results of that testing?
– Over 90% of the learners got over 90% of the items/questions correct the
very first time they answered them
The bold faced part is very important in 34B! 79
About MimoSprout, cont. again (Not for the Exam) • What is their goal for the entire 80-lesson MimioSprout Early Reading Program?
– Learners who consistently score at or above grade level, and –
Kindergarten
children with reading skills typical of a
mid-second grade
learner • Standardized test outcome data indicate they have accomplished that goal (testing is on-going) • Individual parents can purchase the MimioSprout reading program for $199.00
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The End
• Questions?
• Instructional assistance hours: Monday, 10/14 • 5:30-7:00 PM, Wood Hall First Floor Lounge • Amber is “on tap” this time 81