Unit 3 Flashcards
Which of the five approaches to instructional technology requires 100% mastery
Personalized system of instruction
Which of the five approaches to instructional technology involves small group instruction
Direct instruction
Which of the five approaches to instructional technology most likely managers rate of response
Precision teaching
Which of the five approaches to instructional technology was developed by skinner
Programmed instruction
Which of the five approaches to instructional technology works best when it uses teaching machines or Computers
Programmed instruction
Which of the five approaches to instructional technology almost always use a standard celeration charts
Precision teaching
Which of the five approaches to instructional technology depends on responses then branches into either new material or review frames
Programmed instruction
Which of the five approaches to instructional technology usually has optional lectures and undergraduate proctors
Personalized a system of instruction
Which of the five approaches to instructional technology uses a script for the teacher
Direct instruction
Which of the five approaches to instructional technology teaches to fluency not just mastery
Precision teaching
SAFMEDS stands for?
Say All Fast Minute Everyday Shuffle
During the acquisition stage the learn unit mostly resembles
Discrete trials
Generative learning is more commonly referenced
Adduction
Instructional delivery is also known as
Teaching
Number of minutes instruction is delivered
Instructional time
Amount of time students actually spend learning - the time spent successfully engaged in academic tasks
Academic learning time
Amounts of time included in the total number of school days and hours is
Available time
Amount of time scheduled for instruction is
Allocated time
Amounts of time in which a student is attending to ongoing instruction is
Engaged time
Two effective behavioral approaches to measure education
Direct instruction
university of Kansas behavioral analysis program
Time spent attending to ongoing instruction
Engaged on task time
The time that students actually spend the learning
Academic learning time
Principles of learning
The operant as the basic unit
Interactive not passive
Measurement and evaluation of educational outcomes
Developed and validated an effective technology of instructional design and instructional delivery
The role of behavioral analysis in education
Be clear about what is taught
teach first things first
stop making all students Advance the same rate
program the subject matter
reconsider ABA instructional technology
determine how to cause more durable an extensive behavioral change
develop methods that teachers can actually will use
The challenge of behavioral analysis in education
Clearly specified and behaviorally stated instructional objectives
Well designed curricular materials
Assessment of learners entry skills
Ongoing frequent direct measure of skills
focus on mastery
highly structured
fast-paced
systematic use of positive and corrective feedback
supported by empirical research
extensively field tested and revise based on data
considered how realistic the procedures are for the classroom practice
Elements of the ABA approach to education
A statement of actions a student should perform after completing one or more instructional components
Behaviorally stated instructional objectives
Guide the instructional content and tasks
communicate to students on what they will be evaluated
specify the standards for evaluating on going and terminal performance
Reasons for writing the Behaviorally stated instructional objectives
Level of performance that meets accuracy and fluency criteria
Mastery
Correctness of the response
Accuracy
Short Latency high rate of correct response
Fluency
Maintains across time even after instruction ends
Durable
Free of pause and false starts
Smooth
Can apply to the real world
Useful
Socially valid
Contextually meaningful
Performance consist even when there are environmental distractions
Resistant to distractions
The results of other students has no affect on ones score
Criterion based evaluations
Student scores are based on and compared with Peers performance
Normed-referenced evaluation
Add general pattern of responding that produces affective responding to mini untrained relations
Generative learning adduction
Teaching procedures which lead to adduction
Generative instructions
Describes the emergence of accurate responding to untrained and non-reinforced stimulus stimulus relations following the reinforcement of responses to some stimulus stimulus relations
Stimulus equivalent
Three types of stimulus equivalence
Reflexive symmetry transitive
In the absence of training and reinforcement a learner selects a stimulus that is matched to itself
A=A
Reflexivity
After learning that A=B The learner demonstrates that B=A without direct training on that relationship
Symmetry
After learning that A=B and B=C the learner demonstrates that A=C without direct training in that relationship
Transitivity
That smallest divisible unit of teaching and incorporates interlocking three term contingency’s for both the teacher and the student
Learn unit
Stages of learning
Acquisition stage
fluency stage
application stage
Establishing a new behavior skill, or repertoire
Acquisition stage
Student practice is acquired skill to increase the number of correct responses per unit of time
Fluency stage
Using learned material in new concrete and real life situations
Application stage
Wait time
Response latency
Feedback delay
Intertrial interval
Influences on the number of learn units
Student variables that can influence the number of learn units delivered in a lesson
Response latency and IRT
Frequency of detectable responses that a student emits during ongoing instruction
Active student responding ASR
Pays attention
Listens to the teacher
Watches others respond
Passive responding
Increased academic behavior
Improve test scores
Reduces disruptive behavior
ASRs are correlated with ??
Programmed instruction personalized system of instruction direct instruction
precision teaching
Morningside model
Hi ASR approaches to instructional activity
Cards signs are items that are held up simultaneously they all students to display their response to a question item or problem presented by the teacher
Response cards
Pre-printed selection- based response cards
Preprinted selection based pincher cards
Write on cards
Types of response cards
Choral responding
Students respond orally in unison
Guided notes
Teacher prepares handouts that organize content
Guides to learner with standard cues for the learner to record key facts concept in relationships
Provides the leaner with a means of actively responding to the lecture content
Provides a take-home product for study
Keeps teacher on task during lecture
Involves the presentation of small frames of information which require a discriminated response
Programmed instruction
Personalized a system of instruction
Students achieve standards at their own pace
Follows a logical analysis of concepts and procedures as it presidents examples and non-examples in an instructional sequence that fosters rapid concept learning
Direct instruction
Focuses on the learners performance as a means to assess interventions as the frequency of responses are tracked and charted on a standardized chart
Percision teaching
