Pedagogy SAFMEDS Sets 1 & 2

American act stating pedagogical practices must produce measurable effects on learning
NCLB
NCLB Acronym
No Child Left Behind
NCLB Year
2001
Integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction
Evidence-based education
The integration of _____________ with the best available empirical evidence in making decisions about how to deliver instruction
Professional Wisdom
The integration of professional wisdom with the best available _____________ in making decisions about how to deliver instruction
Empirical Evidence
The integration of professional wisdom with the best available empirical evidence in making decisions about how to _____________
Deliver Instruction
American act stating _____________ must produce measurable effects on learning
Pedagogical Practices
American act stating pedagogical practices must produce _____________ on learning
Measurable Effects
Instruction that enables students to demonstrate, maintain, and generalize competency on pre-specified learning outcomes faster than they would on their own or with less effective instruction
Effective Instruction

Effective Instruction

Instruction that enables students to _____________ competency on pre-specified learning outcomes

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

Demonstrate, maintain, and generalize

Effective Instruction

_____________ than learning on their own or with less effective instruction

Faster

Effective Instruction Steps

_____________

_____________

Evoke the behavior

Program for complex behavior

Sequence responses

Stretch the ratio

Define terminal objectives

Arrange contingencies of reinforcement

Effective Instruction Steps

Define terminal objectives

Arrange contingencies of reinforcement

_____________

_____________

Sequence responses

Stretch the ratio

Evoke the behavior

Program for complex behavior

Effective Instruction Steps

Define terminal objectives

Arrange contingencies of reinforcement

Evoke the behavior

Program for complex behavior

_____________

_____________

Sequence responses

Stretch the ratio

Define terminal objectives

Arrange contingencies of reinforcement

Evoke the behavior

Program for complex behavior

Sequence responses

Stretch the ratio

Effective Instruction Steps

Effective Instruction Outcomes

_____________

Maintenance

Generalization

Working Independently

Fluency

Effective Instruction Outcomes

Fluency

_____________

Generalization

Working Independently

Maintenance

Effective Instruction Outcomes

Fluency

Maintenance

_____________

Working Independently

Generalization

Effective Instruction Outcomes

Fluency

Maintenance

Generalization

_____________

Working Independently

Fluency

Maintenance

Generalization

Working Independently

Effective Instruction Outcomes

Effective Instruction Principles

_____________

_____________

_____________

Immediate feedback

Self-pacing

Mastery progression

Reinforcement

Direct assessment

Data-based decisions

Behavioral objectives

Modeling

Active responding

Effective Instruction Principles

Behavioral objectives

Modeling

Active responding

_____________

_____________

_____________

Reinforcement

Direct assessment

Data-based decisions

Immediate feedback

Self-pacing

Mastery progression

Effective Instruction Principles

Behavioral objectives

Modeling

Active responding

Immediate feedback

Self-pacing

Mastery progression

_____________

_____________

_____________

Reinforcement

Direct assessment

Data-based decisions

Behavioral objectives

Modeling

Active responding

Immediate feedback

Self-pacing

Mastery progression

Reinforcement

Direct assessment

Data-based decisions

Effective Instruction Principles
Doug Greer
CABAS
Private schools applying behavior analytic techniques to all aspects of instruction and administration
CABAS

CABAS

acronym

Comprehensive Application of Behavior Analysis to Schools
Vargas and Vargas
Programmed Instruction Features

CABAS

founder

Doug Greer
Boyce & Hineline
Interteaching

Interteaching

founders

Boyce and Hineline

PSI

founders

Keller, Sherman, Azzi, & Bori
Keller, Sherman, Azzi, & Bori
PSI
Ogden Lindsley
Precision Teaching

PT

founder

Ogden Lindsley
Lindsley, Haughton, Houston, & Brennan
SCC

SCC

founders

Lindsley, Haughton, Houston, & Brennan

Direct Instruction

founders

Engelmann & Becker
Engelmann & Becker
Capital -DI

direct instruction

founders

Rosenshine & Berliner
Rosenshine & Berliner
lowercase – di
Joseph Pear
CAPSI

CAPSI

founder

Joseph Pear

Programmed Instruction Features

_____________

Reinforcement

Activity rate (high and relevant)

Successive approximation

Mastery progression

Behavioral objectives

Programmed Instruction Features

Behavioral Objectives

_____________

Activity rate (high and relevant)

Successive approximation

Mastery progression

Reinforcement

Programmed Instruction Features

Behavioral objectives

Reinforcement

_____________

Successive approximation

Mastery progression

Activity rate (high and relevant)

Programmed Instruction Features

Behavioral objectives

Reinforcement

Activity rate (high and relevant)

_____________

Mastery progression

Successive approximation

Programmed Instruction Features

Behavioral objectives

Reinforcement

Activity rate (high and relevant)

Successive approximation

_____________

Mastery progression

Behavioral objectives

Reinforcement

Activity rate (high and relevant)

Successive approximation

Mastery progression

Programmed Instruction Features

Teaching Machine Benefits

_____________

Self-pacing

Simultaneous Use

Immediate Feedback

Teaching Machine Benefits

Immediate Feedback

_____________

Simultaneous Use

Self-pacing

Teaching Machine Benefits

Immediate Feedback

Self-pacing

_____________

Simultaneous Use

Teaching Machine Features

_____________

Sequenced instruction

Compose own responses

Teaching Machine Features

Compose own responses

_____________

Sequenced instruction
An automatic or self-controlling device that presents a unit of information, provides a means for a learner to respond, and provides immediate feedback on the accuracy of the response
Teaching Machine

PSI Features (Keller)

_____________

Unit Mastery

Lectures for motivation

Emphasis on the written word

Use of proctors

Self-pacing

PSI Features (Keller)

Self-pacing

_____________

Lectures for motivation

Emphasis on the written word

Use of proctors

Unit Mastery

PSI Features (Keller)

Self-pacing

Unit Mastery

_____________

Emphasis on the written word

Use of proctors

Lectures for motivation

PSI Features (Keller)

Self-pacing

Unit Mastery

Lectures for motivation

_____________

Use of proctors

Emphasis on the written word

PSI Features (Keller)

Self-pacing

Unit Mastery

Lectures for motivation

Emphasis on the written word

_____________

Use of proctors

Self-pacing

Unit Mastery

Lectures for motivation

Emphasis on the written word

Use of proctors

Keller’s PSI features

PSI Features (Fox)

_____________

Unit Mastery

On-demand course content

Immediate feedback

Peer tutors

Flexible pacing

PSI Features (Fox)

Flexible pacing

_____________

On-demand course content

Immediate feedback

Peer tutors

Unit Mastery

PSI Features (Fox)

Flexible pacing

Unit Mastery

_____________

Immediate feedback

Peer tutoring

On-demand course content

PSI Features (Fox)

Flexible pacing

Unit Mastery

On-demand course content

_____________

Peer tutoring

Immediate feedback

PSI Features (Fox)

Flexible pacing

Unit Mastery

On-demand course content

Immediate feedback

_____________

Peer tutoring

Flexible pacing

Unit Mastery

On-demand course content

Immediate feedback

Peer tutoring

Fox’s PSI features

PSI

acronym

Personalized System of Instruction
A method of instruction focusing on mastery learning that allows students to progress through materials at their own pace
PSI

CAPSI

acronym

Computer-Aided Personalized System of Instruction
The arrangement of contingencies of reinforcement which expedite learning
Teaching

Teaching

The arrangement of _____________ which expedite learning

contingencies of reinforcement

Teaching

The arrangement of contingencies of reinforcement which _____________

expedite learning
To behave with respect to stimuli
Thinking
The art or science of teaching
Pedagogy
Two Products of EAB
Teaching Machine and Programmed Instruction
Behaviors which produce discriminative stimuli for other behaviors
Precurrent behaviors
Two Methods of evoking responses
Priming and Prompting

Why Teachers Fail

_____________

Telling and showing

Getting attention

Making material easy to remember

Teacher as midwife

Idols of the school

Aversive control

Why Teachers Fail

Aversive control

_____________

Getting attention

Making material easy to remember

Teacher as midwife

Idols of the school

Telling and showing

Why Teachers Fail

Aversive control

Telling and showing

_____________

Making material easy to remember

Teacher as midwife

Idols of the school

Getting attention

Why Teachers Fail

Aversive control

Telling and showing

Getting attention

_____________

Teacher as midwife

Idols of the school

Making material easy to remember

Why Teachers Fail

Aversive control

Telling and showing

Getting attention

Making material easy to remember

_____________

Idols of the school

Teacher as midwife

Why Teachers Fail

Aversive control

Telling and showing

Getting attention

Making materials easy to remember

Teacher as midwife

_____________

Idols of the school

Aversive control

Telling and showing

Getting attention

Making material easy to remember

Teacher as midwife

Idols of the school

Why Teachers Fail
The extent to which a program or teaching procedure is implemented as described
Procedural Integrity
Procedural Integrity reports on _____________ behavior
Teacher
Inter-observer agreement reports on _____________ behavior
Student
An instructional method in which students are involved in the teaching process
Interteaching
Increasing the number of responses per reinforcer as fast as the organism’s behavior allows
Stretching the ratio

Competency Based Training Features

_____________

Verbal and nonverbal training

Behavioral objectives

Performance criteria

Pre and post assessment

Competency Based Training Features

Pre and post assessment

_____________

Behavioral objectives

Performance criteria

Verbal and nonverbal training

Competency Based Training Features

Pre and post assessment

Verbal and nonverbal training

_____________

Performance criteria

Behavioral objectives

Competency Based Training Features

Pre and post assessment

Verbal and nonverbal training

Behavioral objectives

_____________

Performance criteria

Pre and post assessment

Verbal and nonverbal training

Behavioral objectives

Performance criteria

Competency Based Training Features

Effective Programming Features

_____________

Frequent active responding

Immediate feedback

Instructions and prompts

Effective Programming Features

Instruction and prompts

_____________

Immediate feedback

Frequent active responding

Effective Programming Features

Instruction and prompts

Frequent active responding

_____________

Immediate feedback

Instruction and prompts

Frequent active responding

Immediate feedback

Effective Programming Features
PT Tests for Fluency
RESA
RESA
Retention, Endurance, Stability, Application
PT Aims at which fluency outcomes occur
Performance Standards
PT Description of Fluency
SARGE
SARGE
Stable, Applied, Retained, Generalizes, Endures
PT Steps Motto
PRICE
PRICE
Pinpoint, Record, Intervene, Chart, Evaluate
A linear measure of behavior change across time
Celeration
A performance that is smooth, accurate, sufficiently rapid, and does not decay in distracting or novel situations
Fluent
Responses that may be emitted at any time and are not controlled by the experimenter
Free-operant
Doubling of frequency every celeration period multiplier
X2
Doubling of frequency every celeration period angle
34 degrees
SCC Ink Color
Light blue
SCC Paper Quality
Highly Durable
SCC Y-Axis
Frequency
SCC X-Axis
Time
SCC Time-span
20 weeks
SCC Behavior Span
6 cycle
SCC Minimum Frequency
1 per 24 hours
SCC Maximum Frequency
1 thousand per minute
SCC Scale
Semilogarithmic
SCC Acronym
Standard Celeration Chart
A measure of behavioral variability
Bounce
A method of instruction in which students attain fluency by responding for one minute every day
SAFMEDS
A method for learning and practicing skills until they are fluent or automatic
Precision Teaching
A measurement and decision support-system that allows teachers to understand their effects on students
Precision Teaching
Patterns in SCC data upon which instructional changes are based
Learning Pictures
SCC Instructional Goals
AIM star
SCC Maximum score per timing
Record Ceiling
SCC Minimum score per timing
Record Floor
SAFMEDS A method of instruction in which students attain _____________ by responding for one minute every day
Fluency
Celeration A linear measure of _____________ across time
Behavior Change
Celeration A _____________ measure of behavior change across time
Linear
Celeration A linear measure of behavior change across _____________
Time
Fluent A performance that is _____________, accurate, sufficiently rapid and does not decay in distracting or novel situations
Smooth
Fluent A performance that is smooth, _____________, sufficiently rapid, and does not decay in distracting or novel situations
Accurate
Fluent A performance that is smooth, accurate, sufficiently _____________, and does not decay in distracting or novel situations
Rapid
Fluent A performance that is smooth, accurate, sufficiently rapid, and does not decay in _____________ situations
Distracting or Novel
Precision Teaching A method for _____________ skills until they are fluent or automatic
Learning or Practicing
Precision Teaching A method for learning or practicing skills until they are _____________
Fluent or Automatic
Precision Teaching A _____________ system that allows teachers to determine their effects on students
Measurement or Decision-Support
Selected components of complex skills are taught to fluency such that learners generate other components without specific instruction
Generative Instruction
Generative Instruction Selected _____________ of complex skills are taught to fluency such that learners generate other components without specific instruction
Components
Generative Instruction Selected components of complex skills are taught to _____________ such that learners generate other components without specific instruction
Fluency
Generative Instruction Selective components of complex skills are taught to fluency such that learners generate other components without _____________
Specific Instruction
The emergence of complex behavioral repertoires without explicit instruction following the establishment of component skills
Generative Instruction
Commercially available curriculum programs
Capital – DI
Teaching variables related to academic achievement
lowercase- di
Features of DI _____________ _____________ _____________ Mastery Progression Choral Responding Modeling Signalling Reinforcement Error Correction
Scripted lessons Homogeneous grouping Placement testing
Features of Direct Instruction Scripted Lessons Homogeneous Grouping Placement Testing _____________ _____________ _____________ Signalling Reinforcement Error Correction
Mastery Progression Choral Responding Modeling
Features of DI Scripted Lessons Homogeneous Grouping Placement Testing Mastery Progression Choral Responding Modeling _____________ _____________ _____________
Signalling, Reinforcement, Error Correction
Scripted Lessons Homogeneous Grouping Placement Testing’ Mastery Progression Choral Responding Modeling Signalling Reinforcement Error Correction
Capital -DI
Features of di _____________ _____________ Extensive content coverage Monitored student performance Low cognitive level questions Immediate academic feedback
Clear goals, Sufficient and continuous instructional time
Features of di Clear goals Sufficient and continuous instructional time _____________ _____________ Low cognitive level questions Immediate academic feedback
Extensive content coverage, Monitored student performance
Features of di Clear goals Sufficient and continuous instructional time Extensive content coverage Monitored student performance _____________ _____________
Low cognitive level questions, Immediate academic feedback
Clear goals Sufficient and continuous instructional time Extensive content coverage Monitored student performance Low cognitive level questions Immediate academic feedback
lowercase -di
A massive direct research project focusing on the effectiveness of nine educational methods
Project Follow Through
Found Direct Instruction had most positive outcomes compared to 8 other methods
Project Follow Through
PFT Outcomes assessed
Basic skills, Cognitive skills, Affective outcomes
PFT Consequence for education
Ignored
PFT Most effective method
Capital -DI
[image]
Aim
[image]
Crossover
[image]
Name
Dive
[image]
Name
Downhill
[image]
Name
Jaws
[image]
Name
Landing
[image]
Name
Snow Plow
[image]
Name
Surface
[image]
Name
Take Off
[image]
Name
Uphill
[image]
Description
Maintenance
[image]
Description
Improving
[image]
Description
Improving
[image]
Description
Worsening
[image]
Description
Improving
[image]
Description
Worsening
[image]
Description
Worsening
[image]
Description
Worsening
[image]
Description
Improving
[image]
Description
Improving
[image]
Change
No change needed
[image]
Change
No change needed
[image]
Change
Target for increase
[image]
Change
Target for increase
[image]
Change
No change needed
[image]
Change
Change for both
[image]
Change
Change for both
[image]
Change
Change for both
[image]
Change
Target for Decrease
[image]
Change
Target for Decrease
Basic skills that form a foundation
Tool Skills
Intermediate skills that serve as building blocks
Component Skills
Advanced skills that demonstrate mastery
Composite Skills

Leave a Reply

Your email address will not be published. Required fields are marked *

x

Hi!
I'm Erick!

Would you like to get a custom essay? How about receiving a customized one?

Check it out