Group Language Instruction

1. Group Language Instruction Jennifer Cheselka Caldwell College Summer 2008

2. Discussion Topics • Source Identification • Brief History of Relevant Strategies • Description of Relevant Terms • Teaching Procedures • Conceptual Analysis of Procedures • References

3. Source Identification • PsychINFO searches • “Group Language Instruction” (0) • “Response Cards” “Autism” (2) • “Direct Instruction” “Autism” (15) • “Choral Responding” “Autism” (1)

4. Source Identification (cont.) • References from: • Heward, W., J. (2006). What can behavior analysts offer education? Presentation at Caldwell College. • Various Google Searches • Author searches • Journal article searches

5. Brief History of Relevant Strategies • Direct instruction was formulized by Siegfried E. Engelmann and colleagues between 1966-1969. • The Federal Government launched a 10-yr study in 1964 to research educational techniques that “really work,” Project Follow Through. (Donaldson, 2001) • “Choral responding dates back to one room schoolhouses, but unfortunately this recently data based strategy has been abandoned in modern times.” (Heward, 1994)

6. Let’s Practice Direct instruction was formulated by Engelmann in the 19___’s.

7. Brief History of Relevant Strategies (cont.) • Studies dating back to 1976 cite the use of response cards as effective in increasing on-task behavior and reducing disruptive behavior. (Heward et al., 1996)

8. Description of Relevant Terms • Direct Instruction • “A form of teaching that is heavily based upon behavior principles.” (Newman, Reeve, Reeve, Ryan, 2003) • Choral Responding • “Choral responding requires each student respond in unison when a teacher gives a signal.” (Blackwell & McLaughlin, 2005)

9. Let’s Practice Choral responding requires children to respond in ___________.

10. Description of Relevant Terms (cont.) • Response Cards • “Response cards are cards, signs, or items (such as felt boards) that are simultaneously held up by all students in the class to display their responses to questions or problems presented by the teacher.” (Heward, Garner, Cavanaugh, Courson, Grossi, & Barbetta, 1996)

11. Teaching Procedures • Direct Instruction • Students are taught individually or in a group • Students in a group are paired according to skill level • Carefully designed curriculum that presents materials in a systematic fashion • A fast-paced instruction is provided that offers ample opportunities to respond • Instructors follow a script for presenting material • Reinforcement is provided for correct responding (ASAT online)

12. Let’s Practice Teachers follow a _______ to present material when using Instruction.

13. Direct Instruction (Example)

14. Comments?

15. Teaching Procedures (cont.) • Choral Responding • Select curricular content appropriate for short answers and questions • Schedule a 5 to 10 min session • Prepare questions and instructional materials • Model a question and response • Present questions clearly • Allow thinking time • Use a clear signal for the children’s turn to respond • Provide feedback • Maintain an energetic pace (Wood & Heward, 2005)

16. Let’s Practice Choral responding requires a ________-paced instruction.

17. Teaching Procedures (cont.) • Response Cards • Model several question-and-answer trials which will provide opportunities for practice • Maintain a lively pace • Provide clear cues when students are to hold up and put down their cards • Provide feedback on correct and incorrect answers - Remember that students can benefit from others (Heward et al., 1996)

18. Let’s Practice When using response cards, students can benefit from ________.

19. Conceptual Analysis of Teaching Procedures Conditioned Stimuli Antecedent Response Consequence Environment/Context -classroom -group table Instructor Cue/Question -“What is this?”, -“What is 2+2?” Verbal or Written Response Provided -Verbal “a cat.” -Response card “4” Rewards via Individualized Motivational System OR Error Correction Procedure

20. Additional Resources • National Institute for Direct Instruction http://www.nifdi.org/ • Journal of Direct Instruction • The McGraw Hill Learning Company www.sraonline.com

21. References • Association for Science in Autism Treatment. (n.d.). Direct Instruction. Retrieved June 22, 2008 from http://www.asatonline.org/resources/procedures/direct.htm. • Blackwell, A. J. & McLaughlin, T. F. (2005). Using guided notes, choral responding, and response cards to increase student performance. The international Journal of Special Education, 20, 1-5. • Donaldson, R. (2001, August). Direct instruction: What is it?. Brainsarefun. Retrieved June 22, 2008 from http://www.brainsarefun.com/di2.html. • Heward, W. L. (1994). Three “low tech” strategies for increasing the frequency of active student responding during group instruction. In R. Gardner III, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. Eshleman, & T. A. Grossi (Eds.) Behavior analysis in educations: Focus on measurably superior instruction (pp. 283-320). Monterey, CA: Brooks.Cole. • Heward, W. L., Gardener, R., Cavanaugh, R. A., Courson, F. H., Grossi, T. A., & Barbetta, P. M. (1996, Winter). Everyone participates in this class. Teaching Exceptional Children, 5-10. • Wood, C. L., & Heward, W. L. (2005). Good noise! Using choral responding to increase the effectiveness of group instruction. Manuscript to be submitted for publication review. [Available online at: [http://education.osu.edu/wheward/PAES831.htm] • You Tube (2007). Language for Learning - Lesson 44, Exercise 4. Retrieved June 22, 2008 from http://www.youtube.com/watch?v=JCGC_5u9ya8.