Communication of Goals and Creating Behavioral OBJECTIVES

1. Communication of Goalsand Creating Behavioral OBJECTIVES UNIT # 5 Dr. Martha Pelaez

2. Communicating Expectations • One of the best ways to manage behavior in the classroom is through explicit communication of expectations • Remember, effective classroom management is comprehensive • It includes • Organizing classroom space • Time management • Positive classroom rules • Explicit communication of expectations

3. Communicating expectations • A teacher communicates her expectations through words as well as actions • Classroom rules • Student goals and objectives • Your daily objectives for each lesson should be written on the chalkboard so student will know what they are going to learn

4. Goals • Goals are broad statements about the direction of change in behavior • David will learn to read at a second grade level • Sara will add two digit numbers

5. Objectives • Objectives identifies a proposed change in behavior • Describe a level of performance and serve as the basis for evaluation • During science class David will read a paragraph orally in two or less minutes with less than two omissions or substitutions on 5 of 5 occasions • Given a set of 25 two digit additions problems Sara will write the correct sum to 23 or more problems on 5 of 5 occasions

6. Components of a behavioral objective • Identify the learner • Identify an observable target behavior • Identify the conditions under which the behavior is to be displayed • Identify criteria for acceptable performance

7. Observability of action words

8. STOs • Short term objectives (STO) are smaller, more workable components used in writing lesson plans • During a small group activity in science class David will construct a model of 3 planets and assist in the construction of a model of the solar system by cutting or pasting, or directing other students to do so

9. Good Objective? • John will improve writing skills. • Ashley will correctly answer "wh" questions in conversation with peers and adults with 80% accuracy. • Given typed sentences, Leo will use a period or question mark appropriately at the end of a sentence. • Mary will compose two complete sentences with the correct punctuation every day in her Daily Journal during writing class.

10. Good Objective? • When Larry is in a situation in which he feels that someone else is in his personal space, he will move to a comfortable distance while remaining on task. • Sue will understand the causes of the civil war after 3 lectures on the civil war with 100% accuracy. • Joe will correctly identify his nose when asked by the teacher 3 out of 4 times.

11. Good Objective? • During math class Sparky will reduce the number of inappropriate comments in class to no more than 3 per class period • While presenting, Sara will say "um" less than 30 times during a hour presentation.

12. Selecting Goals and Objectives All goals and objectives should be based on the relevant assessment data obtained beforehand • For Goals • Identify broad areas of need • For Objectives • Identify observable behaviors to achieve the goal • Identify smaller target behavior accomplishments for STOs (task analysis may be helpful)

13. Translating your goals and objectives into student learning The learn unit

14. The Lean Unit Stimulus control and active student responding

15. The three term contingency • The three term contingency represents the point of contact between the teacher and the learner(s) behavior • It is through the three term contingency that learning (stimulus control) occurs • The three term contingency consists of three parts • Antecedent (S) • Response (R) • Consequence (S) • In education, no concept is more important than the three term contingency

16. Some definitions • Stimulus- an environmental event • Antecedent- an environmental event that occurs immediately before a behavior and set the occasion for a response to occur • Consequence- an environmental event that occurs immediately after a behavior and determines whether or not a behavior will occur • Behavior/response- movement that produces a change in the environment

17. Choral responding • Me: an environmental event is a… • You: Stimulus • Me: You are so smart! • Me: An environmental event that occurs before a response and that sets the occasion for responding is an… • You: Antecedent • Me: Well done!

18. More choral responding • Me: An environmental event that occurs immediately after a response and determines whether or not a behavior will occur • You: Consequence • Me: Right on the money! • Me: Movement that produces a change in the environment is… • You: behavior/response • Me: You are correct!

19. Definitions • Stimulus class- a range of stimuli that control the occurrence of a single response which results in reinforcement • Dog: German Shepard, Cha wow wow, Cocker Spaniel, Beagle, Mastiff, Poodle, Bull dog, Rhodesian Ridgeback • Response class- a single stimulus controls the occurrence of a range of response topographies which result in reinforcement • Meeting someone: Hello, howdy, g’day, hi, how do you do, what’s up?, Hey, Welcome, Good to meet you, My name is…, hola, Aloha

20. Definitions • Stimulus control/discrimination- the process by which antecedent stimuli come to set the occasion for responding by being paired with a reinforcing consequence • Stimulus generalization- the process by which similar antecedent stimuli come to set the occasion for responding by being paired with a reinforcing consequence • Concept formation- stimulus generalization within stimulus classes and discrimination between stimulus classes • The development of conceptual behavior is the primary goal of education

21. An example of concept formation (triangle) Is a triangle (generalization) Is not a triangle (discrimination)

22. Choral responding • Me: The process by which similar antecedent stimuli come to set the occasion for responding by being paired with a reinforcing consequence • You: Stimulus generalization • Me: Way to go! • Me: the process by which antecedent stimuli come to set the occasion for responding by being paired with a reinforcing consequence • You: Stimulus control/discrimination

23. The learn unit • The learn unit is a set of interlocking three term contingencies between a teacher and students’ behavior • The learn unit includes: • The teacher’s response (student’s Sd) • Student(s) response (teacher’s Sr+ or Sp+) • Teacher’s response (students’ Sr+ or Sp+)

24. The Learn Unit Teacher’s Antecedent Teacher’s behavior Teacher’s consequence Teacher’s antecedent Students’ antecedent Students’ behavior Students consequence Students looking at the teacher Get out your response boards Students get out response boards Everyone is ready to learn. 50 cents goes in the pizza party jar Well done class, five more correct and no homework Students looking at the teacher “Spell utopia” Students write u-t-o-p-i-a

25. The learn unit • Learn units can be different based on the stage of learning • During the acquisition stage almost every correct response should be reinforced • Learn units should be presented more quickly time = • During the practice stage LU’s should be designed to develop fluency (accuracy + speed), so reinforcement should be provided after a number of responses “Class, what is 4 X 7? “28” “Yes, 4 X 7 is 28” Next LU Class get ready for a 1 minute time trial on math facts. Please begin Students write answers Tally your score and chart it on you graph

26. The big idea • “Students learn by doing”- John Dewey • The more LUs the teacher presents the more the students are responding • The more the students are responding the faster they are learning • The key to learning is active student responding (ASR) • When all other variables are equal: • A high-ASR lesson will produce better achievement than one in which students make few active responses to the lesson's content.