Important Variables in understanding Instruction and Learning

1. Important Variables in understanding Instruction and Learning ABC’s and 123’s of learning and instruction

2. Scenario Time • Renee is an 11 year old 4th grade Caucasian female. She has recently had a growth spurt and is much taller and much more physically developed than her peers. She has not been tested for a learning disability, but her reading fluency is low (i.e. 80 words per minute). Her teacher comments that she seems to have memory problems in learning her spelling words too. Specifically, she can learn a word, get it right on the test on Friday, but on Monday not recognize the word during reading.

3. Your task • Tell me what you will do to assess and intervene with this problem • This will be an exercise that we do often in this course. • There are various ways to respond to this task. • You will share your responses with peers and they will critique your response. • This is not for a grade. Think of it as a “probe” to monitor our performance. • Do your best.

4. Types of Academic Time • Allocated Time: - How much time in school we have • Instructional Time - How much time teacher spends providing instruction • Engaged Time - How much time student spends engaged • Academic Learning Time: AET under aligned curriculum and instruction * This is the best predictor of student performance

5. Question 1 Should we focus on increasing academic engaged time?

6. Yes and No Yes if completing the ABC’s with correct responses No if not completing ABC’s

7. ABC’s of Learning • Antecedents: Instructional Directions Stimulus to respond in the presence of Pace of instruction

8. ABC’s Continued • Behavior: Topography: Written, verbal, typed Response rate Inter-trial interval Wait times

9. ABC’s continued • Consequences: Feedback (negative/positive) Immediate Contingent Change behavior

10. 123’s • Rate of accurate responding – This is what you graph as often as possible • GPA, Grade, Accuracy – This is what you graph, report, measure as general long term goal attainment.

11. Time to Discuss Readings

12. Thinking About Instruction • Curriculum: What is taught • Instruction: How it is taught (what teachers do)

13. Direct Instruction & Constructivism • DI: Explicit directions • specific sequence • teacher directed • C: Teacher is “Facilitator” of learning • Student paced • Larger understanding with prerequisites perhaps learned indirectly

14. A Focus on Learning Problems • Failure to progress to the Curriculum • AKA Unresponsive to “intervention” (i.e. instruction) • Teacher variables are not to be the target of improvement • Teacher actions are

15. Generic Model of Learning The instructional hierarchy

16. The Instructional Hierarchy • 4 Stages of Learning Development * Acquisition, Fluency, Generalization, Adaptation • Similar to other “Stage Theories” with regard to pros and cons

17. Stage 1: Acquisition • General Question: Acquisition • General Variable: Percent Correct • General Strategies:1. Modeling 2. Demonstration 3. Prompting * Often requires a task analysis

18. Modeling • Presenting example of a skill e.g. Mathematics “here is a problem for you to look at”

19. Demonstration • Active performance of a skill e.g., Mathematics “Watch me work this problem here”

20. Prompting • Providing a cue to perform a target response e.g., Mathematics “Don’t forget to carry the 1”

21. Example of using Demonstration Subtraction with regrouping

22. The bottom number is bigger than the top number in the right column So we must borrow from the left column. 38 - 19

23. 2 • 38 • 19 Cross out the top number in the left column and write the next smallest number Above it.

24. 2 1 • 38 • 19 Now put a 1 in front of the top number in the right column.

25. 2 1 • 38 • 19 • 9 Now subtract starting in the right column

26. 2 1 • 38 • 19 • 19 Now subtract the left column

27. Example of Demonstration Prompting and Modeling Telling time to the nearest minute

28. What time is it?

29. Write down the number that the small hand is pointing to: 11 Hint: If in between two numbers then It is always the smallest number.

30. Now count by 5’s stating with the number 1 and write down the number that The big hand is on 11:45

31. Sometimes big hands are also between numbers. Let’s tell time.

32. Write down the number that the small hand is pointing to: 1: Hint: If in between two numbers then It is always the smallest number.

33. :15 Now count by 5’s starting with the number 1 and write down the smallest number that the big hand is in between on next to the clock 1:__

34. :15 3 18 Now count each little tick mark after the smallest number and add it to the number you wrote down. 1:18

35. Stage 2: Fluency • General Question: Accurate response rate • General Variable: Behavior per minute (e.g. wrcpm) • General Procedures: 1. Drill: Active repeated responses 2. Overlearning (Maintenance)

36. Example of Drill Basic Addition Facts

37. Flashcard Drill Procedure • All possible combinations 0-12 • Start timer • Present first stimulus (wait time) • If correct put in correct pile with feedback • If incorrect put in incorrect pile with corrective feedback. • Repeat procedure with incorrect pile until all cards are put into correct pile • Graph Data and show student

38. Stage 3: Generalization • General Measurement: Generalization/Transfer • General Procedures: Practice (new response with other responses). • Discrimination Training: Behavior in presence of one stimulus but not another. • Differentiation: reinforce responses to stimulus while slowly varying one essential aspect of the stimulus

39. Example of Discrimination Training Letter Reversal b and d

40. b or d? • Present a single stimulus to student “b” • Ask: What letter is this? • Correct response = praise • Incorrect response = corrective feedback • 10 consecutive correct responses fade in d • 10 consecutive responses stop and start over with d • 10 consecutive responses fade in b • Alternate between the two letters fade in others as needed • Graph performance

41. Differentiation • Learning to count money under stimulus “How much is this? (multiple coins placed in front of child). • Modify by placing heads up/tales up • Modify by changing prompt (is this more or less than 30 cents?) • Use in multiple environments

42. Stage 4: Adaptation • Changing form of response when needed very efficiently • What’s up versus how are you • Making change • Problem solving • Multiple experiences multiple environments with heavy feedback

43. The Reading Process The 5 Big Ideas

44. Big Idea 1: Phonemic Awareness • Phonemic Awareness: The ability to hear and manipulate sounds in words. • Phonemic awareness is not phonics. • Phonemic awareness is auditory and does not involve words in print Examples of Phonemic Awareness Skills • Blending: What word am I trying to say? Mmmmmɯoooooɮp. • Segmentation (first sound isolation): What is the first sound in mop? • Segmentation (last sound isolation): What is the last sound in mop? • Segmentation (complete): What are all the sounds you hear in mop?

45. Big Idea 2: Alphabetic Principle • The ability to associate sounds with letters and use these sounds to form words • Inventive Spelling?

46. Big Idea 3: Fluency • The ability to translate letters-to-sounds-to-words fluently, effortlessly. • Important step before comprehension due to “cognitive overload?”

47. Big Idea 4: Vocabulary • The ability to understand (receptive) and use (expressive) words to acquire and convey meaning

48. Big Idea 5: Comprehension • The complex cognitive process involving the intentional interaction between reader and text to convey meaning. • Inferential vs. factual

49. DIBELS Reading Assessment Tool

50. Measures of Phonetic Awareness • Initial Sounds Fluency (ISF): Assesses a child's skill to identify and produce the initial sound of a given word • Phonemic Segmentation Fluency (PSF): Assesses a child's skill to produce the individual sounds within a given word