Communication of Goals and Creating Behavioral OBJECTIVES UNIT # 5 Dr. Martha Pelaez.
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Transcript of Communication of Goals and Creating Behavioral OBJECTIVES UNIT # 5 Dr. Martha Pelaez.
Communication of Goalsand Creating Behavioral
OBJECTIVES
UNIT # 5
Dr. Martha Pelaez
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
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
GoalsGoals 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
ObjectivesObjectives identifies a proposed change in behaviorDescribe 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
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
Observability of action wordsAction words that are directly observable
Cover witha cardUnderlineChooseShade
DrawPressSayPut on
PlaceCross outWriteName
MarkCircleCount orallyLabel
Cross outRepeatorallyReadorallyRemove
Action verbs that are not directly observableThinkThinkcriticallyInfer
DiscoverDiscriminateAppreciate
KnowFeelAnalyze
UnderstandDiscriminateDeduce
PerceiveGenerateConclude
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
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.
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.
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.
Selecting Goals and ObjectivesAll goals and objectives should be based on the relevant assessment data obtained beforehand
For GoalsIdentify broad areas of need
For ObjectivesIdentify observable behaviors to achieve the goalIdentify smaller target behavior accomplishments for STOs (task analysis may be helpful)
Translating your goals and objectives into student
learning
The learn unit
The Lean Unit
Stimulus control and active student responding
The three term contingency
The three term contingency represents the point of contact between the teacher and the learner(s) behaviorIt is through the three term contingency that learning (stimulus control) occursThe 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
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
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!
More choral respondingMe: 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!
DefinitionsStimulus 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
DefinitionsStimulus 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
An example of concept formation (triangle)
Is a triangle(generalization)
Is not a triangle(discrimination)
Choral respondingMe: 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
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+)
The Learn Unit
Teacher’s Antecedent Teacher’s behavior Teacher’s consequence Teacher’s antecedent Students’ antecedent Students’ behavior Students consequence
Get out your response boards
Students get out response boards
Everyone is ready to learn. 50 cents goes in the pizza party jar
Students looking at the teacher
“Spell utopia” Students write
u-t-o-p-i-a
Well done class, five more correct and no homework
Students looking at the teacher
The learn unitLearn 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
The big idea
“Students learn by doing”- John Dewey
The more LUs the teacher presents the more the students are respondingThe more the students are responding the faster they are learningThe 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.