Important Variables in Important Variables in understanding Instruction understanding Instruction

and Learning and Learning

ABC’s and 123’s of learning ABC’s and 123’s of learning and instructionand instruction

Scenario TimeScenario Time

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

Your taskYour task

Tell me what you will do to assess and Tell me what you will do to assess and intervene with this problemintervene with this problem

This will be an exercise that we do often in This will be an exercise that we do often in this course.this course.

There are various ways to respond to this There are various ways to respond to this task.task.

You will share your responses with peers You will share your responses with peers and they will critique your response.and they will critique your response.

This is not for a grade. Think of it as a This is not for a grade. Think of it as a “probe” to monitor our performance.“probe” to monitor our performance.

Do your best.Do your best.

Types of Academic TimeTypes of Academic Time

Allocated Time:Allocated Time:- How much time in school we have- How much time in school we have

Instructional TimeInstructional Time- How much time teacher spends providing - How much time teacher spends providing instructioninstruction

Engaged TimeEngaged Time - How much time student spends - How much time student spends engagedengaged

Academic Learning Time: AET under aligned Academic Learning Time: AET under aligned curriculum and instructioncurriculum and instruction

* This is the best predictor of student performance* This is the best predictor of student performance

Question 1Question 1

Should we focus on increasing Should we focus on increasing academic engaged time?academic engaged time?

Yes and NoYes and No

Yes if completing the ABC’s Yes if completing the ABC’s with correct responseswith correct responses

No if not completing ABC’sNo if not completing ABC’s

ABC’s of LearningABC’s of Learning

Antecedents:Antecedents:

Instructional DirectionsInstructional Directions

Stimulus to respond in the presence Stimulus to respond in the presence ofof

Pace of instructionPace of instruction

ABC’s ContinuedABC’s Continued

Behavior:Behavior:

Topography: Written, verbal, typedTopography: Written, verbal, typed

Response rateResponse rate

Inter-trial intervalInter-trial interval

Wait timesWait times

ABC’s continuedABC’s continued

Consequences:Consequences:

Feedback (negative/positive)Feedback (negative/positive)

ImmediateImmediate

ContingentContingent

Change behaviorChange behavior

123’s123’s

Rate of accurate responding – This is Rate of accurate responding – This is what you graph as often as possiblewhat you graph as often as possible

GPA, Grade, Accuracy – This is what GPA, Grade, Accuracy – This is what you graph, report, measure as you graph, report, measure as general long term goal attainment.general long term goal attainment.

Time to Discuss ReadingsTime to Discuss Readings

Thinking About InstructionThinking About Instruction

Curriculum: What is taughtCurriculum: What is taught Instruction: How it is taught (what Instruction: How it is taught (what

teachers do)teachers do)

Direct Instruction & Direct Instruction & ConstructivismConstructivism

DI: Explicit directionsDI: Explicit directions specific sequencespecific sequence teacher directedteacher directed

C: Teacher is “Facilitator” of learningC: Teacher is “Facilitator” of learning Student pacedStudent paced Larger understanding with prerequisites Larger understanding with prerequisites

perhaps learned indirectlyperhaps learned indirectly

A Focus on Learning A Focus on Learning ProblemsProblems

Failure to progress to the CurriculumFailure to progress to the Curriculum AKA Unresponsive to “intervention” (i.e. AKA Unresponsive to “intervention” (i.e.

instruction)instruction) Teacher variables are not to be the Teacher variables are not to be the

target of improvementtarget of improvement Teacher actions areTeacher actions are

Generic Model of LearningGeneric Model of Learning

The instructional hierarchyThe instructional hierarchy

The Instructional HierarchyThe Instructional Hierarchy

4 Stages of Learning Development4 Stages of Learning Development

* Acquisition, Fluency, * Acquisition, Fluency, Generalization, AdaptationGeneralization, Adaptation

Similar to other “Stage Theories” Similar to other “Stage Theories” with regard to pros and conswith regard to pros and cons

Stage 1: AcquisitionStage 1: Acquisition

General Question: AcquisitionGeneral Question: Acquisition General Variable: Percent CorrectGeneral Variable: Percent Correct General Strategies:General Strategies:

1. Modeling1. Modeling

2. Demonstration2. Demonstration

3. Prompting3. Prompting

* Often requires a task analysis* Often requires a task analysis

ModelingModeling

Presenting example of a skillPresenting example of a skill

e.g. Mathematicse.g. Mathematics

““here is a problem for you to look at”here is a problem for you to look at”

DemonstrationDemonstration

Active performance of a skill Active performance of a skill

e.g., Mathematicse.g., Mathematics

““Watch me work this problem here”Watch me work this problem here”

PromptingPrompting

Providing a cue to perform a target Providing a cue to perform a target responseresponse

e.g., Mathematicse.g., Mathematics

““Don’t forget to carry the 1”Don’t forget to carry the 1”

Example of using Example of using DemonstrationDemonstration

Subtraction with regroupingSubtraction with regrouping

38- 19

The bottom number is bigger than the top number in the right columnSo we must borrow from the left column.

38- 19

2

Cross out the top number in the left column and write the next smallest numberAbove it.

38- 19

2 1

Now put a 1 in front of the top number in the right column.

38- 19

9

2 1

Now subtract starting in the right column

38- 19 19

2 1

Now subtract the left column

Example of Demonstration Example of Demonstration Prompting and ModelingPrompting and Modeling

Telling time to the nearest Telling time to the nearest minuteminute

What time is it?

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

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

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

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.

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:__

:15

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

:15 3 18

Stage 2: FluencyStage 2: Fluency

General Question: Accurate response General Question: Accurate response raterate

General Variable: Behavior per General Variable: Behavior per minute (e.g. wrcpm)minute (e.g. wrcpm)

General Procedures: General Procedures:

1. Drill: Active repeated responses1. Drill: Active repeated responses

2. Overlearning (Maintenance)2. Overlearning (Maintenance)

Example of DrillExample of Drill

Basic Addition FactsBasic Addition Facts

Flashcard Drill ProcedureFlashcard Drill Procedure

All possible combinations 0-12All possible combinations 0-12 Start timerStart timer Present first stimulus (wait time)Present first stimulus (wait time) If correct put in correct pile with feedbackIf correct put in correct pile with feedback If incorrect put in incorrect pile with If incorrect put in incorrect pile with

corrective feedback.corrective feedback. Repeat procedure with incorrect pile until Repeat procedure with incorrect pile until

all cards are put into correct pileall cards are put into correct pile Graph Data and show studentGraph Data and show student

Stage 3: GeneralizationStage 3: Generalization

General Measurement: General Measurement: Generalization/TransferGeneralization/Transfer

General Procedures: Practice (new General Procedures: Practice (new response with other responses).response with other responses).

Discrimination Training: Behavior in Discrimination Training: Behavior in presence of one stimulus but not another.presence of one stimulus but not another.

Differentiation: reinforce responses to Differentiation: reinforce responses to stimulus while slowly varying one essential stimulus while slowly varying one essential aspect of the stimulusaspect of the stimulus

Example of Discrimination Example of Discrimination TrainingTraining

Letter Reversal b and dLetter Reversal b and d

b or d?b or d?

Present a single stimulus to student “b”Present a single stimulus to student “b” Ask: What letter is this?Ask: What letter is this? Correct response = praiseCorrect response = praise Incorrect response = corrective feedbackIncorrect response = corrective feedback 10 consecutive correct responses fade in d10 consecutive correct responses fade in d 10 consecutive responses stop and start over with 10 consecutive responses stop and start over with

dd 10 consecutive responses fade in b10 consecutive responses fade in b Alternate between the two letters fade in others as Alternate between the two letters fade in others as

neededneeded Graph performanceGraph performance

DifferentiationDifferentiation

Learning to count money under Learning to count money under stimulus “How much is this? (multiple stimulus “How much is this? (multiple coins placed in front of child).coins placed in front of child).

Modify by placing heads up/tales upModify by placing heads up/tales up Modify by changing prompt (is this Modify by changing prompt (is this

more or less than 30 cents?)more or less than 30 cents?) Use in multiple environmentsUse in multiple environments

Stage 4: AdaptationStage 4: Adaptation

Changing form of response when Changing form of response when needed very efficientlyneeded very efficiently

What’s up versus how are youWhat’s up versus how are you Making changeMaking change Problem solvingProblem solving Multiple experiences multiple Multiple experiences multiple

environments with heavy feedbackenvironments with heavy feedback

The Reading ProcessThe Reading Process

The 5 Big IdeasThe 5 Big Ideas

Big Idea 1: Phonemic Big Idea 1: Phonemic AwarenessAwareness

Phonemic Awareness:Phonemic Awareness: The ability to hear and manipulate The ability to hear and manipulate sounds in words. sounds in words.

Phonemic awareness is not phonics. Phonemic awareness is not phonics. Phonemic awareness is auditory and does not involve words Phonemic awareness is auditory and does not involve words

in print in print

Examples of Phonemic Awareness SkillsExamples of Phonemic Awareness Skills Blending: What word am I trying to say? Blending: What word am I trying to say?

Mmmmmɯoooooɮp. Mmmmmɯoooooɮp. Segmentation (first sound isolation): What is the first sound Segmentation (first sound isolation): What is the first sound

in mop? in mop? Segmentation (last sound isolation): What is the last sound Segmentation (last sound isolation): What is the last sound

in mop? in mop? Segmentation (complete): What are all the sounds you hear Segmentation (complete): What are all the sounds you hear

in mop? in mop?

Big Idea 2: Alphabetic Big Idea 2: Alphabetic PrinciplePrinciple

The ability to associate sounds with The ability to associate sounds with letters and use these sounds to form letters and use these sounds to form words words

Inventive Spelling?Inventive Spelling?

Big Idea 3: FluencyBig Idea 3: Fluency

The ability to translate letters-to-The ability to translate letters-to-sounds-to-words fluently, effortlessly.sounds-to-words fluently, effortlessly.

Important step before Important step before comprehension due to “cognitive comprehension due to “cognitive overload?”overload?”

Big Idea 4: VocabularyBig Idea 4: Vocabulary

The ability to understand (receptive) The ability to understand (receptive) and use (expressive) words to and use (expressive) words to acquire and convey meaningacquire and convey meaning

Big Idea 5: ComprehensionBig Idea 5: Comprehension

The complex cognitive process The complex cognitive process involving the intentional interaction involving the intentional interaction between reader and text to convey between reader and text to convey meaning. meaning.

Inferential vs. factualInferential vs. factual

DIBELSDIBELS

Reading Assessment ToolReading Assessment Tool

Measures of Phonetic Measures of Phonetic AwarenessAwareness

Initial Sounds Fluency (ISF):Initial Sounds Fluency (ISF): Assesses Assesses a child's skill to identify and produce a child's skill to identify and produce the initial sound of a given wordthe initial sound of a given word

Phonemic Segmentation Fluency Phonemic Segmentation Fluency (PSF)(PSF): Assesses a child's skill to : Assesses a child's skill to produce the individual sounds within produce the individual sounds within a given worda given word

Measure of Alphabetic Measure of Alphabetic Principle Principle

Nonsense Word Fluency (NWF):Nonsense Word Fluency (NWF): Assesses a child's knowledge of Assesses a child's knowledge of letter-sound correspondences as well letter-sound correspondences as well their ability to blend letters together their ability to blend letters together to form unfamiliar "nonsense" (e.g., to form unfamiliar "nonsense" (e.g., fik, lig, etc.) words fik, lig, etc.) words

Measures of Reading Measures of Reading FluencyFluency

Oral Reading Fluency (ORF):Oral Reading Fluency (ORF): Assesses a child's skill of reading Assesses a child's skill of reading connected text in grade-level connected text in grade-level material material

What is DIBELS Missing?What is DIBELS Missing?

From the Big 5:From the Big 5: VocabularyVocabulary ComprehensionComprehension We will talk more about this next We will talk more about this next

week when we get into CBA/CBM for week when we get into CBA/CBM for two weeks.two weeks.

Discussion of ReadingsDiscussion of Readings