marvindthompson.weebly.commarvindthompson.weebly.com/.../thompson_m_edid_6505… · Web viewEDID...

EDID 6505 Mini Project 1

EDID 6505 Mini project Assignment 1

Marvin Thompson

University of the West Indies

A paper in partial fulfillment of the requirements of

EDID 6505 – Systems Approach to Designing Instructional Material

Trimester 1- (2016-2017)

Course Instructor: Leroy Hill


Table of contents

Back ground environment------------------------------------------------------------------------- page 3

Target Audience ------------------------------------------------------------------------------------ page 3

Proposed Format ------------------------------------------------------------------------------------ page 3-4

Optimals ---------------------------------------------------------------------------------------------- page 4

Actuals ------------------------------------------------------------------------------------------------ page 4

Feelings ----------------------------------------------------------------------------------------------- page 4-

5

Causes -------------------------------------------------------------------------------------------------page 5

Solutions ----------------------------------------------------------------------------------------------page 5

Procedural task analysis ----------------------------------------------------------------------------page 6

Hierarchical task analysis --------------------------------------------------------------------------page 6-8

Performance objectives ---------------------------------------------------------------------------- page 9

Assessment Items-----------------------------------------------------------------------------------page 9-10

Leaner Contextual Analysis -------------------------------------------------------------------page 11-12

Instructional strategies --------------------------------------------------------------------------page 12 - 14


Reflection ------------------------------------------------------------------------------------------page 19


EDID 6505 Mini Project Need Assessment Plan Individual Project Assignment 1

The Government of St Kitts and Nevis in an effort to improve the employability of citizens

mostly, young people (18-35) created the people Empowerment Programme (PEP). The program

was envisioned as a short term scheme for the teaching persons to skills which the government

identified. The intent was, that after the individuals completed the programme; they would more

easily assimilate into the work force. Employability was hoped to be improved because the skills

the individuals learned would increase their marketability or enable them to become

entrepreneurs.

`

Target Audience:

The target audience consists of the proximately 20 instructor of the Peoples Empowerment

Programme. These are all professionals in different disciplines with varying ages and

experiences. These instructors are required to teach 5 session per week and about 5 hours per

day. The ages of the instructors range from 25 to 55 years the work experience stretching about 7

to 30 years. All instructors have at least a secondary school qualification with about third having

technical and or tertiary education qualifications. The fields of expertise include graphic

designing, cosmetology, basic electrical engineering and mechanical engineering.

Proposed format of the project

The project will take the form of a workshop. The proposed topic for instruction is “The

Fundamentals of Instruction.” The material to be covered will include the basics, of learning


theories, instructional strategies, learning styles, preparation of lesson plans, and writing of

learning objectives. Varied forms of media will be employed including but not limited to multi-

media computers, white board and some paper handout in a face to face instructional

environment. Participants will be required to participate in practical exercises that would also

form part of the assessment process. The project will be conducted in the Police Training

Complex Newtown Basseterre as it is equipped with internet and the amenities to facilitate the

effective hosting of the programme.

Optimals:

PEP instructors have an adequate level of pedagogical or training in instruction

Instructors have basic knowledge of teaching strategies for adult learners

Instructors have basic knowledge and the ability to prepare lesson plans

Instructors Have the ability to write objectives for lesson or instructional activities

Instructors have the basic ability for conducting evaluation of learners

Actuals

Instructors have little to no pedagogical training

Instructors have no basic knowledge of teaching strategies

Instructors lack the ability to or knowledge to prepare lesson plans

Instructors lack the ability or desire to write objectives for lesson or instructional activities

Instructors do not have the basic ability for conducting evaluation of learners

Feelings

The progrmme is often viewed by many of the citizenry as a political ploy given that some

participants have been in the programme from its inception. No clear mandate has been


advertised and instructors were not selected for their teaching expertise but for being

professionals in a particular field. Instructors were left up to their own device and conducted the

programme in an ad hoc manner. Additionally because the programme was supposed to result in

person being certified and no preparation was put in place to effect this; the programme lost its

authenticity. Some trainees and instructors alike would like to see some structure and more

attention paid to the programme and resources needed for the success of the programme be more

forthcoming.

Causes

Instructors have no clear direction from the authorities regarding how the program should run

No time line was set for the completion of specific programs

No progarmme or learning objectives were set for the programme or instructional units

Lack of preparation to undertake the programme resulting in funding and structural inefficiencies

Poorly chosen instructors

Poor environment for teaching some lessons

Solutions

Set clear measurable and achievable goals for the programme

Train instructors to teach adults or select persons who already possess the requisite skill

Created a standard and quality control for the programme

Invest in the necessary resources for the programme and or seek partnership and sponsorship

from private organizations


Utilize school and other publicly owned facilities with amenities that are suited for particular

subject areas.

Information required for the needs assessment was acquired though personal interviews with

stakeholder of the PEP Programme as well as an examination of extant data such as budgets.

Personal interviews allowed direct questions to be asked that would reveal the optimals and the

actuals state of the programme. It also facilitated information that would be useful as it pertained

to the feelings of the stakeholders.

Procedural task analysis

The following are procedural steps for conducting a lesson utilizing a lesson plan

Step 1- introduction

Introduce yourself/

Introduce lesson and class rules (questions at end/anytime)

Aim: What you want to achieve, the purpose of the lesson.

Step 2- state objectives

What student will be able to do:

State the knowledge/cognitive objectives students will learn

State skill/psychomotor objective students need to learn

State attitudes/ affective objectives students need to learn

Step 3- Content


Teach the concepts, main ideas, information, knowledge and skills students need to know to

achieve the lesson/class objectives

Step 4- conduct formative assessment

Ask question- clarify intent of learning

Solicit feedback- elicit evidence of learning

Encourage/ utilize peer evaluation

Interpret evidence -Affirm or make corrections

Act on evidence

Step 5- Revise/adjust lesson direction

adjust methodology if required to solicit learning

Step 6- Sum-up lesson

Step 7-Summative Assessment

Administer test, project or paper to ascertain if the learning took place and objective were met

Step 8- Conclusion

Finish lesson, give notice or preview of next lesson /homework

Heretical task analysis of lesson conducted with the aid of a lesson plan can be found below.

(Fig. 1) In order for persons to conduct a proper lesson there must be some planning involved.

The lesson should be structured to achieve optimal results/learning from participants. While it is

important that an instructor introduces himself/herself and his topic this particular step is not

included in the hierarchical analysis as it is too low level a skill. Success at the end of a lesson is


dependent on the ability to conduct at minimum a basic evaluation to determine if learning

occurred or is occurring and thus the objectives are being met. Objectives can only be met if the

instructor does not get too distracted and veer too far off course. Consequently, to meet

objectives, you must first have objectives. Thus it is imperative that the instructor is able to write

basic but good objectives. The instructor will be able to do this correctly only if he/she has some

knowledge of the subject. Each task requires the knowledge of the other.

Figure 1.

Writing basic instructional objectives was chosen for the lesson. Given the importance of

instructional objectives to the overall undertaking of imparting instruction and being able to

determine success or failure of the endeavour it was felt that it should be the first lesson.

Additionally because all of the participants have instructional experience, though not formal it

was felt that it would be less difficult for them to grab the concept as special intent will be made

to relate it to their past experience.


Performance objective for lesson

At the end of this lesson participant will be able to:

• Correctly create instructional objectives

• List and accurately explain the components of an instructional objective

• Correctly list 3 reasons for using objectives

Assessment of Student Learning

Completion items (fill in the blank)

1. Good learning Objectives are made of ________, _______ and _________.

2. Blooms taxonomy domains are ___________, ______________ and __________.

3. Learning objectives should contain: _________, ________ which the student will be expected to

_______, and the _______ to be used for of the________________.

4. _____ is the thinking domain of blooms taxonomy.

5. __________ and ____________ are the other two domains of blooms taxonomy.

True and False Items

1. Objectives are broad statements about the process the teacher will use in the conduct the

lesson. True/False


2. Context is one the components of a learning objectives. True/False

3. Instructional objectives are made up of three components. True/False

4. Learning objectives should contain: cognitive behavior, the conditions under which the student

will be expected to perform, and the criteria to be used for evaluation of the student's

performance. True/False

5. Learning objectives should begin with a specific learning outcome with a verb that specifies

definite, observable behavior. True/ False

6. A learning objective is a statement describing a competency or performance capability to be

acquired by the learner. There are three characteristics essential to insuring clear statements of

objectives. True /False

7. Learning objectives are a guide to development and selection of instructional materials. True

/False

8. Learning objectives are a guide to selection of content. True/ False

9. Learning objectives are a guide to development of an instructional strategy. True/False

10. Learning objectives are a guide to construction of tests and other instruments for assessing and

then evaluating student learning outcomes. True/ False

Scenario based assessments

1. You are an expert auto mechanic who has been contracted by your government to teach a class

of 18-25 year old young persons your craft. You are to keep each lesson to 40 minutes. You are

required to write at least 3 learning objectives for the class.

2. List three (3) reason for using instructional objectives


Learner Contextual Analysis

Educational attainment

7 persons--------- First degree or greater

10 persons ------- Technical certification

3 persons ----------- Secondary education

Work experience:

6 persons ---------------------7- 10 years

10 persons --------------------10 – 15 years

4 persons ---------------------Over 15 years

Age Range:

6 persons ------------------between 25– 30

10 persons -----------------between 31– 40

4 persons -------------------between 41- 55

Related fields of work

The 20 participants taught a variety of areas. The division and areas are as follows

2 persons ------------------------------------------------------------- Auto mechanic

2 persons------------------------------------------------------------- Cosmetology

4 persons--------------------------------------------------------------- Agri-business,

4 persons--------------------------------------------------------------- Agro processing


4 persons --------------------------------------------------------------- Greenhouse technology

Contextual Analysis

Orienting Context

All participants are enthusiastic about the training mainly because it is certificated and the new

information if utilized can give more credibility to their practice.

Instructional context

Multimedia and technology that can facilitate power point and audio-video presentations will be

a staple of the training. This will greatly improve the instructor’s options as the complex is

equipped with the needed resource. In addition there is a large screen learning management

system (LMS) which can be useful in tapping the internet as a lesson resource. The rooms are

well lit and temperature can be adjusted to ensure participant comfort. The area is well insulated

against noise and other distractions with adequate and comfortable seating for the 20

participants. The complex is also located in close proximity (5 minute walk) to the two main bus

stopped for participants without transportation.

Transfer context

The training is directly related to the lives of the participants and can improve their professional

lives. The training will add value to teaching practice of the participants and thus is likely to be

used every time the participants are involved in an instructional lesson.

INSTRCTIONAL STRATEGIES


An advance organizer will be used in the initial stage of the lesson to activate schema/ prior

knowledge. Additionally the lessons will be segmented to minimize the risk of cognitive

overload and afford the participants a better chance of remembering the information. Further the

lesson conform to David Merrill’s ‘First Principles of Instruction’ advocates the activation of

schemata, (prerequisite and prior knowledge), content and attitudes to be learned, demonstrating

the skills, the opportunity to apply and integrate what is learned. Emphasis will be placed on

activities and strategies which will make the learning meaningful as opposed to simple

regurgitating information to pass an assessment. The instructional strategies will include, lecture,

Discussion, corporate learning; utilizing guided and independent practice. Also because all

participants have prior experience in teaching/instruction lecture will only be used to introduce

the topic. More collaborative approaches such as discussion will be used to create an atmosphere

of talking with peers. This should motivate participants to be even more cooperative as they feel

valued as equals, as opposed to being talked down to.

Instructional Strategies Explanation of applicationDiscussion Will allow for students to communicate their

thoughts of the subject and allows the instructor to identify misconceptions, or other issues and provide feedback. Allows student draw from their prior experience and provide opportunity for them to use the terminology of the subject

Guided practice Allows learners to practice unhindered knowing instructor giving feedback. Also provides an opportunity of formative assessment

Independent Practice Provides an opportunity to apply what they learned and gives instructors and opportunity for assessment (formative /summative)

Lecture This method will be used minimally at the unset of the lesson to orient the students to


lessonCooperate learning Group will be divided into groups of 5 and

given a task to solve as a group but requiring each member to have an individual role in accomplishing the overall goal. This method will also facilitate practice of the in lesson

Lesson topic: Instructional Objectives

Introduction

Material need for lesson [handouts of blank concept map, blooms taxonomy action verbs, for

participants and one completed for instructor, white board & markers, computer, multimedia]

Lecture: use only at this point to get participants up to speed with what the lesson involves

Demonstration: after stating the objectives for the lesson use this as the first opportunity for

demonstration of the lesson. Refer to these objectives throughout the lesson.

Objectives: at the end of this lesson students will be able to:

• Correctly create instructional objectives

• List and accurately explain the components of an instructional objective

• Correctly list 3 reasons for using objectives


Activation of prior knowledge

To be done at the beginning of the lesson right after stating the objectives

Narrative organizers:

(Part i -5 minutes) in about 50 words, tell a story that relates learners education experience, from

primary through college, in addition to course attended. Think about the process, what the

teachers were trying to teach and how they went about it.

(Part ii -3 minutes) Take a few minutes to write out (create concept map) what you did when

you taught anyone of your lessons. (This activity will also be used to gauge participant

experience and academic deference.) This narrative organizer can be utilized in two ways: as a

single narrative or as parts a, or parts b separately. As an option for narrative b the exercise can

take the form of a concept map.

Definition of instructional objectives

Give multiple examples of objectives

Use good and bad examples ask learners to tell the difference

Analogies:

Analogy 1- Objectives are like creating a recipe; you need the correct ingredients in correct

proportion to get the best outcome.

Demonstration:


Show how to construct objectives,

Deal with each part of the objective separately

Participant/student learning outcome that is the result of the instruction

Objectives stated in terms of observable behavior/process to be performed by participant/learner

States the content matter on which the behavior is to be performed by the learner/participant

Example:

OBJECTIVE: “Given a set of data the student will be able to compute the standard

deviation.”

Condition - Given a set of data

Behavior - the student will be able to compute the standard deviation.

Criterion - (implied) - the number computed will be correct.

Example 2

Write a customer reply letter with no spelling mistakes by using a word processor .

Observable Action: Write a customer reply letter Measurable Criteria: with no spelling mistakes Conditions of Performance: using a word processor

Demonstrate the procedure in various contexts

Include the lesson objective as part of the demonstration

Use multiple examples


(Hand out) Bloom taxonomy action verbs for objectives

Analogy 2 to be used just before guided practice below

Graphic organizer (objectives) - to be completed by participants (introduce a black concept

map handout)

Discussion/Guided practice: in small groups create 5-10 good objectives based on time

available. Theses would be shared openly. Given each group an opportunity until examples are

exhausted. Take the opportunity to make correction and reinforce efforts. Include the groups; let

them critique each other answers.

Application

Practice exercises/ guided & independent

Guided: Take the next 10 minutes to create 5 good instructional objectives

(Peer critique of work, applies knowledge to other peer’s effort.)

Independent: Given the scenarios in the hand out create 3 appropriate objectives for each

scenario being careful to correctly include appropriate action verbs, content and conditions were

required. (Cooperate learning)

Ask learners to differentiate between good and bad examples of objectives

Integration

Lesson will be actually utilized in the teaching of the classes when they return to the work.+


Reflective Writing

The lesson and workshop as a whole was directed to professional in various filed of expertise

who also instructed young adults in an empowerment programme. These lessons sort to teach

these individuals how to better give instruction. These were mature individuals whose ages were

as varied as their professions. Their ages ranged from mid-twenties to mid-fifties, their fields

range from Auto mechanic to Cosmetology, to Ago-Business. Some of these individuals are very

accomplished and were instructing for many years; even though they may not have had formal

pedagogical training. The lesson could have been perceived by some as questioning their

competence. To minimize this, at least at the lesson stage lecture format was deliberately kept to

a minimum, so that the instructor could play more of the role of facilitator and guide to provide

an atmosphere of partnership. Thus, an emphasis was placed on collaborative strategies such as

cooperative learning and discussion. Within these strategies both guided and independent

practice could be readily facilitated and peer learning and interaction would make the learning

more meaningful. For this selfsame reason lecture was introduced at the start of the lesson where

it would be less invasive. Discussion and cooperate learning would be the main modes

throughout the lesson, though discussion would feature more prominently in guided practice

exercises.

The discussion format worked well but I believe that given the time for the lesson that a decision

should have been made to use either cooperate learning or discussion strategies as opposed to

both: Primarily because both strategies are similar and work well with the small group setup. The

lesson consequently became cluttered trying to utilize these many strategies. I would stick to one

or two strategies that complement each other as opposed to two similar ones that competed with


each other. I believe more could have been gotten form the lesson with a more streamlined

strategic approach.

In terms of how peers feedback help or did not help: I have mixed feelings. In some instances

the feedback from my peers did bring an element of clarity to some of the topics and I was better

able to assimilate the material and then make corrections where I had fallen short. On the other

hand, for the feedback to help it had to be accepted, and there were a few instances where I did

not agree with the feedback. Also some time I just did not get the substance of the feedback. Peer

feedback also told me that we were all struggling and that was some consolation. The biggest

benefit of the peer feedback was not directly related to the academic endevour we were pursuing

but the support that came by way of encouragement to hold the fort. There was also the sharing

of a link for information. This is where I think the larger benefit of the group arrangement lies. It

is true misery loves company. I must also admit that it was in having to critique my peers’ works

that I really got the understanding of some topics. It was always easier to see the mote in

someone else’s eye but it helps me identify my beam. The struggle is real as we all have family

and demanding jobs but the team most times divides the load and the feeding off each other adds

to the overall memorial structure. The cooperate learning dynamic does work I believe it would

work better if we did not always seem so rushed by the demand of the course.


References

Budget Address (2015 December) Government of St Kitts and Nevis Retrieved from

Morrison, G.R., Ross, S.M., Kalman, H.K. & Kemp, J.E. (2011). Designing effective instruction.

(6th ed). New Jersey: Wiley& Sons

http://www.caribbeanelections.com/blog/?p=3207

http://www.cfinotebook.net/lesson-plans/fundamentals-of-instructing/fundamentals-of-

instructing

http://cfmmodules.mc.duke.edu/Curriculum/verb_list.pdf

http://keansburg.schoolwires.net/cms/lib02/NJ01001933/Centricity/Domain/63/Strategies%20for

%20Effective%20Lesson%20Planning%20copy.pdf

http://www.levy.k12.fl.us/instruction/Instructional_Tools/60formativeassessment.pdf

http://www.med.wisc.edu/files/smph/docs/clinical_simulation_program/principles-of-writing-

learning-objectives

https://www.teachingchannel.org/blog/2015/01/30/formative-assessment-practices-sbac/

https://www.teachingchannel.org/blog/2015/01/30/formative-assessment-practices-sbac/

http://www.levy.k12.fl.us/instruction/Instructional_Tools/60formativeassessment.pdf

http://keansburg.schoolwires.net/cms/lib02/NJ01001933/Centricity/Domain/63/Strategies%20for%20Effective%20Lesson%20Planning%20copy.pdf

http://keansburg.schoolwires.net/cms/lib02/NJ01001933/Centricity/Domain/63/Strategies%20for%20Effective%20Lesson%20Planning%20copy.pdf

http://www.cfinotebook.net/lesson-plans/fundamentals-of-instructing/fundamentals-of-instructing

http://www.cfinotebook.net/lesson-plans/fundamentals-of-instructing/fundamentals-of-instructing

http://www.caribbeanelections.com/blog/?p=3207


Appendix 1

Performance Objectives (of Entire workshop)

At the end of the training participants will be able to accomplish the following terminal

objectives:

Demonstrate basic classroom management techniques (psychomotor)

Write/Draft a lesson plan using the Madeline Hunter/or other format (Cognitive)

Organize lesson content in a systematic manner

Conduct basic evaluation (formative, summative)

Defend the use of teaching with a lesson plan guide as opposed to teaching without (affective)

Plan an instructional activity to actively engage participants (affective/cognitive)

List and explain two forms of assessments ( formative /summative)

Teach a lesson using a lesson plan


Use lesson plan they previously designed to teach a 40 minute lesson.

Enabling objective

Alignment instructional content with objectives (cognitive)

Select appropriate assessment strategies (cognitive, affective, psychomotor)

Develop a basic assessment (cognitive)

Use visual and other aids to enrich lesson (cognitive, psychomotor)

Write basic instructional objectives

Appendix 2

Criteria for Task Selection

Worksheet

Criticality

40 pts

Universality

10 pts

Frequency

10 pts

Standardiz

ation

10 pts

Difficulty

30 pts

Total

100 pts

TASKS #1 #2 #3 #4 #5 #6

Writing objectives 40 10 10 10 25 95


Class management 39 10 10 10 21 90

Creating lesson plans 40 10 10 10 21 91

Determining material for individual

lesson

40 10 10 10 20 90

Teaching utilizing a lesson plan 40 10 10 10 27 97

Conducting basic evaluations

(formative, summative)

40 10 10 10 20 90


Appendix 3 (advance organizers and analogies)

Fig.1- Instructional objectives concept map –advance organizer

- Narrative organizer: think back on you school days, college days any courses you may have

taken, workshop you attended. Reflect on the experience, what the teacher or instructor did.


How did they (teachers/instructor) introduce the topic/subject to you? Take 2 minutes to jot

down what you can remember about those experiences.

Analogies

Analogy 1

Creating objectives is like a recipe

Action verb bake

Content cake (mixture)

Condition 375 degree for 30 minutes

Analogy 2

Objectives are like traffic signals; the direction of the traffic light or officer like the action must

be unambiguous, be a clear and observable.

VERBSVerbs To Avoid Verbs to UseAppreciate, enjoy, really understand, be acquainted with, fully appreciate, realize, be aware of, grasp the significance of, remember, be familiar with have, faith in ,sympathize with, believe, know, understand, comprehend, learn

Recite, define, list, record, demonstrate, apply,compare , mixes, write, handle, perform skillfully, display, discuss, discriminate, predict, validate, judge, query, question, promote, propose, build, illustrate, inject

Appendix 4


Contextual Analysis Worksheet

Directions: Identify relevant factors in categories (only where and when appropriate) and

indicate the effect they will have by circling appropriate number.

-2 Greatly impedes

-1 Slightly impedes

+1 Slightly facilitates

+2 Greatly facilitates

Orienting Context

Learner Factors

Participants have average 10 years in respective fields

__________________________________________________ -2 -1 +1 +2

_participants want to improve teaching

ability_______________________________________________ -2 -1 +1 +2

_secondary tertiary education

mix___________________________________________________-2 -1 +1 +2

_participants ages range from 30-50

years___________________________________________________ -2 -1 +1 +2


Immediate Environment Factors

There is wide spread community support for the PEP program and any efforts for its

improvement____________________________________________________ -2 -1 +1 +2

Participants have government

support____________________________________________________ -2 -1 +1 +2

__There is good peer support

__________________________________________________ -2 -1 +1 +2

____________________________________________________ -2 -1 +1 +2

Organizational Factors

PEP programme is seen as being vital to the Federation

____________________________________________________ -2 -1 +1 +2

_There are still questions about the intended outcomes and if goals are being

met___________________________________________________ -2 -1 +1 +2

_lack of clear path breads somewhat culture of

indifference___________________________________________________ -2 -1 +1

+2

____________________________________________________ -2 -1 +1 +2

Instructional Context

Learner Factors


As instructors participants will have multiple roles as instructors/assessor of peers in

addition to being assessed

____________________________________________________ -2 -1 +1 +2

_learners view instruction as an added tool in their

kit___________________________________________________ -2 -1 +1 +2

____________________________________________________ -2 -1 +1 +2


Training room is spacious with comfortable seating and cool temperature, good

acoustics and lighting____________________________________________________ -2

-1 +1 +2

_participants can reference terminology to prior experience and more easily

implement what is learned___________________________________________________

-2 -1 +1 +2

_learning schedules provide for adequate practice of

lessons___________________________________________________ -2 -1 +1 +2

____________________________________________________ -2 -1 +1 +2


_instructors will utilize positive reinforcements to sure-up participant progress

___________________________________________________ -2 -1 +1 +2

There is adequate time and support, resources available from an organizational

stand point____________________________________________________ -2 -1 +1 +2


The learning environment will be one of collaborative efforts learner-learner and

learner-instructor____________________________________________________ -2

-1 +1 +2

____________________________________________________ -2 -1 +1 +2

Transfer Context

Learner Factors

_participants will have ample opportunities to employ skills learned in the

workshop and in practice

/work___________________________________________________ -2 -1 +1

+2

_participants are motivated to apply the knowledge as it improves their

professionalism. ___________________________________-2 -1 +1 +2

Participants can directly transfer knowledge as a result of their background and

prior experience as instructors____________________________ -2 -1 +1 +2

Participant motivation is impart driven by the applicability of the knowledge

___________________________________________________ -2 -1 +1 +2


__participants will have ample opportunities to employ skills learned in the

workshop and in practice /work_______________________ -2 -1 +1 +2

There will be a reward system in place to consistently reward good behaviors or

punish unwanted ones._________________________-2 -1 +1 +2


Cues will be provided/modeled to guide learners in using the learned

skills/knowledge will timely

feedback__________________________________________-2 -1 +1 +2

____________________________________________________ -2 -1 +1

+2


_appropriate incentives (social reward and prompt and public recognition) will be

provided to encourage _transfer__________________________ -2 -1 +1 +2

Classroom will enforce a culture of encouragement and

recognition____________________________ -2 -1 +1 +2

_________________________________________________ -2 -1 +1

+2

____________________________________________________ -2 -1 +1

+2

marvindthompson.weebly.commarvindthompson.weebly.com/.../thompson_m_edid_6505… · Web viewEDID...

Documents

Transcript of marvindthompson.weebly.commarvindthompson.weebly.com/.../thompson_m_edid_6505… · Web viewEDID...