Unit 3 Flashcards by Dixie Lay

Which of the five approaches to instructional technology requires 100% mastery

Personalized system of instruction

How well did you know this?

Not at all

Perfectly

Which of the five approaches to instructional technology involves small group instruction

Direct instruction

How well did you know this?

Not at all

Perfectly

Which of the five approaches to instructional technology most likely managers rate of response

Precision teaching

How well did you know this?

Not at all

Perfectly

Which of the five approaches to instructional technology was developed by skinner

Programmed instruction

How well did you know this?

Not at all

Perfectly

Which of the five approaches to instructional technology works best when it uses teaching machines or Computers

Programmed instruction

How well did you know this?

Not at all

Perfectly

Which of the five approaches to instructional technology almost always use a standard celeration charts

Precision teaching

How well did you know this?

Not at all

Perfectly

Which of the five approaches to instructional technology depends on responses then branches into either new material or review frames

Programmed instruction

How well did you know this?

Not at all

Perfectly

Which of the five approaches to instructional technology usually has optional lectures and undergraduate proctors

Personalized a system of instruction

How well did you know this?

Not at all

Perfectly

Which of the five approaches to instructional technology uses a script for the teacher

Direct instruction

How well did you know this?

Not at all

Perfectly

Which of the five approaches to instructional technology teaches to fluency not just mastery

Precision teaching

How well did you know this?

Not at all

Perfectly

SAFMEDS stands for?

Say
All 
Fast
Minute
Everyday 
Shuffle

How well did you know this?

Not at all

Perfectly

During the acquisition stage the learn unit mostly resembles

Discrete trials

How well did you know this?

Not at all

Perfectly

Generative learning is more commonly referenced

Adduction

How well did you know this?

Not at all

Perfectly

Instructional delivery is also known as

Teaching

How well did you know this?

Not at all

Perfectly

Number of minutes instruction is delivered

Instructional time

How well did you know this?

Not at all

Perfectly

Amount of time students actually spend learning - the time spent successfully engaged in academic tasks

Academic learning time

How well did you know this?

Not at all

Perfectly

Amounts of time included in the total number of school days and hours is

Available time

How well did you know this?

Not at all

Perfectly

Amount of time scheduled for instruction is

Allocated time

How well did you know this?

Not at all

Perfectly

Amounts of time in which a student is attending to ongoing instruction is

Engaged time

How well did you know this?

Not at all

Perfectly

Two effective behavioral approaches to measure education

Direct instruction

university of Kansas behavioral analysis program

How well did you know this?

Not at all

Perfectly

Time spent attending to ongoing instruction

Engaged on task time

How well did you know this?

Not at all

Perfectly

The time that students actually spend the learning

Academic learning time

How well did you know this?

Not at all

Perfectly

Principles of learning
The operant as the basic unit
Interactive not passive
Measurement and evaluation of educational outcomes
Developed and validated an effective technology of instructional design and instructional delivery

The role of behavioral analysis in education

How well did you know this?

Not at all

Perfectly

Be clear about what is taught

teach first things first

stop making all students Advance the same rate

program the subject matter

reconsider ABA instructional technology

determine how to cause more durable an extensive behavioral change

develop methods that teachers can actually will use

The challenge of behavioral analysis in education

How well did you know this?

Not at all

Perfectly

Clearly specified and behaviorally stated instructional objectives Well designed curricular materials Assessment of learners entry skills Ongoing frequent direct measure of skills focus on mastery highly structured fast-paced systematic use of positive and corrective feedback supported by empirical research extensively field tested and revise based on data considered how realistic the procedures are for the classroom practice

Elements of the ABA approach to education

A statement of actions a student should perform after completing one or more instructional components

Behaviorally stated instructional objectives

Guide the instructional content and tasks communicate to students on what they will be evaluated specify the standards for evaluating on going and terminal performance

Reasons for writing the Behaviorally stated instructional objectives

Level of performance that meets accuracy and fluency criteria

Mastery

Correctness of the response

Accuracy

Short Latency high rate of correct response

Fluency

Maintains across time even after instruction ends

Durable

Free of pause and false starts

Smooth

Can apply to the real world

Useful

Socially valid

Contextually meaningful

Performance consist even when there are environmental distractions

Resistant to distractions

The results of other students has no affect on ones score

Criterion based evaluations

Student scores are based on and compared with Peers performance

Normed-referenced evaluation

Add general pattern of responding that produces affective responding to mini untrained relations

Generative learning adduction

Teaching procedures which lead to adduction

Generative instructions

Describes the emergence of accurate responding to untrained and non-reinforced stimulus stimulus relations following the reinforcement of responses to some stimulus stimulus relations

Stimulus equivalent

Three types of stimulus equivalence

Reflexive symmetry transitive

In the absence of training and reinforcement a learner selects a stimulus that is matched to itself A=A

Reflexivity

After learning that A=B The learner demonstrates that B=A without direct training on that relationship

Symmetry

After learning that A=B and B=C the learner demonstrates that A=C without direct training in that relationship

Transitivity

That smallest divisible unit of teaching and incorporates interlocking three term contingency’s for both the teacher and the student

Learn unit

Stages of learning

Acquisition stage fluency stage application stage

Establishing a new behavior skill, or repertoire

Acquisition stage

Student practice is acquired skill to increase the number of correct responses per unit of time

Fluency stage

Using learned material in new concrete and real life situations

Application stage

Wait time Response latency Feedback delay Intertrial interval

Influences on the number of learn units

Student variables that can influence the number of learn units delivered in a lesson

Response latency and IRT

Frequency of detectable responses that a student emits during ongoing instruction

Active student responding ASR

Pays attention Listens to the teacher Watches others respond

Passive responding

Increased academic behavior Improve test scores Reduces disruptive behavior

ASRs are correlated with ??

Programmed instruction personalized system of instruction direct instruction precision teaching Morningside model

Hi ASR approaches to instructional activity

Cards signs are items that are held up simultaneously they all students to display their response to a question item or problem presented by the teacher

Response cards

Pre-printed selection- based response cards Preprinted selection based pincher cards Write on cards

Types of response cards

Choral responding

Students respond orally in unison

Guided notes

Teacher prepares handouts that organize content Guides to learner with standard cues for the learner to record key facts concept in relationships Provides the leaner with a means of actively responding to the lecture content Provides a take-home product for study Keeps teacher on task during lecture

Involves the presentation of small frames of information which require a discriminated response

Programmed instruction

Personalized a system of instruction

Students achieve standards at their own pace

Follows a logical analysis of concepts and procedures as it presidents examples and non-examples in an instructional sequence that fosters rapid concept learning

Direct instruction

Focuses on the learners performance as a means to assess interventions as the frequency of responses are tracked and charted on a standardized chart

Percision teaching

Unit 3 Flashcards

(63 cards)