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

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. 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.

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

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

Question 1 Should we focus on increasing academic engaged time?

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

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

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

ABC’s continued Consequences: Consequences: Feedback (negative/positive) ImmediateContingent Change behavior

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

Time to Discuss Readings

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

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

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

Generic Model of Learning The instructional hierarchy

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

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

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

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

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

Example of using Demonstration Subtraction with regrouping

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

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

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

Now subtract starting in the right column

Now subtract the left column

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

What time is it?

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.

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 :

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

Example of Drill Basic Addition Facts

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

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

Example of Discrimination Training Letter Reversal b and 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 = praise Correct response = praise Incorrect response = corrective feedback Incorrect response = corrective feedback 10 consecutive correct responses fade in d 10 consecutive correct responses fade in d 10 consecutive responses stop and start over with d 10 consecutive responses stop and start over with d 10 consecutive responses fade in b 10 consecutive responses fade in b Alternate between the two letters fade in others as needed Alternate between the two letters fade in others as needed Graph performance Graph performance

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

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

The Reading Process The 5 Big Ideas

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

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

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

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

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

DIBELS Reading Assessment Tool

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

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

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

What is DIBELS Missing? From the Big 5: From the Big 5: Vocabulary Vocabulary Comprehension Comprehension We will talk more about this next week when we get into CBA/CBM for two weeks. We will talk more about this next week when we get into CBA/CBM for two weeks.

Discussion of Readings