Teaching using applied science. TKSS 2.0: Setting Goals and Planning for Success TKSS Anchors : 1=none or little- this means I am not aware of the knowledge,

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Presentation transcript:

Teaching using applied science

TKSS 2.0: Setting Goals and Planning for Success TKSS Anchors : 1=none or little- this means I am not aware of the knowledge, or I am a slightly aware of the skill but have never practiced it or applied it. 2=somewhat- I am aware of the knowledge or skill, have been exposed to this content in some professional development/university course work, and have had some limited applied practice (i.e., project; practicum; work experience) in using the skill. 3=moderate-I have completed professional development or university course work on the skill, and have used the skill some in an teaching or applied setting. 4=strong-I have completed professional development or university course work on the skill and applied it successfully some of the time in practice. 5=mastery-I have completed professional development or university course work on the knowledge and skill and have demonstrated repeated successful implementation/knowledge of the knowledge or skill independently( Note. Knowledge /Implementation should have been confirmed by an independent expert source i.e. Masters Degree or above who has at least five years of expertise in PBS or behavioral expertise. Independent means outside of student teaching/practicum experiences/mentor support/certificated teacher support).

The Big 8 Conference for Explanations of Behavior

Discrete Behavior One that has a clear beginning and end

Operationalizing the Behavioral Objective Specify the learner Observable behavior only Measurable outcomes Who, what, when, where, and how often Conditions & Criteria Mastery & Measurement Pass the dead man’s test

Precision and exactness defines the path to good instruction.

Example 1

Example 2

Example 3 Steve will complete math facts correctly during resource room Goal stem observable behavior Condition With 80% correct for 5 consecutive days as measured by a data sheet and recorded by staff Criteria Mastery Measurement & Reporter (Performance standard) (achievement needed to move new Objective)

Objectives for Generalization “No one learns a generalized lesson unless a generalized lesson is taught (p.1-2; Baer, 1981)”

Dimensions of Generalization Across people Settings Times Objects/Materials/Technology Spontaneous Need

Length & Criteria Describes not only what it will look like under training conditions, but other conditions Criteria may be different (e.g., duration, performance, other observers, social validity)

Example 3A Generalization Steve will complete math facts correctly during in general education Goal stem observable behavior Condition With 70% correct for 5 consecutive days as measured by a data sheet and recorded by staff Criteria Mastery Measurement & Reporter (Performance standard) (achievement needed to move new Objective)