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ED 092 514
DOCUMENT RESUME
95 SP 008 103
AUTHOR Gropper, George L.; Glasgow, ZitaTITLE A Technology for Developing Instructional Materials.
Vol. 4, Workbook.INSTITUTION American Institutes for Research in the Behavioral
Sciences, Pittsburgh, Pa.SPONS AGENCY Office of Education (DHEW), Washington, D.C.PUB DATE Mar 73CONTRACT OEC-0-70-4776(520)NOTE 573p.; For related documents, see SP 008 090-102 and
104
EDRS PRICE MF-$0.90 HC-$27.00 PLUS POSTAGEDESCRIPTORS *Development; Educational Development; Educational
Research; Guides; *Instructional Materials; Manuals;Personnel; *Research and Instruction Units;*Training; *Workbooks
ABSTRACTThis workbook, one of five volumes comprising a
training program designed for educational research and developmentpersonnel, provides opportunities to practice procedures in theinstructional materials development process. The exercises are basedon materials presented in a series of 11 subvolumes of the handbookentitled (a) "Plan Study of Criterion Behaviors," (b) "Collect andAnalyze Data About Criterion Behaviors," (c) "Sequence and GroupCriterion Behaviors," (d) "State Criterion and PreparatoryObjectives," (e) "Plan Simulation Based on Instructional andLogistical Needs," (f) "Develop Diagnostic and Evaluative Tests," (g)"Formulate Instructional Strategies," (h) "Plan Accommodation ofIndividual Differences," (i) "Develop Instructional Materials," and(j) "Evaluate Instructional Materials." (PD)
4 A - 3
, , I-If)0',H16..1
U S DE.ARIMENT Of HEALTHEDUCATION 8. WELFARENA TrONAL INSTITUTE OF
EDUCATION1 "i
F 1 I t,t ,1 t , 1 Ws. 'C..,
F nkF ' ) r L gi 64E
E N' N t CN't u E OFD I c,. r UN J4 POL IC Y
of
AIR-22400-3/73-RP
A Technology For Developing Instructional Materials
1. USER'S MAN
2. RIENTAT1 1'4
AUTHORS:
George L. GropperZita Glasgow
Published by:
AMERICAN INSTITUTESFOR RESEARCHPittsburgh, Pennsylvania
© CopyrightMarch,1973
VOLUMES IN THIS SERIES
1. USER'S MANUAL2. ORIENTATION3. HANDBOOK
(eleven sub-volumes)
4. WORKBOOK5. FINAL EXERCISES
FOREWORD
This WORKBOOK is but one of five major volumes which comprise a train-
ing program designed for educational R&D personnel. It was prepared to
provide them with opportunities to practice procedures in the instructional
materials development process. It contains exercises based on materials
which are presented in a series of HANDBOOK sub-volumes.
The USER'S MANUAL describes the role each of the five major volumes is
designed to play. It also prescribes the sequence in which each of the
separate volumes is to be used. Personnel taking this program are, there-
fore, urged to read the instructions contained in this volume before attempt-
ing to use any of the separate volumes.
ACKNOWLEDGMENTS
The materials in this volume were prepared under a contract from the
U.S. Office of Education, Contract No. OEC-0-70-4776(520). Dr. George L.
Cropper, Director of Instructional Media Studies, served as principal inves-
tigator.
U.S.O.E. sponsorship does not in any way imply official endorsement of
the views expressed in this volume.
The authors are indebted to Miss Kathleen Gubala for her tireless
preparation of the complex manuscript required by this WORKBOOK.
George L. GropperZita GlasgowMarch 1973
INSTRUCTIONS
1 The schedule to follow in doing the exercises which appear in this
volume appears in two places:
(a) Page 26 in the USER'S MANUAL presents an overview of the order
of activities; and
(b) Pages (in blue) which precede each section in this volume pro-
vide a detailed order of activities to be followed in doing
the exercises associated with each TASK in the development
process.
2. Note two key features of the recommended schedule of activities:
(a) Sections in this volume which are associated with TASKS in the
development process are presented in a backward order. Thus,
Section "J" is first, "I" is second, etc. This backward order
constitutes the schedule you should follow.
(b) Before doing each exercise in this volume, read the HANDBOOK
materials which are related to it. They are identified by
Sub-STEP number at the beginning of each exercise. See the
example below:
After readingHandbook forsub-STEP(S)
DOEXERCISEB.2.1
1 .4_
<4,..\?'-
This exercise is designed to give you practice in recognizing when it is
appropriate to rely on one expert as an informant for all the types of
analyses which must be performed and when it is important to seek the
expertise of more than one expert.
In this illustrative case, you would read all the HANDBOOK
materials describing Sub-STEP 8.2.1, and then you would do
Exercise #1.
3. Turn to page J.i and begin the schedule of alternating reading and
practice activities identified there.
ty
FOLD OUT THIS PAGE AND
FOLLOW THE "J" SCHEDULE INSIDE
T.
2-
3-
4.
5-
6.
EXERCISES. FOR. TASK J
After ReadingHANDBOOK Sections
Oni
'HANDBOOK
63 - 0JI,11..4
J..I.1 1.3.3 la Gil
J...2.k - 1'..2..5 165 zilT
1
Jcz..11 - ,11.2..3 91 - 1163
J-3,11 - ZZE-237
DoWORKBOOKExercises
OnWORKBOOKPages
EX EI J1 -J19
2A. - 20 J21 - J29
3A. 3D J31 - J43
4A. - 4F J45 - J59
Type of Practice
Revising programpractice problems
Identifying types oflearning failure
Making program revisionsbased on identified
weaknesses
Analyzing test results toidentify learning failure
Field testing theinstructional program
*wriEn YOU HAVE COMPLETED ALL THE EXERCISES IN THIS SECTION OF THE WORKBOOK,PROCEED TO FINAL EXERCISE j/ IN THE FINAL EXERCISES VOLUME.
11
Atter readingHandbook forsub-STEP(S) J.1.4 (only)
DOEXERCISE
1
1
Exercises 1A-1I are designed to give you practice in revising program
practice problems on which students have made errors.
TURN TO NEXT PAGE FOR PROBLEMS
J-1
EXERCISE IA
Your task is to identify by letter the practice problem which provides the most, least, and intermediate amounts
of assistance to the student who has to learn to DISCRIMINATE between INPUTS.
Put a letter (A, B, or C) in each of the last three columns.
A.
The number of things is
often a clue that a noun is
plural.
Which is plural?
one girl
three girls
"Mixed" fractions have dif-
ferent denominators; e.g.,
mixed
2/3 and 1/4, unmixed
- 2/3 and 1/3.
Characterize
these fractions:
2/6 and
1/3 mixed
unmixed
Notice where the loops are
in these letters:
b and d.
The letters are:
the same
different
Observe the angles here:
The number of right
triangles shown is/are:
one
two
See my tongue between my
teeth as
Isay "th."
When
I
say "f," it's different.
Now listen (same sounds as
in B).
Are they the same or
different?
B.
Which is plural?
cat
cats
Check the sameness or differ-
ence of denominators it these
two fractions:
7/8 and 5/8.
The fractions are:
mixed
unmixed
These letters:
b and d are:
the same
different
Any triangle with a 900
angle is called a "right"
triangle.
The number of
right triangles here is/are:
one
two
(Orally presented "f" and
unvoiced "th" sounds)
Are
these the same or different
sounds?
C.
Most plural nouns have an
"s" at the end; e.g., one
boy - two boys.
Which is
plural?
one dog
_two dogs
The fractions 5/6 and 5/7
are: mixed
unmixed
The loop in this letter b
is to the right.
The loop
in this letter d is to the
left.
Therefore, the
letters b and d are:
the same
different
The number of right
triangles shown is/are:
one
two
Watch my lips and tongue as
Imake these two sounds
(same sounds as in B).
Are
the sounds the same or
different?
Decree of Assistance
INTER-
MOST MEDIATE LEAST
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE lA
Your task is to identify by letter the practice problem
which provides the most, least, and intermediate amounts
of assistance to the student who has to learn to DISCRIMINATE
between INPUTS.
Put a letter (A, B, or C)
in each of the last three columns.
A.
B.
The number of things is
often a clue that a noun is
plural.
Which is plural?
one girl
three girls
"Mixed" fractions have dif-
ferent denominators; e.g.,
mixed
2/3 and 1/4, unmixed
- 2/3 and 1/3.
Characterize
these fractions:
2/6 and
1/3 mixed
unmixed
Notice where the loops are
in these letters:
b and d.
The letters are:
the same
different
Observe the angles here:
The number of right
triangles shown is/are:
one
two
See my tongue between my
teeth as
1say "th."
When
I
say "f," it's different.
Now listen (same sounds as
in B).
Are they the same or
different?
Which is plural?
cat
cats
Check the sameness or differ-
ence of denominators in these
two fractions:
7/8 and 5/8.
The fractions are:
mixed
unmixed
These letters:
b and d are:
the same
different
Any triangle with a 90°
angle is called a "right"
triangle.
The number of
right triangles here is/are:
one
two
(Orally presented "f" and
unvoiced "th" sounds)
Are
these the same or different
sounds?
C.
Most plural nouns have an
"s" at the end; e.g., one
boy
two boys.
Which is
plural?
one dog
-
two dogs
The fractions 5/6 and 5/7
are:
mixed
unmixed
The loop in this letter b
is to the right.
The loop
in this letter d is to the
left.
Therefore, the
letters b and d are:
the same
different
The number of right
triangles shown is/are:
one
two
Watch my lips and tongue as
Imake these two sounds
(same sounds as in B).
Are
the sounds the same or
different?
Degree of Assistance
INTER-
MOST MEDIATE LEAST
CA
B
AB
C
CA
B
3A
C
AC
6
DO
NE
XT
PR
OB
LEM
EXERCISE IB
The practice problems in Column A were designed to teach DISCRIMINATIONS; but they resulted in
errors.
Your task in Column B is to revise the problem by adding assistance (as little
as necessary).
Your task in Column C is to develop a new item using a different example (with the
amount of assistance provided
being roughly comparable to that provided in the practice itemyou created in Column B.
2.
3.
4.
5.
A.
EXISTING PRACTICE PROBLEM
These two figures are of:
the same type
Xdifferent types
"Personal" tax reduction and
lowered interest rates are
financial measures of:
the same type
Xdifferent types
(A baseball pitched toward
the plate)
Is that a:
X strike
ball
Identify the prime
,er.
X13
neither
9both
Are the instructions pro-
vided by these symbols
Ex2
(Ex)2
the same
Xdifferent
B.
Your Revision
C.
Your New Item
SE
E A
NS
WE
RS
ANSWERS
EXERCISE 1B
The practice problems in Column A were designed to teach DISCRIMINATIONS; but they resulted in errors.
Your task in Column B is to revise the problem by adding assistance (as little as necessary).
Your task in Column C is to develop a new item using a different example (with the amount of assistance provided
being roughly comparable to that provided in the practice item vou created in Column B.
A.
B.
C.
EXISTING PRACTICE PROBLEM
Your Revision
Your New Item
2.
3.
4. 5.
These two figures are of:
the same type
X different types
"Personal" tax reduction and
lowered interest rates are
financial measures of:
the same type
Xdifferent types
(A baseball pitched toward
the plate)
Is that a:
Xstrike
ball
Identify the prime number.
X 13
neither
--9
both
Are the instructions pro-
vided by these symbols
17,x2
(Ex)2
the same
Xdifferent
Notice the ewe ten the on
all icom silica.
Ate these 6igukes
the same tape
--diAtiekent tapes
Distk.;:buting money to con-
sumeAs and to investoks
diAgeks.
"Pemonat" tax teduction and
toweted inteAest Itate's ape:
same type Xdi46enent tapes
L
The ball has to come above
the knees.
(A basebael pitched towand
the pate)
Is that a:
strike
Xbatt
A prime nwnbe.t cannot be
liactoked.
Heat* the ptime nwnbek.
X 13
neithek
9both
Note that the exponent £s
outside the pakeathesis.
Ate the instlucti.ons reto-
oided
these. 6amboes
Ex2
(Ex12
the scone
X /lir;
iene
nt
Noti.ce the unequal lengths
in Figuke B.
AAke then 04
the same tape
---diAkAent tupe4
Vistkibuting money to con-
sumas and to investoks
dii6eks.
Loweited intekest nate/5 and
government-Ainanced housing
pkojects ake measures o6:
Xsame tape
diWaent typo
The Lett has to come below
the shoutdeks.
(A baseball pitched .toward
the pate)
1.6 that a:
XstAike
ball
A pkime nwnbek cannot be
Aactolted.
IdentiO the prime funbeit.
7ne,i_thet
11
X both
Note that the exponent is
outside the pakenthesis.
Ake the_ imstknctions pto-
vided ha these. sambas
x2 4. "2
(x + a)2
Xat
e.scone
(1.416eaen,t
DO
NE
XT
PR
OB
LEM
EXERCISE IC
Your task is to identify by letter the practice problem which provides the most, least, and intermediate amounts
of assistance to the student who has to learn to GENERALIZE across INPUTS.
Put a letter (A, B, or C)
in each of the last three columns.
A.
B.
2.
(T
3.
4.
5.
Check all plurals.
--cat
trees
__dogs
--hour
boys
--desk
Some plurals change a letter
in the middle of a word.
Check all the plurals.
cats
boxe3
men
babies
wine
.tree
Some geometric figures
(squares) have four sides all
equal
in length.
Do these geometric figures
belong to the same category?
yes
no
A, a; A, a; A, a; A, a
These are:
all the same letter
different letters
"I," "he," and "she" are in
the subjective case.
"Me,"
"her," and "him" are in the
objective case.
Check the pairs of pronouns
which are in the same case.
he and
Ihim and
I
Most plurals have an "s" end-
ing (e.g., girls, cups, toys).
Check all plurals.
_cat
trees
dogs
-- hour
boys
desk
Plurals can have at the end:
s, ies, or es, or a letter
changed in the middle.
Check all the plurals.
cats
men
wine
boxes
___babies
*tree
Check the length of all four
sides.
Do these geometric figures
belong to the same category?
yes
no
Letters can be the same even
though they look different.
A, a; A, a; A, a; A, a
These are:
all the same letter
different letters
Check the pairs of pronouns
which are in the same case.
he and
I
him and
I
C.
These are plurals (e.g.,
girls, cups, toys).
Check all plurals.
cat
trees
hour
our
boys
desk
Check all the plurals.
cats
boxes
men
babies
._
wine
tree
_
Do these geometric figures
belong to the same category?
El
yes
no
0, o; 0, o; 0, 0; 0, o
Letters can be the same even
though they look different.
These are:
all the same letter
different letters
"Her" and "I" are not _
in the
same case.
Check the pairs of pronouns
which are in the same case.
he and
I
him and
I
Degree of Assistance
INTER-
MOST MEDIATE LEAST
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE IC
Your task is to identify by letter the practice problem which provides the most, least, and intermediate amounts
of assistance to the student who has to learn to GENERALIZE across INPUTS.
Put a letter (A, B, or C)
in each of the last three columns.
A.
Check all plurals.
cat
trees
dogs
hour
boys
---desk
Some plurals change a letter
in the middle of a word.
Check all the plurals.
cats
boxes
men
babies
wine
tree
Some geometric figures
(squares) have four sides all
equal in length.
Do these geometric figures
belong to the same category?
11
yes
no
A, a; A, a; A, a; A, a
These are:
all the same letter
different letters
"1," "he," and "she" are in
the subjective case.
"Me,"
"her," and "him" are in the
objective case.
Check the pairs of pronouns
which are in the same case.
he and
Ihim and
I
B.
Most plurals have an "s" end-
ing (e.g., girls, cups, toys).
Check all plurals.
cat
dogs
boys
trees
hour
desk
Plurals can have at the end:
s, ies, or es, or a letter
changed in the middle.
Check all the plurals.
cats
--Me n
wine
boxes
babies
tree
Check the leg
sides.
EDo these geometric figures
belong to the same category?
th of all four
yes
no
Letters can be the same even
though they look different.
A, a; A, a; A, a; A, a
These are:
all the same letter
different letters
Check the pairs of pronouns
which are in the same case.
he and
I
him and
I
C.
These are plurals (e.g.,
girls, cuos, toys).
Check all plurals.
cat
dogs
-
boys
trees
hour
desk
Check all the plurals.
cats
men
wine
wne
boxes
babies
tree
Do these geometric figures
belong to the same category?
yes
no
0, o; 0, 0; 0, 0; 0, o
Letters can be the same even
though they look different.
These are:
all the same letter
different letters
"Her" and "I" are not in the
same case.
Check the pairs of pronouns
which arc in the same case.
he and
I
him and
1
Degree of Assistance
INTER-
MOST MEDIATE LEAST
CC
A
13
AC
A8
C
C13
A
AC
8
DO
NE
XT
PR
OB
LEM
EXERCISE ID
The practice problens in Column A were designed to teach GENERALIZATIONS; but they resulted in errors.
Your task in Column B is to revise the problem by adding assistance (as little as necessary).
Your task in Column C is to develop a new item using a different example (with the amount of assistance provided
being roughly comparable to that provided in the practice item you created in Column B).
2.
3. 4. 5.
A.
EXISTING PRACTICE PROBLEM
These two equations:
x + y
x(-y)
require:
the same operation
different operations
Delivering a token as a
reward and stopping punish-
ment are operations having:
the same effect
different effects
Are these nouns both plural?
boy's
boys
no
yes
How many of these are
examples of "fiscal" policy:
"tax cut," "federal spend-
ing," "lowered interest
rates"?
Check all cf these which are
measures of "central
tendency."
mean
median
mode
standard deviation
standard error
B.
Your Revision
C.
Your New Item
SE
E A
NS
WE
RS
The practice problems in
Your task in Column B
is
AN
SW
ER
SEXERCISE ID
Column A were designed to teach GENERALIZATIONS; but they resulted in errors.
to revise the problem by adding assistance (as little as necessary).
Your task in Column C
is to develop a new
being roughly comparable to that provided
A.
EXISTING PRACTICE PROBLEM
IThese two equations:
x + y
X(-y)
3.
4.
5.
require:
the same operation
different operations
Delivering a token as a
reward and stopping punish-
ment are operations having:
_the same effect
different effects
Are these nouns both plural?
boy's
boys
yes
no
How many of these are
examples of "fiscal" policy:
"tax cut," "federal spend-
ing," "lowered interest
rates"?
Check all of these which are
measures of "central
tendency."
mean
median
mode
standard deviation
standard error
item using a different example (with the amount of assistance provided
in the practice item you created in Column Bl.
B.
Your Revision
Two negatives make a positive.
These two eouations:
x + a
x(-a)
Acquits:
the same operation
di S
(,et
ertt
opmations
Mute ate two marts
4exn-
Once beh67a.
Vetivening a on as a
kewatd and stoppino punish-
ment one opetations having:
__the same eect
_diA4enent Wects
Addina an apostAophe to make
a possessive doesn't change
a noun to ptuitaf.
Arse these noun's both annat?
boa's
bogs
rtes
no
What makes "iiscatu poticieA
a&i2e is "putting moneff in
the handA
consumms."
How many o
these one exam-
ptes oi "Wcat noZiev:
"tax oat," "edettat spend-
ing," "eoweted intetest
Antes"?
Check atZ o < these lohi.ch ate
"avetagee on measakes of
ncetkat tendency.:'
mean
median
mode
--"standag deviation
--standaAd error
Your
C.
New
Item
Two negatives make a onitiul
These two couations:
5 + 4
5(-4)
/Lequi/Le:
the same openati.on
diKKeitent ove/tatioivs
Reb*Acement can be
detivelted in ways others than
simptu ht, detivening a Itelocad
Veliveiting a token as a
/Leyland and h.toppina punish-
ment ate operations having:
the same Meet
--dMekent eli4eets
Ronembut the diCiekence
between ptunabs and posses-
sive
s.Ane these both ptunaiS?
aites
of /E!'.,
ttes
no
[Mat makes uiscat" poticies
alike is "vatting mow/ in
the hands o; constunets."
Ate "tax cats" an4 1Wetae
spending"
aCike
di.iietent
Chech all oi these which ate
"avetages," on "middte
Sooheh," oh menhlan of
"Cenftae tendenca."
mean
median
mode
standaki7
standatd (7,740t
DO
NE
XT
PR
OB
LEM
EXERCISE iE
Your task is to identify by letter the practice problem which provides the most, least, and
of assistance to the student who has to learn to ASSOCIATE INPUTS and ACTIONS.
Put a letter (A, B, or C)
in each of the last three columns.
A.
Which is correct?
The boy have two dogs
XThe boy has two dogs
Fill
in the blank.
3 X 5 = 15
4 X 5 = 20
5 X 5 =
6 X 5 = 30
Any object returning to its
original shape when a stress
is removed is perfectly
elastic (e.g., metal coil).
Give another example.
Adding to purchasing power
exemplifies "fiscal" policy.
Tax reduction is an example
of: fiscal policy
monetary policy
The presence of absence of
commas will help you to
characterize this sentence.
"The man, who is 6 feet tall,
was elected mayor."
restrictive
non-
_restrictive
B.
Singular subjects use "has."
Which uses the correct verb?
XThe men have money
The man have money
Note the increase of 5 in
each answer.
Fill
in the
blank:
2 X 5 = 10
3 X 5 = 15
4 X 5 =
5X 5 = 25
Give an example of a perfect-
ly elastic and a non-
perfectly elastic object.
Lowering interest rates does
not add to purchasing power
and is therefore not "fiscal"
policy.
It
is an example of:
fiscal policy
monetary policy
Characterize the clause in
this sentence:
"The man, who is 6 feet tall,
was elected mayor,"
restrictive
non-
restrictive
C.
intermediate amounts
Tiffs is a correct example:
The girl has a hat
The girls have hats
Which of these is correct?
X The dog has a leash
The dog have a leash
What is the answer?
7 X 5 =
A metal spring is perfectly
elastic.
Give another example.
Tax reduction is
of: fiscal policy
monetary policy
an example
Non-restrictive clauses are
set off by commas.
"The man, who is 6 feet tall,
was elected mayor."
This clause is:
restrictive
non-
_restrictive
Degree of Assistance
INTER-
MOST MEDIATE LEAST
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE lE
Your task is
to identify byht_t(y
nractice problem which provides the most, least, and intermediate amounts
of assistance to the student who hat,
to learn to ASSOCIATE INPUTS and ACTIONS.
Put a letter (A,
B, or C)
in each of the
last three columns.
A.
B.
I.
Which is correct?
Z.
3.
C-
4.
5.
The boy have two dogs
X The hov has two dogs
Fill
in the blank.
3X 5 = 15
4 X 5= 20
A5
X 5 =
6 X 5 = 30
Any object returning to its
original shape when a stress
is removed is perfectly
elastic (e.g., metal coil).
Give another exx.role.
Adding to purchasing power
exemplifies "fiscal' policy.
Tax reduction is an example
of: fiscal policy
monetary policy
The presence or absence of
commas will help you to
characterize this sentence.
"The man, who is 6 feet tall,
was elected mayor.
restrictive
restrictive
Singular subjects use "has."
'4hich uses the correct verb?
X The men have money
The man have money
Note the increase of
5in
each answer.
Fill
in the
blank:
2 X 5 = 10
3 X 5 = 15
4 X
5 =
5X5
=25
Give an example of a perfect-
ly elastic and a non-
perfectly elastic object.
Lowering interest rates does
not add to purchasing power
and is therefore not "fiscal'
policy.
It
is an example of:
fiscal policy
monetary policy
Characterize the clause in
this.sentence:
"The man, who is 6 feet tall,
was elected mayor."
restrictive
non-
_restrictive
C.
This
is a correct example:
The gir has a hat
The girls have hats
Which of these is correct?
X The dog has a leash
The dog have a leash
What is the answer?
7 X
5 =
A metal spring is perfectly
elastic.
Give another example.
Tax reduction is an example
of: fiscal policy
monetary policy
Non-restrictive clauses are
set off by commas.
"The man, who is 6 feet tall,
was elected mayor."
This clause is:
restrictive
non-
__
restrictive
Degree of Assistance
INTER-
MOST
MEDIATE LEAST
CB
A
BA
C
AC
B
BA
C
CA
B
DO
NE
XT
PR
OB
LEM
EXERCISE IF
The practice problems in Column
A were designed to teach ASSOCIATIONS; but they
resulted in errors.
Your task in Column B is
to revise the problem by
adding assistance (as little as
necessary).
Your task in Column C
to develop a new item
using a different example (with the amount
of assistance provided
being roughly comparable
t,) that provided in the
practice item you created in Column
B).
B.
C.
EXISTING PRACTICE PROBLEM
Ynur Revision
Your New Item
1.
Spell these words that
I
will say out loud.
"receive"
"believe"
2. 3. 4. 5.
Which is correct?
Iis sick
Iam sick
Iare sick
Correct the answer if it's
wrong.
7 X 8 = 63
Which is correct,
1or 2?
(1) The man, who is tall, is
sick
(2) The man who is tall is
sick
To compute "current" values
from voltage and resistance,
which formula would you use?
=
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE lr
The practice problems in Column A were designed to teach ASSOCIATIONS; but they resulted in errors.
Your task in Column B is to revise the problem by adding assistance (as little as necessary).
Your task in Column C is to develop a new item using a different example (with the amount of assistance
being roughly comparable to that provided in the practice item voy created in Column B).
A.
B.
Your Revision
2.
3. 4.
EXISTING PRACTICE PROBLEM
Spell these words that
1
will say out loud.
"receive"
"believe"
Which is correct?
Iis sick
--
Iam sick
Iare sick
Correct the answer if it's
wrong.
7 x 8 = 63
Which is correct,
1or 2?
(1) The man, who is tall, is
sick
(2) The man who is tall Is
sick
To compute "current" values
from voltage and resistance,
which formula would you use?
I=
VP = V X
I
Remembea "i" be4oae "e"
except aitet "c."
Spell these words .that I
witt. say out four!.
"teceive"
"betieve"
"1" takes its own speciat
liotm o4 the vent) "to be."
Which 1.,4 comect?
I i4 sick
I am sick
1 ate sick
This is a wrong answen.
Comect it. 7 X 8
63
Non-testtictive dowses take
comm.
RestAictive cteaaa
do not.
Which £
comect,
Ion. 2?
(I) The man, who is tatt,
cbsick
(2) Tha Ckman who is .talcet
64.
Cuttent is obtained by
dividing aehi6tance into
vottage.
To compute "cuttent" traue6
4nom vatage and tesistance,
wh2c4 4ohmata would you Me?
I=
P=VXI
C.
Your New Item
provided
Remembea the (Ada o4 "i"
and "e" depends on the tetteA
thew come agen.
Snell. these words that
witt 15a11 out Load.
"deceive"
"teptieve"
"I"
the
.its own speciat
donor o6 the vetb "to be."
Which i6 coaaect?
I am aeado to go
Ls teach, .to go
--I a/Le aeadu to go
This is a wtong answet.
Cotuct it. 4X9= 40
Non-testAictive ctauses take
commas.
RestAictive ctalITTY
do not.
Which La connect,
1 on 2?
(1) The man who iA tat can
.teach When
(2) The man,' who 0 tail,
can teach hianet
DO
NE
XT
PR
OB
LEM
EXERCISE 1G
Your task is to identify by letter the practice problem which provides the most, least, and intermediate amounts
of assistance to the student who has to learn to CHAIN a series of associations.
Put a letter (A, B, or C)
in each of the last three columns.
A.
Expand this binomial:
(x + y)5
Here is a complete set of
procedures and guidelines to
follow:
1, 2, 3, and 4
(spelled outT when "shaping."
Use a "shaping" routine to
get a student to work for
longer periods.
Note the presence of the
parenthesis.
For the following data
(,
etc.) obtain (Ex)2
Write a paragraph in which
ideas develop coherently.
Check this threading diagram
as you watch two demonstra-
tions of the threading of a
film projector.
Which is done in the correct
sequence?
12
B.
There should be six terms
your answer.
Expand this binomial:
(x + y) 5
in
Switch to intermittent
reinforcement requires
appropriate conditions.
Use a "shaping" routine
to get a student to work
for longer periods.
Remember "to square" as the
last step.
For the following data
(
,etc.) obtain (Ex)2
Remember to end a paragraph
with the topic sentence.
Write a paragraph in which
you do this.
Testing tightness should be
done before proceeding.
Watch the two demonstrations
of the sequence of steps in
threading a projector.
Which is the correct
sequence?
12
C.
Multiply exponents by coef-
ficients and divide by the
term's number in the series
to get the next coefficient.
Expand this binomial:
(x + y)5
Use a "shaping" routine to
get a student to work for
longer periods.
For the following data
(
,etc.) obtain (Ex)2.
Here's a sample paragraph.
Write a .ew paragraph in
which ideas develop
coherently.
Watch the two demonstrations
of-the sequence of steps in
threading a projector.
Which is the correct
sequence?
12
Degree of Assistance
INTER-
MOST MEDIATE LEAST
AN
SW
ER
SEXERCISE 1G
Your task is to identify by letter the practice problem which provides the most, least, and intermediate amounts
of assistance to the student who has to learn to CHAIN a series of associations.
Put a letter (A, B, or C)
in each of the last three columns.
A.
Expand this binomial:
(x + y) 5
Here is a complete set of
procedures and guidelines to
follow:
1, 2, 3, and 4
(spelled atTwiTen ''shaping."
Use a "shaping" routine to
get a student to work for
longer periods.
Note the presence of the
parenthesis.
For the following data
(,
etc.) obtain (E;<)2
Write a paragraph in which
ideas develop coherently.
Check this threading diagram
as you watch two demonstra-
tions of the threading of a
film projector.
Which is done in the correct
sequence?
2
B.
There should be six terms
your answer.
Expand this binomial:
(x
Y)5
in
Switch to intermittent
reinforcement requires
appropriate conditions.
Use a "s:iaping" routine
to get a student to work
for longer periods.
Remember "to square" as the
last step.
For the following data
(,
___,
etc.) obtain (Ex)2
Remember to end a paragraph
with the topic sentence.
Write a paragraph in which
you do this.
Review this diagram and then
put it away when you watch
the two demonstrations of
threading a film projector.
Which is done in the correct
sequence?
12
C.
Multiply exponents by coef-
ficients and divide by the
term's number in the series
to get the next coefficient.
Expand this binomial:
(x + y)5
Use a "shaping" routine to
get a student to work for
longer periods.
For the following data
(,
,etc.) obtain (Ex)2
Here's a sample paragraph.
Write a new paragraph in which
ideas develop coherently.
Watch the two demonstrations
of the sequence of steps
threading a projector.
Which is the correct
sequence?
12
in
Degree of Assistance
INTER-
MOST MEDIATE LEAST
C8
A
AB
C
BA
C
BC
A
AB
C
DO
NE
XT
PR
OB
LEM
EXERCISE 1H
Your task in this exercise is to indicate (by putting an X through it) which (A or B)
is the better of two
practice items.
Better is defined in terms of variables identified in the first column.
FORMAT VARIABLES
Adequacy of vocabulary or
readability level
for:
novice developers of
instructional materials
Adequacy of task instructions
Adequacy of devices to
control attention/observa-
tion
Adequacy of vocabulary or
readability level
for:
third graders
Adequacy of task instructions
=11
1M^
A.
The results of a task analy-
sis serve as a basis for
other types of analyses.
For
example, it is useful for
classifying criterion behav-
ior into one of Gagne's eight
conditions of learning.
"Edit this paragraph for
correct punctuation."
Compare and contrast columns
and rows in this table.
Remember to use the "s"
marker when changing a
singular noun into a plural
form.
If the digit to be rounded
off is even (and is followed
by"5")
raise the value; if
it is odd, do nothing.
B.
Task analysis results pro-
vide the data base for subse-
quent categorization of types
of learning as per the Gagne
taxonomy.
"Edit this paragraph to make
it more stylistically
acceptable."
The best way to use this
table is as follows:
(1)
compare entries in each
column with those in each
other column; (2) work down
the columns, one row at a
time.
Remember the way to make a
plural
is to add the letter
"s" at the end of a noun
which is singular.
Observe the usual conditions
in rounding off decimals.
2.
AN
SW
ER
SEXERCISE 1H
Your task in this exercise is to indicate (by putting an X through it) which
(A or B)
is the better of two
practice items.
Better is defined in terms of variables identified in the first column.
FORMAT VARIABLES
Adequacy of vocabulary or
readability level
for:
novice developers of
instructional materials
Adequacy of task instructions
3.Adequacy of devices to
control attentioniobserva-
.
tion
4.
Adequacy of vocabulary or
readability level
for:
third graders
5.Adequacy of task instructions
A.
Tresults of a task an
sis s
e as a basis
r
other typ
of a
yses.
Fo
example, it
seful for
classify'
trite
n behav-
ior
o one of Gagne
eight
ditions of learning.
"Edi
correct
Compare and contrast columns
and rows in this table.
Remember to use the "s"
marker when changing a
singular noun into a plural
form.
B.
Task analysis results pro-
vide the data base for subse-
quent categorization of types
of learning as per the Gagne
taxonomy.
"Edit this paragraph to make
it more stylistically
acceptable."
best way to use this
tab
's as follows:
compare
ries
each
column with ..se in each
other col
n;
ork down
the
umns, one row
a
Observe the usual conditions
in rounding off decimals.
DO
NE
XT
PR
OB
LEM
EXERCISE 11
Your task is to improve on the practice problem which appears in Column A.
Improvement should be for adequacy with
respect to the FORMAT VARIABLES identified in the first column.
FORMAT VARIABLES
Adequacy of vocabulary or
readability level
for:
elementary graders
Adequacy of vocabulary or
readability level
for:
high school dropouts
Adequacy of task instructions
Adequacy of task instructions
Adequacy of devices to
control attention/observa-
tion
A.
Your Revision
On what basis would you
categorize these leaves?
There is considerable
evidence that employability
is closely related to good
speech.
Identify the option you feel
is correct.
Illustrate the differences
between "perfectly" and
"non - perfectly" elastic
objects.
Watch how
Idisassemble
this choke.
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE II
Your task is to improve on the practice problem which appears in Column A.
Improvement should be for adequacy with
respect to the FORMAT VARIABLES identified in the first column.
FORMAT VARIABLES
Adequacy of vocabulary or
readability level
for:
elementary graders
Adequacy of vocabulary or
readability level
for:
high school dropouts
Adequacy of task instruction
Adequacy of task instructions
Adequacy of devices to
control attention/observa-
tion
A.
On what basis would you
categorize these leaves?
There is considerable
evidence that employability
is closely related to good
speech.
Identify the option you feel
is correct.
Illustrate the differences
between "perfectly" and
"non-perfectly" elastic
objects.
Watch how
Idisassemble
this choke.
Your Revision
You have to decide to put
these Leaven into Out pi-Cm.
Each pite 4honed have Leaves
wIlich ate aike.
How woad
l'ou decide what 4houtd go in
each 'lac?
A tot oA studia have 4hown
how imottaLt it L
to tall
in the night wm.
Fon
exampte, being able to get a
good job oten-dependA on
taking the tight mg.
Put an X aeonoide the
answer /Ion
eet L4 the
connect one.
rive exampen
petiectea
and non-pet6ectto etotic
objects and expticate into
what the p4opektie4 oi each
object ate which make it
rt,iacnt. iAOP1 the ()then.
Look at which patt I
disaa,sembee 6i/t6t; OA took
at the watt I gtao this
mkt.
END OF EXERCISE
After readingHandbook forsub-STEPS)
DOEXERCISE3.1.1 -J. 1 . 3 2
Exercises 2A-2D are designed to give you practice identifying on the basis
of obsprvational data or responses to probes the types of !=crning failures
which have occurred.
TURN TO NEXT PAGE FOR PROBLDIS
EXERCISE 2A
Your task is to put an X through the description, A or B, which correctly identifies the most likely type of
learning which is involved in each practice problem.
PRACTICE PROBLEMS
Using commas before and
after non restrictive
clauses; leaving them out fo
restrictive clauses
The LT.L7T.7ATIO7 involved
is:
Given problem requiring
resistance to be computed
given values for current and
voltage, selects and uses
Ohm's Law
The DISCRIWNATION involved
is:
Using commas before and
after non-restrictive
clauses; leaving them out for
restrictive clauses
The ASSOCIATION involved is:
Given problem requiring
resistance to be computed
given values for current and
voltage, selects and uses
Ohm's Law
The GENERALIZATION involved
Is:
Using commas before and
after non-restrictive
clauses; leaving them out f
restrictive clauses
The GENERALIZATION involved
is:
A.
Seeing the difference between
clauses which have commas and
those which do not
Seeing the difference between
problems requiring Ohm's Law
and those requirinc some
other formula
Whether to use commas for
clauses which are restrictive
or for clauses which are
non-restrictive
Seeing the similarity betwe
problems involving
resistance
Seeing the similarity among
non-restrictive clauses and
the similarity among
restrictive clauses
B.
Seeing the difference between
clauses which are restrictive
and those which are not
Seeing the difference bet.qeen
values for current and
voltage
Whether to use or to omit
commas
Seeing the similarity among
problems which require the
use of Ohm's Law
Seeing the similarity among
clauses with commas and the
similarity among clauses
without commas
SE
E A
NS
WE
RS
=iM
ME
IMIN
1111
1=M
IIIIM
INA
LTIT
Ienr
imP
Your task is to put an X through the description, A or B,, which correctly identifies the most likely type of
learning which is involved in each practice problem.
PRACTICE PROBLEMS
A.
1.
Using comas before and
after non-restrictive
clauses; leaving them out for
restrictive clauses
The DISCRIMINATION involved
is:
2.
Given problem requiring
resistance to be computed
given values for current and
voltage, selects and uses
Ohm's Law
The DISCRIMINATION involved
is:
Cr I
3.
4.
Using commas before and
after non-restrictive
clauses; leaving them out for
restrictive clauses
The ASSOCIATION involved is:
Given problem requiring
resistance to be computed
selects and uses Ohm's
Law to compute it.
The GENERALIZATION
involved is:
Using commas before and
after non-restrictive
clauses; leaving them out fo
restrictive clauses
The GENERALIZATION involved
is:
Seeing the difference
between the presence and
absence of commas.
ng the difference be
s requirin9 Oh
equiri
-some
Whe
clauses
or for cla
non-restri
er to use commas
hich are
ye
trictiv
ich are
Seeing the similarity betwee
problems involving
resistance
trig the similarity am
trictive clau
non-
the simi
restrictive
ty
a
B.
g the difference be
which are re
icthe
ich
not
Seeing the difference between
values for current and
voltage
Whether to use or to omit
commas
sing the similarity
prob
Use of 0
which requi
La
Seeing the similarity among
clauses with commas and the
similarity among clauses
without commas DO
NE
XT
PR
OB
LEM
2.
3.
4.
5.
6.
7
8.
9.
10.
EXERCISE 2B
By putting an X in the appropriate column, indicate. which type of learningfailure is likely to have occurred in each of the following situations.
IF FOR A GIVEN SITUATION IT IS NOT POSSIBLE TO TELL 'MICH TYPE OF FAILUREHAS OCCURRED, LEAVE THE ROW BLANK. THIS MAY BE THE CASE BECAUSE THE SAMEWRONG ANSWER WILL BE GIVEN NO MATTER WHICH TYPE OF FAILURE HAS OCCURRED.
D = DISCRIMINATIONSG = GENERALIZATIONSA = ASSOCIATIONSC = CHAINS
A C
Item: Punctuate this sentence: "The man who is honestalways wins."
Response: Wrongly inserted commas before and after tinerestrictive clause.Item: Presented two examples of "squares" (differing insize) and asked if they were the same or different typeof geometric figure.Response: Different.
Item: Do these sound the same or different?thin fin
Response: The same.
Item: Why did you call this lever a Class I type?
Response: Classes depend on relative positions of fulcrum,load, and effort force. But I can't remember which isI, which is II, and which is III.
Item: Give me an example of a recall and a transfer testitem
Response: Gave two examples of a recall item.
Item: Use the correct present tense of "to be" in theblank below.
Response: The women i.4 very pretty.
Item: Match up these concepts:a. tax reduction fiscal policyb. change in discount rate monetary policy
Response: Incorrect match.
Item: Why did you make the computation the way you did?
Response: I knew it was O.K. to round off, but I didn'tknow at what point to do it.
Item: Given examples of Bernoulli's Law (lift on airptanewing and speed of fluid in pipes), is asked if the same ordifferent principles explain them.Response: Says "different principles."
Item: Asked to tell time.
Response: Says "five of three" when should have said"quarter after."
J-24 SEE ANSWERS
2.
3
14.
5
6.
7.
8.
9.
10.
ANSWERSEXERCISE 26
By putting an X in the appropriate column, indicate which type of learningfailure is likely to have occurred in each of the following situations.
IF FOR A GIVEN SITUATION IT IS NOT POSSIBLE TO TELL WHICH TYPE OF FAILUREHAS OCCURRED, LEAVE THE ROW BLANK. THIS MAY BE 1HE CASE BECAUSE THE SAMEWRONG ANSWER WILL BE GIVEN NO MATTER WHICH TYPE OF FAILURE HAS OCCURRED.
I) = DISCRIMINATIONSG = GENERALIZATIONSA = ASSOCIATIONSC = CHAINS
D A
Item: PUnctuate this sentence: "The man who is honestalways wins."
Response: Wrongly inserted commas before and after therestrictive clause.
Item: Presented two examples of "squares" (differing in
X
size) and asked if they were the same or different typeof geometric figure.
Response: Different.
Item: Do these sound the same or different?
Xthin - fin
Response: The same.
Item: Why did you call this lever a Class I type?
XResponse: Classes depend on relative positions of fulcrumsoad-Taii'd effort force. But I can't remember which isi, which is II, and which is III.
Item: Give me an example of a recall and a transfer testitem.
Response: Gave two examples of a-recall item,
Item: Use the correct present tense of "to be" in theblank below.
Response: Thw women LS very pretty.
Item: Match up these concepts:a. tax reduction fiscal policyb. change in discount rate --Monetary policy
Response: Incorrect match.
X
Item: Why did you make the computation the way you did?
XResponse: I knew it was O.K. to round off, but I didn'tknow at what point to do it.
Item: Given examples of Bernoulli's Law (lift on airplanewing and speed of fluid in pipes), is asked if the same ordifferent principles explain them.Response: Says "different principles."
X
Item: Asked to tell time.
Response: Says "five of three" when should have said"quarter after."
----
J-25 DO NEXT PROBLEM
EXERCISE 2C
Your task is to indicate with arilX drawn through A or B which is the better
SPECIFIC probe for determining what
the learning failure is described in the first column.
SITUATION
Item:
Punctuate this sen-
tence:
"The man who is
honest always wins."
Response:
Wrongly inserted
commas before and after the
restrictive clause.
PROBE:
For a DISCRIMINATION failure?
Item:
Punctuate this sen-
tence:
"The man who is
honest always wins."
Response:
Wrongly, inserted
commas before and after the
restrictive clause.
PROBE:
For a GENERALIZATION failure?
Item:
Punctuate this sen-
tence:
"The man who is
honest always wins."
Response:
Wrongly inserted
commas before and after the
restrictive clause.
PROBE:
For an ASSOCIATION failure?
Item:
Asked to tell time.
Response:
Says "five of
three" when should have said
"quarter after."
PROBE:
For a DISCRIMINATION failure?
Item:
What type of financial
policy is involved when the
government primes the pump
by spending?
Response:
monetary policy
(wrong)
PROBE:
For a GENERALIZATION faaare?
PROBE A
How would you punctuate these
two sentences:
(1) The man who saves usually
is prepared.
(2) The man who saves his
money is John's friend.
the same way
differently
How would you punctuate these
two sentences:
(1) The man who saves usually
is prepared.
(2) The man who saves his
money is John's friend.
the same way
differently
Which is the correct way to
punctuate?
(1) The man who saves
usually is practical.
(2) The man, who saves,
usually is practical.
Is the time on these ',4o
clocks the same or different?
(One clock shows 2:55; the
other, 11:15)
Are these two types of
actions of the same or
different types?
(1) government spending
(2) income tax reduction
PROBE B
How would you punctuate these
two sentences:
(1) The girl who is very
pretty dates a lot.
(2) The girl who is unattrac-
tive has trouble dating.
the same way
differently
How would you punctuate these
two sentences:
(1) The girl who is very
pretty dates a lot.
(2) The girl who is unattrac-
tive has trouble dating.
the same way
differently
.Is this sentence correctly
punctuated:
"The man who is
honest always wins."
yes
no
What is the time here?
(Shown a clock at 2:55)
2:55
11:15
Are these two types of
actions of the same or
different types?
(1) government spending
(2) lowered discount rates
AN
SW
ER
SEXERCISE 2C
Your task is to indicate with an X drawn through A or B which is the better - specific probe for determining
what
the learning failure is described in the first column.
SITUATIOU
Item:
Punctuate this sen-
tence:
"The man who is
honest always wins."
ixsponsc:
Wrongly inserted
commas before and after the
restrictive clause.
For a OISCRI=ATIOR failure?
Item:
Punctuate this sen-
tence:
"The man who is
honest always wins."
Response:
Wrongly inserted
commas before and after the
restrictive clause.
For a (7F:IERALIATION failure?
Item:
Punctuate this sen-
tence:
"The man who is
honest always wins."
Response:
Wrongly inserted
commas before and after the
restrictive clause.
For an ASSOCIATION failure?
Item:
Asked to tell time.
Response:
Says "five of
three" when should have said
"quarter after."
For a DISCRIMINATION failure:
Item:
What type of financial
policy is involved when the
government primes the pump
by spending?
Response:
monetary policy
(wrong)
For a SERERALIZATION failure
PROBE A
would you punctuate
two s .tences:
(I)
The
who
es us
is prepa
(2) The
who
es hi
ey is John's
e same way
differ
How would you punctuate t es
two sentences:
(1) The man who saves usual]
is prepared.
(2) The man who saves his
money is John's friend.
the same way
differentl
ch is the correct way
punt (I) Th usual
(2) The
te:
Is
clocks
anwho
ves
practical.
saves,
'cal.
an, w
ually is pra
time on these t
same or
fferent?
(One clock s
other,
1
2:55; the
these two types of
of the same
eren
types?
PROBE
How would you punctuate these
two sentences:
(1) The girl who is very
pretty dates a lot.
(2) The girl who is unattrac-
tive has trouble dating.
the sane way
differently
w would you punctuate th
two
ntences:
(1) The irl who
iery
pretty
ta lot.
(2) The gi
wis unattrac
ti
as troub
dating.
same way
dif
nth,
Is this sentence correctly
punctuated:
"The man who is
honest always wins."
yes
no
What is the time here?
(Shown a clock at 2:55)
2:55
11:15 11 A
re these two types of
actions of the same or
different types?
(1) government spending
(2) lowered discount rates
DO
NE
XT
PR
OB
LEM
EXERCISE 2D
For each situation below first develop a general problem and then a more specific probe to determine the nature
of the learning failure.
PROGRAM PROBLEM
Item:
Complete this
sentence:
"The cat's tail."
Response:
The cat's tail
are long.
Item:
Solve this problem:
5(-4) =
Response:
5----
(-4) =
1
Item:
What does "le livre"
mean?
Response:
Pound.
Le livre
book
La livre
pound
4.
Item:
Read this word:
"brown."
Response:
Says "drown."
5.
Item:
Classify this tree
IT.CT., redwood) as either
coniferous or deciduous.
Response:
Wrongly classi-
fies, e.g., as a "deciduous"
tree.
GENERAL PROBE
SPECIFIC PROBE
(For DISCRIMINATIONS)
(For GENERALIZATIONS)
(For ASSOCIATIONS)
(For DISCRIMINATIONS)
(For GENERALIZATIONS)
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 2D
For each situation below first develop a neneral problem and then a more specific probe to determine the nature
of the learning failure.
PROGRAM PROBLEM
1.
Item:
Complete this
sentence:
"The cat's tail."
Response:
The cat's tail
are long.
2.
c_3 4.
5.
Item:
Solve this problem:
5 -
(-4) =
Response:
5- (-4) =
1
Item:
What does "le livre"
mean?
Response:
Pound.
Le livre
book
La livre
pound
Item:
Read this word:
"brown."
Response:
Says "drown."
Item:
Classify this tree
TeT!i., redwood) as either
coniferous or deciduous.
Response:
Wrongly classi-
fies, e.g., as a "deciduous'
tree.
GENERAL PROBE
Whu did uou sari "ane tong"?
Whu did uou 6au "one"?
Was .these anothet answen
uou coutd have given?
What Cettet is th,bs?
Whir aid 'sou San "deciduous"?
SPECIFIC PROBE
(For DISCRIMINATIONS)
When (mu use a vent) with
these boo Mkt/6
"cat's" and "cats,"
do uou use the same vent)?
(For GENERALIZATIONS)
uou supposed to .treat
thme the same wart Ok
di4k.tent wars?
X
X
(For ASSOCIATIONS)
'latch up these wonds:
(1) Le time
(2) La tivne
pound
book
(For DISCRIMINATIONS)
Au these tetteas the some
04 d.MeAent? b
d
(For GENERALIZATIONS)
these ttees beConq to the
same 04 to diiivent
cateaoties (e.0., pine aml
)5PtuCe)?
END OF EXERCISE
After readingHandbook forsub-STEPS)
DOEXERCISEJ.2.4-J.2.5 3
Exercises 3A-3C are designed to give you practice in making the types of
revisions in instructional programs appropriate to program weaknesses
which have been identified from program, test, and interview data.
FOLD OUT THIS PAGE
The exercises on program revisionwhich follow are based on theinstructional sequence which appearson page J-32 inside.
J-31
Review this instructional sequence, and then do the exercises which follow.
I.
There are three classes of levers:
I,
II, and Ill:
Class
Ilevers have the fulcrum between the load and the effort force.
Class II
levers have the load between the fulcrum and the effort force.
Class III
levers have the effort Force between the load and the fulcrum.
What type of lever is this?
III
III
2.
What type of lever is this?
III
III
3.
What type of lever is this?
IIf
Ili
4.
What is the basis for classification of levers?
5.
Give some examples of each type of lever (new examples).
EXERCISE 3A
Your task in this exercise is to
indicate by putting an X through it which of the two
revisions (A or B) is better
suited to overcome the identified program weakness
described in the first column.
IDENTIFIED PROGRAM WEAKNESS
Excessive leanness
due to
TOO ABRUPT FADING
of cues
Excessive leanness
due to
TOO ABRUPT FADING
of cues
Excessive leanness
due to
INSUFFICIENT NUMBER
OF PROBLEMS OR EXAMPLES
Excessive leanness
due to
INSUFFICIENT NUMBER
OF PROBLEMS OR EXAMPLES
Excessive leanness
due to
INSUFFICIENT CUING
IN INDIVIDUAL PROBLEMS
Revision A
Add as a cue to Problem #2:
"This is a Type II
lever.
Is this lever (original exam-
ple in #2) the same type?"
Repeat the definition given
in Problem #1 in Problem #2.
Adding this example (to be
classified)
between Problems #1 and #2.
Early in the sequence adding
this example:
Repeat the defirition given
in Problem #1
in Problem #2.
Revision B
Add as an added cue to
Problem #4:
"Remember, it
is the positions of parts of
the lever relative to one
another that determines the
type of lever."
Repeat the definition given
in Problem #1 in Problem #3.
Adding this example (to be
classified)
between Problems #4 and #5.
Early ii the sequence adding
this example:
Add as a cue to Problem #2:
"This is a Type II
lever.
Is this lever (original ex-
ample in #2) the same type?"
SE
E A
NS
WE
RS
sommummornimos. EXERCISE TA
Your task in this exercise is to indicate by putting an X
through it which of the two revisions (A or
B)
is better
suited to overcome the identified program weakness described in the
first column.
IDENTIFIED PROGRAM WEAKNESS
Excessive leanness
due to
TOO ABRUPT FADING
of cues
2.
Excessive leanness
due to
TOO ABRUPT FADING
of cues
3. 4.
Excessive leanness
due to
INSUFFICIENT NUMBER
OF PROBLEMS OR EXAMPLES
Excessive leanness
due to
INSUFFICIENT NUMBER
OF PROBLEMS OR EXAMPLES
5.
Excessive leanness
due to
INSUFFICIENT CUING
IN INDIVIDUAL PROBLEMS
Revision A
"This is
Is t
=92
ever. exam-
his
I
lever (origin
e in #2) the same type?
the definition
m #1
in Pr
em #2.
mg this example
ss
led)
ween Problems #1 and
Early in the sequence adding
this example:
Revision B
Add as an added cue to
Problem 114:
"Remember, it
is the positions of parts of
the lever relative to one
another that determines the
type of lever."
Repeat the definition given
in Problem #1
in Problem #3.
Adding this example (to be
classified)
between Problems #4 and #5.
Add as a cue to Problem #2:
-=.t!
"This is a Type II
lever.
Is this lever (original ex-
ample in #2) the same type?"
2.
EXERCISE 3B
Your task in this exercise is to indicate by putting an
X through it which of the two revisions
(A or B)
is better
suited to overcome the identified program weakness described
in the first column.
IDENTIFIED PROGRAM WEAKNESS
Revision A
Revision B
Inadequate treatment of
DISCRIMINATIONS
between classes
Inadequate treatment of
GENERALIZATIONS
within classes
13.
Inadequate treatment of
ASSOCIATIONS
between classes and
labels I,
II,
III
4. 5.
inadequate treatment of
DISCRIMINATIONS
between classes
Inadequate treatment of
GENERALIZATIONS
within classes
Adding problem in which the
three classes are directly
contrasted pictorially.
Adding problems that include
these examples:
Class
I
L.
Class III
Practice of rules for
el-
labeling lever classes as,
I, II, or III.
Adding a recognition item in
which two examples from
different classes
Adding this example to be
classified.
Adding verbal cuing as in
Practice Problem #1
(on page
J-32) to additional problems.
Adding problems that include
these examples:
Class
IClass III
A few more examples of each
class.
Adding another example to
be classified.
Verbal cue identifies where
fulcrum, load, and effort
force are in the example.
Adding this example to be
classified.
/effo
rtlo
adfo
rce
fulc
rum
EXERCISE 3Z
Your task in this exercise is to indicate by putting an X through
it which of the two revisions (A or B)
is better
suited to overcome the identified program weakness described in the first
column.
IDENTIFIED PROGRAM WEAKNESS
Inadequate treatment of
DISCRIMINATIONS
between classes
Inadequate treatment of
GENERALIZATIONS
within, classes
Inadequate treatment of
ASSOCIATIONS
between classes and
labels I,
II, III
Inadequate treatment of
DISCRIMINATIONS
between classes
Inadequate treatment of
GENERALIZATIONS
within classes
Revision A
g problem in which
three
contrastsasses are di
ctly
ally.
Adding problems that include
these examples:
Class
IClass III
Ag a recognition it
in
which
examples
different
-ss
m
Adding this example to be
classified.
Revision B
Adding verbal cuing as in
Practice Problem #1
(on page
J-32) to additional problems.
Ung problems that incl
these
;:ampies:
Class
IClass III
A few more examples of each
class.
-111
11.n
. Adding another example to
be classified.
Verbal cue identifies where
fulcrum, load, and effort
force are in the example.
A..Ing this example to b-
class
led.
efrom
ome
Icrum
.-
DO
NE
XT
PR
OB
LEM
EXERCISE 3C
Your task in each of the three problems below is to identify by number (in the space provided) the sequence in
which you would present to students each of the four examples shown.
Your decision should be based on how easy it would be for the learner to generalize from one example to another;
i.e., in each set put the easiest example to recognize first and the hardest last.
Class
2.
Class
3.
Class
Ill
shovel
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 3C
Your task in each of the three problems below is to identify by number (in the space provided) the senuencc in
which you would present to students each of the four examples shown.
Your decision should be based on how easy it would be for the learner to generalize from one example to another;
i.e., in each set put the easiest example to recognize first and the hardest last.
2.
3.
4 2
3 4 1
2 3 3
1 1 4
DO
NE
XT
PR
OB
LEM
EXERCISE 3D
Your task in this exercise is to make two types of revisions in Columns A and B which will overcome the types
of weaknesses identified in the first column.
Pictorial examples from Exercise 3C can be built into your revisions.
IDENTIFIED
PROGRAM WEAKNESS
Inadequate treatment of
DISCRIMINATIONS
between examples
belonging to
different classes
Inadequate treatment of
GENERALIZATIONS
between examples
belonging to
different classes
Inadequate treatment of
ASSOCIATIONS
between examples
belonging to
different classes
(A) ADD PRACTICE PROBLEM
Before Problem #2
Before Problem #2
(B) ADD CUING TO
AN EXISTING PRACTICE PROBLEM
Add Cuing to Problem #2
Add cuing to Problem #2
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 3D
Your task in this exercise is to make two types of revisions in Columns A and B which will overcome the types
of weaknesses identified in the first column.
Pictorial examples from Exercise 3C can be built into your revisions.
IDENTIFIED
PROGRAM WEAKNESS
Inadequate treatment of
DISCRIMINATIONS
between examples
belonging to
different classes
Inadequate treatment of
GENERALIZATIONS
between examples
belonging to
different classes
Inadequate treatment of
ASSOCIATIONS
between examples
belonging to
different classes
(A) ADD PRACTICE PROBLEM
Before Prcblem 112
-Use a simpfeit example than
the nutcnackeh
and
-Sho.0
cont
itazt
AIn
g tir
pe,s
:(no
m
ate
0z/tee classes
Before Problem g2
Sho
w tw
o ex
ampt
ez it
om th
esame class; ask i4 thew ahe
the same on di44etent tapes
Show thhee tapes (netativeta
easa examples) and have
students match up, the . types
with a tabet (I, II, on III)
(B) ADD CUING TO
AN EXISTING PRACTICE PROBLEM
Add Cuing to Problem /2
Label the iutemim, toad,
and ei4ont nonce on the
nutchackeh
Add Cuing tc Problem 12
Show anotheh cxampfe room
the same class with its
pacts tabcted; then ask the
student to cfas7s-t7 the
example in 42
The tabainq can be
pitovided as in Pubtem #1,
but use di44icutt example,
az in Pnobtem #3
FOLD BACK PAGE J-32
DO
NE
XT
PR
OB
LEM
EXERCISE 3E
This exercise, in contrast to Exercises 3A-3D which were devoted to problems
stemming from excessive leanness, is devoted to practice with practice prob-
lems which are not lean enough.
FOLD OUT THIS PACE
The exercises on program revisionwhich follow are based on theinstructional sequence which appearson page J-42 inside.
J-41
Review this instructional sequence, and then do the exercises which follow.
1.
There are three classes of levers:
I,
II, and 111:
Class
Ilevers have the fulcrum between the load and the effort force.
Class II
levers have the load between the fulcrum and the effort force.
Class III
levers have the effort force between the load and the fulcrum.
Classify all these levers:
2.
What is the basis for classification of levers?
3.
Give some examples of each type of lever (new examples).
Results:
Few errors on Problem #1; high frequency of errors on Ans 2 and 3.
EXERCISE 3E
Your task in this exercise
is to indicate by putting an X through
it which of the two revisions
(A or B)
is better
suited to overcome the
identified program weakness described in the
first column.
IDENTIFIED PROGRAM WEAKNESS
To overcome
excessive cuing
To overcome
too inadequate fading
To overcome
inadequate amount of
criterion-like practice
To overcome
a combination
of above weaknesses
,11I
RM
IN.
To overcome
a combination
of above weaknesses
Revision A
What type of lever is this?
Revision B
What type of lever is this?
effo
rtfo
rce
What type of lever is this?
A repetition of Practice
Problem #1 (on page J-42),
but without the cues for
classification
The presentation of single
examples to be classified
( rior to Problem #2 on
page J- 2
,with cues
available
A repetition of Practice
Problem #1 (on page J-42),
with the cues provided
----r
again
The presentation of single
examples to be classified
(prior to Problem #2 on
page J-42), without cues
available
SE
E A
NS
WE
RS
AN
SWE
RS
EXERCISE 3E
Your task in this exercise is to indicate by putting an X through it which of the two revisions (A or B)
is better
suited to overcome the identified program weakness described in the first column.
IDENTIFIED PROGRAM WEAKNESS
To overcome
excessive cuing
To overcome
too inadequate fading
To overcome
inadequate amount of
criterion-like practice
To overcome
a combination
of above weaknesses
To overcome
a combination
of above weaknesses
Revision A
Revision
'That type of lever is this?
"4
effo
rt
fulc
rum
load
Wh
type of lever is
Who
type of lever is
s?
A r
Problem
but without
classific
on
tition of Practi
(on pa
J-42),
cues for
The presentation of single
examples to be classified
(prior to Problem ,112 on
page J-Z2), with cues
available
What type of lever is this?
effo
rtfo
rce
fulc
rum
A repetition of Practice
Problem
(on page J-42),
with the cues provided
again
The
resentation of s
e
example
to be cla
fled
(prior to
g? on
owe J-42)
ut cues
avai la'
FOLD BACK PAGE J-42
END OF EXERCISE
After readingHandbook forsub-STEP(SI
DOEXERCISEJ.2.1-J.2.3 4
Exercises 4A-4F are designed to give you practice in computing and
analyzing test results in order to determine type of learning failure.
FOLD OUT THIS PAGE
The exercises which followare based on the resultswhich appear on the formon page J-46.
1 11111 1.1 11111.11..1111 I111111 III 111111111 111111111
111111 11111111111 ' III 11111111111 III 1111111 1 111111111
0
EIMMEMEMEMME 1111111111MMEMEMMEMINIMMINI01111MMEMMEMME MEMINIMMEMMINIMMERMIMI= MMINIMMEM MMINIMEMMEMMEMBEM= 111111111111111MEMMIIMME 111111111MMEUMMEMEMEMEMMINIMMEMEMMEMINIMMEMMORMMEMEMEMEMEMMEMMEMMEMEMMMEMMOMMEMMINIMMEMMEMEM MMEMMEMERMOMEMEMMINIMMINIMMEMEMEMEMMINIMMEMBEINIMMEMMINIMINIMMEMMEMEMMINIMMINIEIMMEMMEMMINIMMINIMMEMMIMINIMMEMEMEIMMEMMEMMEMMEMMEMME- 1111111111111111=1EIMMEMMEMMEMEM MMEMMINIMMEMMEMMELIMMEMMEMMEMME MEMEMEMMUMMEMEMUMMEMMEMEMEMEM MINIMMEMMEMEMMINIEIMMEMEMINIMMIIMMEMMEMOMM MIIMMEMEIMMEMMEMMEMEMMEMMEMM MEMMEMMEMBIIIMMEMMINIMMEMMEMEMEM MIIMEMMERMEIMMEMMEMEMEMEMINIMMEMMEMEMEMMEMMEMMEMEMMOMMEMEMOMMEMMINIMMOMMEMEMEM EMMEMMEMMEMEMEM.
MEMEMMEM MEMEMMIIMMEMEMEM-EMMEMMEMMM 1111111111=1 IIIMMEMEM0111.1111111 MM.= IIIMMEMEM MENNIIIMM12MMEMINIMMEMEMMEMEM ME 1111111111111=10-111111111111MMEMMEMMEMMEM ME 11111111111MM12111MEMMEMMOMMEMMEMEMMEMMEMMMEMMMIMEMEMMEMEMEMEMMEMMEMEMEMEMM
II 11 1111111111 11 1111111
EXERCISE 4A
Your task is to summarize the ERROR results which appear or FORM J.2(2) on page J-46.
Each of the following
problems will guide you through the computational procedures.
A total of ten students took a test with ten items.
In computing percentages, ten will be the denominator.
1.
What percentage of students made errors on test items 1-10?
Enter them at the bottom of FORM
J.2(2) on page J-46 and here.
12
34
56
79
IT)
2.
How many errors did each student (a-j) make on the RECALL items?
Enter your results on each row
in the RECALL column and here.
J
3.
How many errors did each student (a-j) make on the TRANSFER items?
Enter your results on each
in the TRANSFER column and here.
a
4.
How many total errors did each student make?
Enter a number for each student in the total column
on FORM J.2(7 and here.
ag
5.
For each student, compute the percentage of errors he made on the total test.
ab
cd
ef
gh
i
J
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 4A
Your task is to summarize the ERROR results which appear on FORM J.2(2) on page J-46.
Each of the following
problems will guice you through the computational procedures.
P.total of ten students took a test with ten items.
In computing percentages, ten will be the denominator.
1.
Mat percentage of students made errors on test items 1-ln?
Enter them at the bottom of FORM
J.2(2) on page J -4( and here.
10c:
11S
OS
10S
20S
20S
6^S
220
30S
20S
2-7
45
7-3F,
910
2.
How many errors did each student (a-j) make on the RECALL items?
Enter your results on each row
in the RECALL column and here.
02
00
01
00
11 j
3.
How many errors did each student (a-j) make on the TRANSFER items?
Enter your results on each
row in the TRANSFER column and here.
22
10
30
11
41
a
4.
How many total errors did each student make?
Enter a number for each student in the total column
on FORM J.2(2) and here.
21
03
11
15
2
ag
h
5.
For each student, compute the percentage of errors he made on the total test.
2O
40S
10
OS
30S
10S
10S
10S
500
20S
a
DO
NE
XT
PR
OB
LEM
EXERCISE 4B
Your task in this exercise is to compute additiona' "group" measures which describe the ERRORS committed on
a test.
1.
What percentage of the ten students had an error rate of more than la .?
2.
Does the program which led to these test results need revision?
yes
no
3.
Using a denominator of 5, compute a percentage for each student which indicates his own error
rate on RECALL items only.
a9
J
4.
What percentage of the ten students made an error rate of more than 203; on the recall items?
5.
Using a denominator of 5, compute a percentage for each student which indicates his own error
rate on TRANSFER Items only.
ab
cd
ef
gh
iJ
6.
What percentage of the ten students made an error rate of more than 20'4 on the transfer items?
7.
Based on the discrepancy between the results for RECALL and TRANSFER items, what is the most
likely problem?
discriminations
generalizations
associations
chains
3.
If you were to do more detailed analyses of group results, which test item or test items would
you select for further study?
Check as many as you wish.
12
34
57
10
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 4B
Your task in this exercise is to compute additional "group" measures which describe the ERRORS committed on
a test.
1.
'.that percentage of the ten students had an error rate of more than 10%
50%
2.
Does the program which led to these test results need revision?
X yes
no
3.
Using a denominator of 5, compute a percentage for each student which indicates his own error
rate on RECALL items only.
no
400
0%
0%
Og
20g
0%
Og
200
20g
a9
hJ
4.
What percentage of the ten students made an error rate of more than 20% on the recall items?
10%
5.
Using a denominator of 5, compute a percentage for each student which indicates his own error
rate on TRANSFER items only.
40%
40;
20%
0%
60%
0%
20%
20%
80g
20%
a9
J
6.
What percentage of the ten students made an error rate of more than 20% on the transfer items?
40%
7.
Based on the discrepancy between the results For RECALL and TRANSFER items, what is the most
likely problem?
discriminations
X generalizations
associations
chains
3.
If you were to do more detailed analyses of group results, which test item or test items would
you select for further study?
Check as many as you wish.
12
3T
5T
79
10 D
O N
EX
T P
RO
BLE
M
EXERCISE 4C
Your task in this exercise is
to interpret group ERROR results on test items
7 and #9.
ITE
M.4
'S2
34
56
78
910
Opt
ions
End
orse
d
omission
IIll
ACTION
I//
ACTION II
1!
ACTION III
/
Total No.
of Errors
63
1.
The most probable problem for test
a failure to acquire skills
systematic learning failure
unsystematic learning failure
2.
The most probable problem for test item
9 is:
a failure to acquire skills
systematic learning failure
unsystematic learning failure
item 41
is:
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 4C
Your task in this exercise is to interpret group ERROR results on test items #7 and Hg.
ITEM ICS
12
34
56
78
910
-1
Options Endorsed
`1.
omission
/11/
ACTION
I//
ACTION II
/I
ACTION III
/
Total No.
of Errors
63
1.
The most probable problem for test item //7
is:
a failure to acquire skills
systematic learning failure
Xunsystematic learning failure
2.
The most probable problem for test item #9 is:
Xa failure to acquire skills
systematic learning failure
unsystematic learning failure
FOLD BACK PAGE J-46
DO
NE
XT
PR
OB
LEM
These exercises are designed to give you practice analyzing the results for
a single student on multiple test items.
FOLD OUT THIS PAGE
/-53
Results forINPUT
Class I
Results forHIPUT
Class II
Results forWPM-
Class HI
J-54
11 = RecallT = Transfer
EXERCISE 4D
Your task is to summarize the results for RECALL items (only) as revealedby the template analysis on page J-54. The forms on page J-54 show all thestudent's answers (not his errors) on recall and transfer items.
CLASS OF ACTION TAKEN
IV
RECALL items
V omissions
correct
correct
correctINPUT
IIINPUT III
CLASSES CLASS
correctIV IV
correctV V
RECALLPATTERN
no classes
some classes
all classes
correct
SUMMARY OFNO, OF ITEMS
mmmentmcomment....won mismatching
consistent inConsiltantcorrect omission missna chirp
(1) Fill in the left-hand matrix showing the distribution of right andwrong responses to test items having an example from each of threeINPUT classes; THEN,
(2) Fill in the summary matrix in the right-hand column; THEN,
(3) Fill in the matrix identifying the RECALL pattern.
SEE ANSWERS
J -54a
ANSWERSEXERCISE 4D
Your task is to summarize the results for RECALL items (only) as revealedby the template analysis on page J-54. The forms on page J-54 show all thestudent's answers (not his errors) on recall and transfer items.
INPUTCLASSES
llt
. iv
V
RECALL .tems
CLASS OF ACTION TAKEN
IV V ornisslons
correct
2
correct
2
correct
2
correct
correct
RECALLPATTERN
INPUT inCLASS
IV
no classes
some classes
41,1c1851.1
SUMMARY OFNO OF ITEMS
cormytent mcOnstSlentcorrect °monsoon mismatching
2
2
2
consistent InConStst ntCorrect Omission rntsrna thing
(1) Fill in the left-hand matrix showing the distribution of right andwrong responses to test items having an example from each of threeINPUT classes; THEN,
(2) Fill in the summary matrix in the right-hand column; THEN,
(3) Fill in the matrix identifying the RECALL pattern.
DO NEXT PROBLEM
J-55
EXERCISE 4E
Your task is to summarize the results for TRANSFER items (only) as revealedby the template analysis on page J-54.
INPUTCLASSES
IV
V
TRANSFER Items
CLASS OF ACTION TAKEN
11 III f V V omissions
correct
correct
'Correct
correct
correct
TRANSFERPATTERN
INPUT ,CLASS
IV
V
no classes
some classes
all classes
SUMMARY OFNO OF 11 EMS
consistent inconsistentcorrect omissiOn mismatching
consistent inconsistentcorrect omission misma thing
(1) Fill in the left-hand matrix showing the distribution of right andwrong responses to test items having an example from each Of threeINPUT classes; THEN,
(2) Fill in the summary matrix in the right-hand column; THEN,
(3) Fill in the matrix identifying the TRANSFER pattern.
SEE ANSWERS
J-56
ANSWERSEXERCISE 4E
Your task is to summarize the results for TRANSFER items (only) as revealedby the template analysis on page J-54.
INPUTCLASSES
IV
TRANSFER items
CLASS OF ACTION TAKEN
IV V omissions
correct
2
2
correct
1
correct
1
correct
correct
TRANSFERPATTERN
INPUTCLASS
Iv
V
no classes
some classes
all classes
SUMMARY OFNO OF I7 EMS
Consistent InconsistentCorrect Omission Mismatching
2
1 1
Consistent Inconsistentcorrect OinissiOn
5/
(1) Fill in the left-hand matrix showing the distribution of right andwrong responses to test items having an example from each of threeINPUT classes; - THEN,
(2) Fill in the summary matrix in the right-hand column; THEN,
(3) Fill in the matrix identifying the TRANSFER pattern.
DO NEXT PROBLEM
J-57
EXERCISE 4F
The RECALL and TRANSFER patterns obtained in the previous two exercises arereproduced here.
no classes
consistent inconsistentcorrect omission misma thing
no classes
consistent inconsistentcorrect omission Mut'. thing
RECALL TRANSFERPATTERN some classes
all classes
PATTERN some classes
all classes5/
Referring to the tables on page 146 in HANDBOOK Section J, the above patternssuggest that the learning failure most likely to account for test results is:
discriminations generalizations associations
J -51
SEE ANSWERS
ANSWERSEXERCISE 4F
The RECALL and TRANSFER patterns obtained in the previous two exercises arereproduced here.
RECALLPATTERN
no classes
some classes
all classes
consistent inconsostemcorrect ormis,on mama char)
TRANSFERPATTERN
no classes
some classes
all classes
cons.stent ncons.stentcorrect omission mom. chmy
Referring to the tables on page 146 in HANDBOOK. Section J, the above patternssuggest that the learning failure most likely to account for test results is:
discriminations X generalizations associations
J-59
END OF EXERCISE
NOW DO FINAL EXERCISE
#1
WHICH APPEARS IN THEFINAL EXERCISES VOLUME
FOLD BACK THE BLUE PAGE
J7-420///J-61
FOLD OUT THIS PAGE AND
FOLLOW THE "I" SCHEDULE INSIDE
2.
3.
4.
EXERCISES FOR TASK I
After ReadingOn
HANDBOOK Sections pagesHANDBOOK
1.1.1 1.2.1 - 116
1.1.1 1.2.1 1 - 116
1.1.1 1.2.1 1 - 116
1.1.1 1.2.1 1 - 116
I
5. 1.2.2
6.
ODo OnWORKBOOK WORKBOOKExercises Pages
IA - IE Il - Ill
2A - 2B 113 117
3 119 - 123
LIA - IE 125 - 135
117 137 5 137 - 143
Type of Practice
Developing practice i
eveloping diagrams t(assist performanceon practice item
Developing a diagralto teach concepts
Controlling the lean'of a program
Designing lean sequen
WHEN YOU HAVE COMPLETED ALL THE EXERCISES IN THIS SECTION OF THE WORKBOOK,PROCEED TO FINAL EXERCISE #2 IN THE FINAL EXERCISES VOLUME.
I -i
After readingHandbook forsub-STEP(S) 1.1.1-1.2.1
DOEXERCISE 1
Exercises 1A-1E are designed to give you practice in doing two things:
(1) Developing three types of practice items: recognition, editing,
production; and
(2) Developing practice items which vary in the amount of assistance
provided to the student.
FOLD OUT THIS PAGE
I-1
J
Exercises 1A-1E are all based on the following task analysis diagram:
b. TASK ANALYSIS
Singular nouns(which are regularregarding plurals)
Singular nouns(which are irregularregarding plurals)
ny singular noun
TA
Regular plurals
Irregular plurals
Any plural noun
Says or writes"has"
Says or writes"have"
Correct match ofsingular noun and verb
Correct match ofplural noun and verb
I-2
EXERCISE IA
For each problem below identify the version of the practice item which provides the least, the worst, and
the
intermediate amount of assistance to the student.
Put a letter in each of the three answer columns.
2.
A.
Some plurals don't add "s"
to the singular.
For exam-
ple, the plural of "louse"
is "lice."
Which is the correct plural
of mouse?
mouses
mice
Match up the singulars and
plurals of these nouns.
a.
man
children
b.
woman
--
c.
child
women
3.
If the word below is an
incorrect plural, correct it;
if it's O.K., do nothing.
4. 5.
mouses
What do you see here?
(Given a picture)
What does
the boy have in his arms?
(Make up a whole sentence)
B.
Which is the correct plural
of mouse?
mouses
mice
"Man" is singular.
"Men"
is plural.
Which is the plural for this
example?
women
woman
The word below is an
incorrect plural; correct it.
mouses
Most plurals are formed by
adding something to the
singular.
What do you see here?
(Given a picture)
The boy
a dog in his arms.
C.
Some plurals don't add "s"
to the singular.
Which is the correct plural
of mouse?
mouses
mice
Which is the plural?
child
children
The plural of "louse" is
"lice."
Correct this wrong plural.
mouses
Here are two question marks.
??
What do you see in this
picture?
(Given a picture)
Use
either "has" or "have."
The boy
a dog in his
arms.
AMOUNT OF ASSISTANCE
Inter-
Least mediate Most
SE
E A
NS
WE
RS
AN
SW
ER
S'
EXERCISE iA
For each problem below identify the version of the practice item which provides the least, the most, and the
intermediate amount of assistance to the student.
Put a letter in each of the three answer columns.
2. 3. 4. 5.
A.
Some plurals don't add "s"
to the singular.
For exam-
ple, the plural of "louse"
is "lice."
Which is the correct plural
of mouse?
mouses
mice
Match up the singulars and
plurals of these nouns.
a.
man
b.
woman
c.
child
children
-Me n
Wo me n
If the word below is an
incorrect plural, correct it;
if it's O.K., do nothing.
mouses
What do you see here?
(Given a picture)
What does
the boy have in his arms?
(Make up a whole sentence)
B.
C.
Which is the correct plural
of mouse?
mouses
mice
"Man" is singular.
"Men"
is plural.
Which is the plural for this
example?
women
woman
The word below is an
incorrect plural; correct it
mouses
Most plurals are Formed by
adding something to the
singular.
What do you see here?
(Given a picture)
The boy
a dog in his arms.
Some plurals don't add "s"
to the singular.
Which is the correct plural
of mouse?
mouses
mice
Which is the plural?
child
children
The plural of "louse" is
"lice."
Correct this wrong plural.
mouses
Here are two question marks.
??
What do you see in this
picture?
(Given a picture)
Use
either "has" or "have."
The boy
a dog in his
arms.
AMOUNT OF ASSISTANCE
Inter-
Least mediate Most
BC
A
CA
B
AB
C
CB
A
6A
C
DO
NE
XT
PR
OB
LEM
Occ
EXERCISE 18
The practice items below deal only with discriminating between and generaliz-ing across singulars and plurals. Associations are not dealt with.
Your task is to develop practice items for the cells left blank in the formbelow. Be sure to use new examples of nouns.
MAXIMUM ASSISTANCE
Most singular nouns aremade plural by adding an"s" at the end.
For example:
boy is singularboys is plural
Which of these is plural?
girl girls
The word below is notplural the way it is now.Change it to a plural byadding an "s."
ship
Here are two circles.00What do you see in thispicture?
INTERMEDIATE ASSISTANCE NO ASSISTANCE
Plural nouns have adifferent ending thansingular nouns.
Which of these isplural?
dog dogs
The word below is notplural the way it isnow. Make it plural.
farmer
Remember the rule formaking singular nounsplural.
What do you see in thispicture?
AA
I - 4
What do you see in thispicture?
SEE ANSWERS
OOCL
ANSWERSEXERCISE 1B
The practice items below deal only with discriminating between and generaliz-ing across singulars and plurals. Associations are not dealt with.
Your task is to develop practice items for the cells left blank in the formbelow. Be sure to use new examples of nouns.
MAXIMUM ASSISTANCE
Most singular nouns aremade plural by adding an"s" at the end.
For example:
boy is singularbolp is plural
Which of these is plural
girl girls
Tc,: word below is notplural the way it is now.U..ange it to a plural byacAing an "s."
ship
Here are two circles.00What do you see in thispicture?
INTERMEDIATE ASSISTANCE
Plural nouns have adifferent ending thansingular nouns.
Which of these isplural?
dog dogs
The word below is notplural the way it isnow. Make it plural.
farmer
Remember the rulemaking singularplural.
What do you see in thispicture?
fornouns
AL\
I-5
NO ASSISTANCE
Which 01( the4e vs
PtuAa-e:
ca-t6 cat
14the wand below ie anaconAect ileutat, changea and make it Ilecume.
14 it'4 O.K., Zeave itaZone.
banns
What do you see in thispicture?
DO NEXT PROBLEM
00
EXERCISE IC
The practice items below deal only with discriminating between and generaliz-ing across singulars and plurals. Associations are not dealt with.
Your task is to develop practice items for the cells left blank in the formbelow. Use "man," "woman," and "child" in your examples.
MAXIMUM ASSISTANCE INTERMEDIATE ASSISTANCE
Some singular nounsdon't add an "s" tobecome plural.
For example:
man is singularmen is plural
Which of these is plural?
women woman
The word below is thewrong plural for "woman."
Change two letters andmake it a correct plural.
womans
Here are two men.(Picture of two men)
What is in this picture?(Picture of two women)
I-6
NO ASSISTANCE
SEE ANSWERS
0O0
ANSWERSEXERCISE 1C
The practice items below deal oning across singulars and plurals
Your task is to develop practicebelow. Use "man," "woman," and
MAXIMUM ASSISTANCE
Some singular nounsdon't add an "s" tobecome plural.
For example:
man is singularmen is plural
Which of these is plural?
women woman
The word below is thewrong plural for "woman."
Change two letters andmake it a correct plural.
womans
Here are two men.(Picture of two men)
What is in this picture?(Picture of two women)
ly with discriminating between and generaliz-. Associations are not dealt with.
items for the cells left blank in the form"child" in your examples.
INTERMEDIATE ASSISTANCE
Remembers the di66enent/Late 4ok mahing ptuitaX4out o4 some nouns.
Which o4 these isptukaZ?
eitUd chitdnen
The woad be a° us anincokkect ptutat becauseit uses an "6" ending.
Change it to a connectptuAat.
chitds
Remember the new wall tomake ptunats. (pictureo6 4 bola and 3 gi..A.E4)
There ate 7 "what" inthis picture?
I -7
NO ASSISTANCE
Which o4 these ispelt/tat?
man mans
men mens
/6 the word below is anincokkect ptukat, changea and make it a connectpeunat.
/6 Lt's O.K., leave itatone.
man
(Given a pictune o6 twochitdnen, thnee men, andhowl. women)
Tett me what uou bee inthe picture.
DO NEXT PROBLEM
I-
0
00
EXERCISE 1D
Based on the assumption that students can discriminate between singular andplural nouns, the practice items below deal only with associations.
Your task is to develop practice items for the cells left blank in the formbelow.
MAXIMUM ASSISTANCE INTERMEDIATE ASSISTANCE
You use "has" withsingular nouns; you use"have" with plural nouns.
For example:
The girl has a dog.
The girls have their owndogs.
Which is correct?
The man have a friend.
The man has a friend.
The wrong form of theverb has been used inthe two examples below.
The man have a hat.
The boys has a vacation.
(Given a picture of aboy with three dogs)
Remember the rule aboutwhether to use "has" or"have."
Complete this sentence.
The boy three dons.
NO ASSISTANCE
I 8 SEE ANSWERS
5
=00cC
ANSWERSEXERCISE 1D
Based on the assumption that students can discriminate between singular andplural nouns, the practice items below deal only with associations.
Your task is to develop practicebelow.
MAXIMUM ASSISTANCE
You use "has" withsingular nouns; you use"have" with plural nouns.
For example:
The girl has a dog.
The girls have their owndogs.
Which is correct?
The man have a friend.
The man has a friend.
The wrong form of theverb has been used inthe two examples below.
The man have a hat.
The boys has a vacation.
(Given a picture of aboy with three dogs)
Remember the rule aboutwhether to use "has" or"have."
Complete this sentence.
The boy three dogs.
items for the cells left blank
INTERMEDIATE ASSISTANCE
We sari:
The tnee has leaved onit.
Which o these isconnect?
The honses has hooves.
The honses have hooves.
Rememben singutan andpeunat nouns use aditietent tionm o6 the.verb "to have."
This is a waong use.Change it.
The cats has enoughmilk.
(Given a picture oA acowboy with , three
hand es )
Make up a whole sentenceand tea me: What doesthis cowboa have?
1 - 9
in the form
NO ASSISTANCE
Which o 6 these isconnect?
The boa have a watch.
The boa has a watch.
Edit the sentence belowit needs it.
The men has two cans toclean.
(Given a picture oA awoman with two babies)
Complete this sentence-
The woman two babies.
DO NEXT PROBLEM
U00
EXERCISE lE
Fill in all the cells below for "discriminations and generalizations"regarding singulars and plurals of the words "dress," "dish," "stitch,""lunch," "glass," or any word ending in "x," "ch," or "s" which forms itsplural by adding "es."
MAXIMUM ASSISTANCE INTERMEDIATE ASSISTANCE NO ASSISTANCE
1-10 SEE ANSWERS
0w
Ua0
ANSWERSEXERCISE AE
Fill in all the cells below for "discriminations and generalizations"regarding singulars and plurals of the words "dress," "dish," "stitch,""lunch," "glass," or any word ending in "x," "ch," or "s" which forms itsplural by adding "es."
MAXIMUM ASSISTANCE
Most words ending in"x" "ch," "sh," on "4"Aonp the it ptunats byadding "es" to thesingutan.
Fon example:
dish dishes
Which is ptunat?
stitch stitches
Most wond2s ending inIf rt nch a 11,5h a 11411
foam iPbtegue.an ptunatis.
TIiLb is a wnong ptuAat.Connect it.
dishs
Two types of innegutatpZunat endings ate "Les"and "es."
What is the ptunme oA"sex"?
INTERMEDIATE ASSISTANCE
Some words don't addjust an "s" to thesingutan in onden tomake it ptunat.
Which is ptutat?
eurivtes tunchs
This is a wtona p.e.unae.Connect it.
stitch's
The wend betow takes aninnegutan endii on itzptunat Aoltm.
What the ptunat of"sketch"?
NO ASSISTANCE
Which the peunct?
foxes fox
IA the wond betow ispZurtat, teave it atone;.LA/ not, make it ptunat.
dne.36
What Lb the. pfunat of"box"?
FOLD BACK PAGE I-1
END OP EXERCISE
After readingHandbook forsub-STEP(S) 1.1.1-1.2.1
DOEXERCISE 2
This exercise is designed to give you practice in doing two things:
(I) Developing diagrams to be used in providing cuing to students while
doing practice problems; and
(2) Developing practice items to go with diagrams.
FOLD OUT THIS PAGE
/ 1-13
Exercises 2A-2B are both based on the following task analysis diagrams:
b. TASK ANALYSIS
Seeing differencesbetween unique objectsor between classes of
objects
Seeing differencesbetween unique words
or between classes ofwords
Seeing differencesbetween unique INPUTSor classes of INPUTS
Seeing similaritiesamong objectswithin a class
Seeing similaritiesamong words withina class of words
Seeing similaritiesamong members belonging
to an INPUT class
Associating an ACTIONwith a unique objector with a class of
objects
Associating an ACTIONwith a unique word
or with a class of words
Associating an ACTIONwith a unique INPUTor a class of INPUTS
Labels type oflearning involved
Labels type oflearning involved
Labels type oflearning involved
Identification of aDISCRIMINATION
Identification of aGENERALIZATION
1
Identification of a-----4r ASSOCIATION
L
1-14
CONCEPTS
Examples
De !motion
DEFININGPROPERTIES
POSSIBLEVARIATIONS
EXERCISE 2A
Your task is to fill in all the empty cells in this diagram. The diagramis intended to help the student to be able to identify examples of each ofthe concepts listed in the three columns. Develop your own examples.
DISCRIMINATIONS
Seeing the differencebetween:
e.g., identical twins
e.g., fingerprints
e.g., triangles, squares,oblongs, etc.
e.g., examples of fiscalor monetary policy
VS
The ability to perceivethe difference among:
--Unique INPUTS
-Classes of INPUTS
Perception
INPUTS can be:
--Physical (involvingdistance, height,weight, time, causalrelations, etc.)
Conceptual (verbal/symbolic)
Seeing the differencebetween:
e.g., "up" and "down"
e.g., the "hour" hand andthe "minute" hand
e.g., "finite" and"infinite" numbers
GENERALIZATIONS
vs
I-14a,
ASSOCIATIONS
SEE ANSWERS
CONCEPTS
Examples
Del nit ton
NW.
DEFININGPROPERTIES
VARIATIONS
ANSWERSEXERCISE 2A
Your task is to fill in all the empty cells in this diagram. The diagramis intended to help the student to be able to identify examples of each ofthe concepts listed in the three columns. Develop your own examples.
DISCRIMINATIONS
Seeing the differencebetween:
e.g., identical twins
e.g., fingerprints
e.g., triangles, squares,oblongs, etc.
e.g., examples of fiscalor monetary policy
The ability to perceivethe difference among:
--Unique INPUTS
Classes of INPUTS
Perception
INPUTS can be:
--Physical (involvingdistance, height,weight, time, causalrelations, etc.)
--Conceptual (verbal/symbolic)
Seeing the differencebetween:
e.g., "up" and "down"
e.g., the "hour" hand andthe "minute" ~and
e.g., "finite" and"infinite- numbers
VS
GENERALIZATIONS
Seeing the simiZanituamong:
--Reds
- -Tniangtes (withdi4lienent angtes Ottsize)
--Ctass I .Leven
The abitity to penceivethe simitaALtu among:
- -Membens betonging tothe same cZass oKINPUTS
Mos membens mau havesupettiiciat physicatsimitanity Oh non-visibee Kunctionaesimitanity on aconceptuat
Seeing the simiZaitituamong:
e.g., ptunats with "s,"Hes," "-Les," onchanged intennatvowees
e.g., examples oKRomantic music
e.g., exanptes "books"
VS
1-15
ASSOCIATIONS
Attaching the tightZaba to objects, peopte,events, on ideas:
cattina buthe in night name
e.g., commas, semicaons,etc.
Doing -the niaht thingKot a given signat
The abititu to pnoducethin. connect ACTIO!! tiort:
- -A unique INPUT
--A class o4 INPUTS
INPUT/ACTION associationscan be mixtunes oKphwicaZ and conceptuatINPUTS and ACTIONS:
--Physicat INPUT/conceptual ACTION
--Conceptuat INPUT/conceptuat ACTION
- -Phusicat INPUT/phasicae ACTION
--Conceptuae INPUT/rhusicat ACTION
Attaching the nightACTION to INPUTS
e.g., catting any examptea book a "book"
using a comma Onanti exampZe oK anon-nestnictiveceause
e.g., appQuing Ohm's La+,to anu pnobtemteouining it
e.g.,
DO NEXT PROBLEM
2.
3.
4.
5.
6.
7.
8.
9.
.10.
EXERCISE 2B
Based on the diagram on answer page 1-15, your task is to develop sevenproblems giving your students practice in identifying examples ofdiscriminations, generalizations, and associations. Invent your ownexamples.
Three examples are provided. DiStribute your examples approximatelyevenly over the three types of learning.
Discrimina- Generaliza-Develop practice items similar to these sample ones.tions tions Associations
Telling the difference between examples of"finite" numbers and of "infinite" numbers. X
Seeing the similarity between varied examplesof "finite" numbers. X
Calling an example of a "finite" number"a finite number" and an example of aninfinite number "an infinite number." X
1-16 SEE ANSWERS
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE zB
Based on the diagram on answer page 1-15, your task is to develop sevenproblems giving your students practice in identifying examples ofdiscriminations, generalizations, and associations. Invent your ownexamples.
Three examples are provided. Distribute your examples approximatelyevenly over the three types of learning.
Discrimina- Generaliza-Develop practice items similar to th,!sg. sample ones.tions Lions Associations
Telling the difference between examples of"finite" numbers and of "infinite" numbers. X
Seeing the similarity between varied examplesof "finite" numbers. X
Calling an example of a "finite" number"a finite number" and an example of aninfinite number "an infinite number." X
Feetino the diA6enence between "Zinen" and"Zace.T1 X
itg the di44cAence beween mazie pZaaedwith conzistent thuthm and that toeayed wi.thnagged nhathm. X
Seeing the AimiZanita (on "kedness") amongshades oli /Led. X
Seeing the zimitalata among van-Led (and4seeminciZa di4Acnent) Ctouse 11 Zeve4s. X
Seeing the oimitanita among vatied cfailAnoomsituatAlons (aZZ of; which cage {ton ignokinobehavion) X
Cat-Una an exampte oi an "in6inite numbeebu that term and an exampZe oK a "6inite
Xnumbee bit that tenm.
Responding wi.th ne,i.nfionceinent (taking anACTION) On dezinaW bchavion.and withhad-inn nej_n4ocement On undezinabZe behavion. X
1-17 FOLD BACK PAGE 1-13 END OF EXERCISE
After readingHandbook forsub-STEP(S) 1.1.1-1.2.1
DOEXERCISE 3
This exercise is designed to give you practice in developing a diagram
to teach concepts and to develop problems to go with the diagram.
On the next two pages are blank forms which you will use to teach your
students how to identify (and label) nouns and verbs. FILL IN BOTH PAGES.
If necessary, consult an English book as you would ordinarily do for
subject matter with ,tlich you were not completely familiar.
-Assume a target audience of elementary grade students.
TURN TO NEXT PAGE FOR PROBLEMS
///1-19
CONCEPTS
Examples
Definition
DEFININGPROPERTIES
POSSIBLEVARIATIONS
OTHEREXAMPLES
NOUNS
tr.
I-20
VS
VERBS
SEE ANSWERS
2.
3.
4.
6.
7.
8.
9.
10.
s the underlined word in the sentence a noun or verb? NOUN VERB
I-21 SEE ANSWERS
CONCEPTS
Examples
DefInition
DEFININGPROPERTIES
POSSIBLEVARIATIONS
OTHEREXAMPLES
ANSWERS
NOUNS
dog
boa
Chattes
hones-tit
house
The. name OA:
objects
pcopte
events
.ideas
-Can be the subject o6 a sentenceand comes be4one the yen!):
--The man hit the punching bag.
The tat boa node hi4 bike.
-Can be the object o4 a vent) andcome a4ten the vent):
--The man hit the punching bag.
The tat boa node hi4 bike.
The truth L hat(' to betieve.
Bobbit went back eattrt.
Thep catted to the dog.
She tatked 'about the poem.
1-22
VS
VERBS
walk'
tativo
muttipties
sings
wrote
Ze4t
has
witk have
wilt be
ha' waked
-Word' -that 'how what the subjecto4 a sentence is doing
-Wand's that tett 6omething aboutthe subject a sentence
-Can be in any tense (ptesent, rast,4utute)
-Can be newt -the beginning on neatthe end o4 a sentence on in themiddte
The truth -Lb hand to be.&eve.
Bobby went back eanZa.
They caLeed to the dog.
She tathed about the poem.
2.
3.
14.
5.
6.
7.
8.
9.
10.
AN3WERS
Is the underlined word a noun or verb? NOUN VERB
He piled ha books high. X
Taking are the time RUZ it paobeem. X
He coatdn't nd ana to hetp h.i.m pack. X
The buitding burned to the 9aound. X
The doctor did a complete examination. X
The hot 4e ran cuoau. X
The wind bZely at oltty mite4 an howt. X
He toed the man to come in the hou4e. X
He wa4 tet: att dap. X
The taifoa aepaiaed the 4cit. X
1-23 END OF EXERCISE
After readingHandbook forsub-STEP(S)
DOEXERCISE1.1.1-1.2.1 4
Exercises 4A-4E are designed to give you practice in using various
techniques to control the leanness of an instructional sequence.
FOLD OUT THIS PAGE
/J1-25
Figure
IFigure II
1.00
......,..
....
..
1A
BC
ACT IOU
OUTPUT
N. I
i...e.
nla
____.
I,n1---
DE
FMj
GII
I
_____
Mj i--
,M
M
I,n
The variables which you can manipulate to control the leanness of the above instructional sequence
include:
"The number of practice items
The number of examples used
The number of repetition items
"The number of review items
"The amount of assistance provided by cues
The speed of fading out of cues
How much is practiced at the same time
EXERCISE 4A
Your task in this exercise is to put an X through the example which represents a leaner instructional sequence.
Leanness Affected By:
2.
3.
4.
5.
Number of practice items
Number of practice items
Number of examples
Number of examples
Number of examples
Figure
I
There is one practice item
representing INPUT cells:
la.i, la.ii, lb.i, and lb.ii
Figure
I
There are 5 practice items
representing TRANSFER cells
la.n and lb.n
Figure
I
There are 9 practice items,
each with a different
example of either INPUT
class la or lb
Figure II
There is one of each type
of practice itemTN:r
Figure II
There are the following
numbers of items:
A-E -
1item each
F-H - 2 items each
I- 4 items
Figure
I
There is one practice item
representing INPUT cells:
la.i, la.ii, and lb.ii
Figure
I
There are 8 practice items
representing TRANSFER cells
la.n and lb.n
Figure
I
There are 12 practice items,
each with a different
example of either INPUT
class la or lb
Figure II
There is one of each of the
following types of practice
items:
A, B, C, D, E, F,
G, H,
I
Figure II
There is one of each type
of practice item A-I
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 4A
Your task in this exercise is to put an X through the example which represents a leaner instructional sequence.
Leanness Affected By:
2.
3.
5.
Number of practice items
Number of practice items
Number of examples
Number of examples
Number of examples
Figure
I
There is one practice item
representing INPUT cells
la.i, la.ii, lb.i, and lb.ii
Figure
I
There ar-
pract
items
representing
4SFER cells
la.n and
.n
Figure
I
There are
prac
e items,
each with a 0. erent
example
either
PUT
clas
a or lb
Figure II
There is one of each type
of practice item A-I
Figure II
There are the following
number of items:
A-E
1item each
F-H
2 items each
I4 items
Figure
I
There
ine prac
e item
representin
T cells
la.i, la.
,an.
b.ii
Figure
I
There are 8 practice items
representing TRANSFER cells
la.n and lh.n
Figure
I
There are 12 practice items,
each with a different
example of either INPUT
class la or lb
There
following t
items:
6, H
DO
NE
XT
PR
OB
LEM
EXERCISE 4B
Your task in this exercise is to put an X through the example which represents a leaner instructional sequence.
Leanness Affected By:
2.
3. 14
.
5.
Number of repetition items
Number of repetition items
Number of examples
Number of review items
Number of review items
Figure
I
INPUT la.ii appears in three
practice items
Figure
I
Each INPUT to be recalled
has 2 practice items devoted
to it
Figure
I
INPUT class la is
represented by practice
items with 2 transfer
examples, lb by 3 transfer
examples
Figure
I
INPUTS la.i, lb.i,
and 3 TRANSFER INPUTS are
reviewed in one practice
item (each) Finure
I
Three review practice items
appear at three different
times in an instructional
sequence
Figure
I
INPUT la.ii appears in two
practice items
Figure
I
Some INPUTS to be recalled
have 2 practice items and
some 3 practice items
devoted to them
Figure
I
INPUT class la is
represented by practice
items with 4 transfer
examples, lb by 6 transfer
examples
Figure
I
All recall INPUTS and five
transfer INPUTS are
reviewed in one practice
item (each) Figure
I
Three review practice items
appear at two different
times in an instructional
sequence
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 4B
Your task in this exercise is to put an X through the example which represents a leaner instructional sequence.
Leanness Affected By:
2. 3. 4. 5.
Number of repetition items
Number of repetition items
Number of examples
Number of review items
Number of review items
Figure
I
INPUT la.ii appears in three
practice items
Figure
I
Each IN'
to be
called
has 2 practi
terns devoted
to it
Figure
1
INPUT cl
la
i
represented
items wi
tra
exam'
s;
lb by 3 tr
mples
Figure
INPUTS
1and 3 IRAN
reviewed
;tem
PUTS are
on
actice
Figure
I
Three review practice items
appear at three different
times in an instructional
sequence
Figure
I
Some INPUTS to be recalled
have 2 practice items and
some 3 practice items
devoted to them
Figure
1
INPUT class la is
represented by practice
items with 4 transfer
examples, lb by 6 transfer
examples
Figure
1
All recall INPUTS and five
transfer INPUTS are
reviewed in one practice
item (each)
Items
ferent
uctional
DO
NE
XT
PR
OB
LEM
EXERCISE 4C
Your task in this exercise is to make a change in an instructional sequence making it leaner.
2.
3.
4.
5.
Leanness Affected By:
Number of repetition items
Number of examples
Number of review items
Number of examples
Number of practice items
INSTRUCTIONAL SEQUENCE NOW
Figure
I
There are two practice items
for each of the following
INPUTS:
Ia.i, Ia.ii, lb.i,
and lb.ii
Figure
I
There are practice items
containing transfer examples:
3 for INPUT class la and 4
for INPUT class lb
Figure
I
Each recall example and each
transfer example used is
reviewed on two separate
occasions
i
Figure
I
The INPUT classes are
represented by a series of
20 practice items, each
containing a different
example
Figure II
Eozh type of practice item
(A-I) is represented by
three practice items
Your Change
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 4C
Your task in this exercise
is to make a change in an
instructional sequence making it
leaner.
1
2. 3 4. 5.
Leanness Affected By:'
Number of repetition items
Number of examples
Number of review items
Number of examples
Number of practice items
INSTRUCTIONAL SEQUENCE NOW
Figure
1
There are two practice items
for each of the following
INPUTS:
la.i, la.ii, lb.i,
and lb.ii
Figure
I
There are practice items
containing transfer examples:
3 for INPUT class la and 4
for INPUT class lb
Figure
I
Each recall example and each
transfer example used is
reviewed on two separate
occasions
Figure
I
The INPUT classes are
represented by a series of
20 practice items, each
containing a different
example
Figure II
Each type of practice item
(A-I) is represented by
three practice items
Your Change
A reduction of lust one
tepetition 4ot one INPUT
will make it teanet
A iteducti.on oA lust one
exam
ple
°A e
ithei
lpo
uretas/ witt make it teanet
A teduction of
anevieu
item bolt Plat one tecatt on
juAt one tnanAkh example
witt make it teanut
Nineteen pitac,t.ice
item
woutd make it teanct
A teduction 0
just one
item <an caul o6
tripe
nufff ,nape i,t teanet
DO
NE
XT
PR
OB
LEM
EXERCISE 4D
Your task in this exercise is to put an X through the example which represents a leaner instructional sequence.
Leanness Affected By:
2.
3.
4.
Amount of assistance
provided
Amount of assistance
provided
Speed of fading
Speed of fading
Speed of fading
Figure II
Practice item is of type:
B
Figure II
Practice item is of tyne:
Figure II
Instructional sequence
proceeds from Cell A
directly to Cell E Tomitting
B, C, and D)
Figure II
Instructional sequence uses
all types of Cells
A-1
Figure II
Instructional sequence uses
3 type G practice items
before proceeding to the
H type
Figure II
Practice item is of type:
C
Figure II
Practice item is of type:
F
Figure II
Instructional sequence
proceeds from Cell A
directly to Cell D Twitting
B and C)
Figure II
Instructional sequence uses
Cells A, B, C, G, H,
I
Figure
II
Instructional sequence uses
1tyne G practice item
before proceeding to the
H type
SE
E A
NS
WE
RS
Your task in this exercise is to put an X through the example which represents a leaner instructional sequence.
Leanness Affected By:
2. 3 14.
5.
Amount of assistance
provided
Amount of assistance
provided
Speed of fading
Speed of fading
Speed of fading
Figure II
Practice item is of type:
B
Figure II
Practice item is of type:
D
Figure II
Instructional sequence uses
all types of Cells A-I
Figure II
Instructional sequence uses
3 typeG practice items
before proceeding to the
H type
Figure II
Practice
tem is
type:
Figure II
Practice
em is
type:
Figure II
Instructional sequence
proceeds from Cell A
directly to Cell D Tomitting
B and C)
Instruc
1type G pr
befor- pr
H typ
Figure II
nal seq
ce uses
e item
to the
DO
NE
XT
PR
OB
LEM
EXERCISE 4E
Your task in this exercise is to make a change in an instructional sequence
making it leaner.
2. 3. 4.
Leanness Affected By:
Amount of assistance
Amount of assistance
Speed of fading
Speed of fading
Speed of fading
INSTRUCTIONAL SEQUENCE NOW
Figure II
Type G item used
The student is allowed to
refer to a diagram as he
works on practice items
containing examples from the
diagram
Figure II
The sequence goes thus:
A, B, C, E Figure II
The sequence uses all cells
but has two each of B, E,
and H before going to C, F,
and I
The student uses a diagram
as he works on twenty
practice items; then,
without it on twenty
Your Change
AN
SW
ER
SEXERCISE 4E
Your task in this exercise is to
make a change in an instructional sequence
making it
leaner.
2. 3. 5.
Leanness Affected By
Amount of assistance
Amount of assistance
Speed of fading
Speed of fading
Speed of fading
INSTRUCTIONAL SEQUENCE NOW
Figure II
Type G item used
The studeAt is allowed to
refer to a diagram as he
works on practice items
containing examples from the
diagram
Figure II
The sequence goes thus:
A, B, C, E Figure II
The sequence uses all cells
but has two each of B, E,
and H before going to C, F,
and
The student uses a diagram
as he works on twenty
practice items; then,
without it on twenty
FOLD BACK PAGE 1-25
Your Change
A .tope H on tape I item
woutd make it team_
Withdtao the diagram;
kequiAe pkactLce without it;
OR
Have him wonk on examptes
not in the diaglumn
mrr
oaw
ag.:1
4
Leanek sequences posAibte:
-A, B, C, F (on tatek
tettek)
-A, 6,
E
-A,
Use oni one each oA B, E,
and H beOrigoing to C, F,
and I
Viapam a withdtawn when
student completes .Eess than
the Kitst tventu items
END OF EXERCISE
f`-Her readingHandbook forsub-STEP(S)
DOEXERCISE1.2.2 5
This exercise is designed to give you practice in designing an instruc-
tional sequence that is lean by virtue of how much is practiced at the
same time.
TURN TO NEXT PAGE FOR PROBLEMS
a. -3 1./ I 3 7
EXERCISE 5A
Your task in this exercise is to put an X through the example which represents a leaner instructional sequence.
Leanness Affected By:
1 2. 3.
4.
5.
Shaping:
Size of jump
Shaping:
Number of practice
items
Backward chaining:
Size of
group
Backward chaining:
Number
of practice items
Size of group and number of
practice items
Criterion behavior contains
17 Sub-STEPS:
First four
Sub-STEPS are practiced
together
Criterion behavior contains
17 Sub-STEPS:
There are
five practice items for the
first four Sub-STEPS
(practiced together)
Criterion behavior contains
17 Sub-STEPS:
The last two
Sub-STEPS are practiced
together
Criterion behavior contains
17 Sub-STEPS:
There are
fifteen practice items for
the last three Sub-STEPS
(practiced together)
Criterion behavior contains
17 Sub-STEPS:
The first
three Sub-STEPS (practiced
together); twenty-two
practice items
Criterion behavior contains
17 Sub-STEPS:
First two
Sub-STEPS are practiced
together
Criterion behavior contains
17 Sub-STEPS:
There are
eight practice items for the
first four Sub-STEPS
(practiced together)
Criterion behavior contains
17 Sub-STEPS:
The last
three Sub-STEPS are
practiced together
Criterion behavior contains
17 Sub-STEPS:
There are
ten practice items for the
last three Sub-STEPS
(practiced together)
Criterion behavior contains
17 Sub-STEPS:
1st Sub-STEP - 3 items
2nd Sub-STEP
4 items
3rd Sub-STEP
5 items
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 5A
Your task in this exercise
is to put an X through theexample which represents a leaner
instructional segucnce.
Leanness Affected B
:
1.
Shaping:
Size of jump
2. 3. M. 5.
Shaping:
Number of practice
items
Backward chaining:
Size of
group
Backward chaining:
Number
of practice items
Size of group and number of
practice items
Cri
17 Sub-
five practi
first four
(practl
together
ion behavior cont
PS:
Ther
re
s for the
PS
Criterion behavior contains
17 Sub-STEPS:
The last two
Sub-STEPS are practiced
together
Criterion behavior contains
17 Sub-STEPS:
There are
fifteen practice items for
the last three Sub-STEPS
(practiced together)
Criterion behavior contains
17 Sub-STEPS:
The first
three Sub-STEPS (practiced
together); twenty-two
practice items
Criterion behavior contains
17 Sub-STEPS:
first two
Sub-STEPS are practiced
together
Criterion behavior contains
17 Sub-STEPS:
There are
eight practice items for the
first four Sub-STEPS
(practiced together)
Cr 17 Sub
ten practic
last three
(practi
together
non behavior con
ns
EPS:
Ther
are
s for the
PS
DO
NE
XT
PR
OB
LEM
EXERCISE 5B
Your task in this exercise is to suggest a way to make it easier for the learner to practice parts of the
criterion behavior and still keep the exercise relatively lean.
Put an X through the better of the two approaches suggested for each situation.
1 2.
3.
4.
5.
Students Cannot Handle
This Present Arrangement
Sub-Criterion behaviors Ps
1, 2, and 3; 4 and 5
Sub-Criterion behaviors Ps
1and 2 separately
Sub-Criterion behavior #3
in its entirety
Sub-Criterion behaviors Ps
7 and 8 together
Sub-Criterion behaviors Ps
15, 14, and 13 together
(backward chaining)
YOUR RECOMMENDED CHANGE
Approach A
Approach B
Break up I, 2, and 3 into
1and 2, and 3
Break #1 up into all
its
separate sub-components
Keep #3 in its entirety but
add assistance
Sub-Criterion behavior g7
in its entirety, and #8 in
its entirety
Break up into #15 alone,
then #14 alone, then g13
alone
Keep 1, 2, and 3, but add
assistance (cuing)
Break #1 up into groupings
of at least two sub-
components
Break #3 up into grouped
sub-components
Break #7 up into its sub-
components (grouped)
Break up into #15 and #14
together; then, g13
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 5B
Your task in this exercise is to suggest a way to make it easier for the learner to practice parts of the
criterion behavior and still keep the exercise relatively lean.
Put an X through the better of the two approaches suggested for each sit-ation.
Students Cannot Handle
Thi
P esent Arran ement
1.
Sub-Criterion behaviors if's
1, 2, and 3; 4 and 5
2.
3.
4. 5.
Sub-Criterion behaviors ifs
1and 2 separately
Sub-Criterion behavior #3
in its entirety
Sub-Criterion behaviors if's
7 and 8 together
Sub-Criterion behaviors if's
15, 14, and 13 together
(backward chaining)
YOUR RECOMMENDED CHANGE
Aroach A
A proach B
Break up 1, 2, and 3 into
1and 2, and 3
Break Ill
up into all
its
separate sub-components
#3 in its entirety
stance
Break up into #15 alone,
then #14 alone, then 1413
alone
Br
of at
components
#1 up into groupi
st two sub-
Break #3 up into grouped
sub-components
Break #7 up into its sub-
components (grouped)
DO
NE
XT
PR
OB
LEM
EXERCISE 5C
Your task in this exercise is to make a change
in planned sequences in order to make it easier for
the learner,
yet keeping it as lean as possible.
2. 3.
4. 5.
' INSTRUCTION NOW
Two Sub-STEPS are practiced
together in their entirety
One Sub-STEP is practiced
in its entirety
One Sub-STEP (or one Sub-
Criterion behavior) is
practiced in groupings of
sub-components
Four Sub-Criterion behaviors
(or four Sub-STEPS) are
treated together
Each sub-component in a
Sub-STEP is treated
separately
A Somewhat More Drastic Effect
A MINIMAL Change in Leanness
on Leanness
SE
E A
NS
WE
RS
Your task in this exercise is to make
yet keepina it as lean ac noccihi0
2.
3.
4. 5.
INSTRUCTION NOW
a change
Two Sub-STEPS are practiced
together in their entirety
One Sub-STEP is practiced
in its entirety
One Sub-STEP (or one Sub-
Criterion behavior) is
practiced in groupings of
sub-components
Four Sub-Criterion behaviors
(or four Sub-STEPS) are
treated together
Each sub-component in a
Sub-STEP is treated
separately
AN
SW
ER
SEXERCISE 5C
in planned sequences in order to make it easier for the learner,
A Somewhat More Drastic Effect
on Leanness
A MINIMAL Change in Leanness
Assatance (cuing) a added,
and the two Sub-STEPS aloe
6til
epracticed togethek
Assistance a added (with
the Sub-STEP stale practiced
in its entiletul
Assatance L added, and
practice o4 groupings o4
Sub-component-4 ih ketmined
Treated the same wag but
with added cuing on
assistance
Treat the same waif but add
-feast amount c'( azsZstance
neceAs
CU
M
Sptitting up the practice
so that each Sub-STEP L6
pkacticed sepakateta
The Sub-STEP ih
hptit
up
into its components, and
theu are practiced in
groupings
Each sub-component
treated sepaftatettf
Tit/tee o4 the Sub-aiteltion
behavioks ate treated
togetheit; the 4owith is
treated bu itsetA and in
entineta
Treat the same waq but add
stkongek assistance
Or
{jade Later
END OF EXERCISE
NOW DO FINAL EXERCISE
#2
WHICH APPEARS IN THEFINAL EXERCISES VOLUME
FOLD BACK THE BLUE PAGE
_T-1-0/ // 1-45
FOLD OUT THIS PAGE AND
FOLLOW THE "G" SCHEDULE INSIDE
2.
3.
4.
5.
6.
7.
8.
9.
10.
EXERCISES FOR TASK G
After ReadingHANDBOOK Sections
OnHANDBOOKPanes
G.1.1 I - 13
G.1.2 15 29
G.I.3 31 49
G.1.4 51 61
G.2.1 65 121
G.2.2 122 155
G.2.3 - G.3.2 157 201
G.3.3 - G.3.4 203 227
G.4.1 G.4.2 229 267
DoWORKBOOKExercises
OnWORKBOOKPa.es
I GI - G3
2 G5 - G7
3 G9 - G11
G13 G15
5A - 5N G17 - G45
6A - 6G G47 - G75
7A - 7C G77 G83
8A - 8C G85 - G91
9A - 9E G95 - G105
Type of Practice
Organizing collection cFORMS
Completing FORM G.1(1)
Completing Section IAof FORM G.1(2)
Completing Section 1Bof FORM G.1(2)
Developing preparatorypractice progressions
Developing preparatorypractice progressions fiselected learning probli
Designing feedback
Designing the deliverof reinforcement
identifying mediarequirements
cslHEN YOU HAVE COZ,ITLETED ALL TIE EXERCISES IN THIS SECTION 01- _ dE WORKBOOK,PROCEED TO FINAL EXERCISE 1/3 IN TIE FINAL EXERCISES VOLUME.
G-i
After readingHandbook forsub-STEP(S)
DOEXERCISEG.1 .1 1
This exercise is designed to give you practice identifying the number of
forms you would have to collect and organize for a criterion behavior.
TURN TO NEXT PAGE FOR PROBLEMS
G-I
EXERCISE 1
On the left is a description of a criterion behavior and the sub-STEPSassociated with it. On the right is a list of FORMS you will have completedfor the criterion behavior by the time you get to TASK "G."
In the blanks indicate how many separate forms you would have gatheredtogether for each type of analysis listed.
Criterion Behavior:
Given an engine with a fouling spark plug,the student will locate the misfiringspark plug using a vacuum gauge.
Sub-STEPS:
1. Connect vacuum gauge to intake manifold.
2. Start engine and run at idle rpm.
3. Disconnect one plug cable withinsulated pliers.
4. Repeat Step 4 on each plug wire. If
gauge rearing does not change, plugis not firing.
5. Remove gauge and adaptor. Put themaway.
G-2
FORMS
Task analysis
Criterion objective
Criterion tests
Simulation plan
Preparatory objective
learning analysis
Mode analysis
Competency analysis
Task description
Audience analysis
SEE ANSWERS
ANSWERSEXERCISE I
On the left is a description of a criterion behavior and the sub-STEPSassociated with it. On the right is a list of FORMS you will have completedfor the criterion behavior by the time you get to TASK "G."
In the blanks indicate how many separate forms you would have gatheredtogether for each type of analysis listed.
Criterion Behavior:
Given an engine with a fouling spark plug,the student will locate the misfiringspark plug using a vacuum gauge.
Sub-STEPS:
I. Connect vacuum gauge in intake manifold.
2. Start engine and run at idle rpm.
3. Disconnect one plug cable withinsulated pliers.
4. Repeat Step 4 on each plug wire. If
gauge reading does not change, plugis not firing.
5. Remove gauge and adaptor. Put themaway.
G-3
FORMS
Task analysis 5
Criterion objective 1
Criterion tests 1
Simulation plan 1
Preparatory objective 5
Learning analysis 5
Mode analysis 5
Competency analysis 5
Task description 5
Audience analysis 0
END OF EXERCISE
After readingHandbook forsub-STEP(S) G.1.2
DOEXERCISE 2
This exercise is designed to give you practice in completing FORM G.1(1)
summarizing the learning analysis and competency analysis for each
sub-STEP within a criterion behavior.
On page G-6 are the results of learning and competency analyses
for four sub-STEPS which constitute a criterion behavior. Carry
out the following procedures using the FORM G.1(1) appearing
on page G-6a.
1. In the top half of FORM G.1(1), in the numbered
column corresponding to the number of each sub-
STEP, record an X if that sub-STEP has been
identified on page G-6 as having learning
problems rated hi or med.
2. In the bottom half of FORM G.1(1) record an X
in each column identifying recall/transfer
requirements for each sub-STEP.
3. After completing a column for each sub-STEP,
compute the percentage of cells in a row having
an X entry.
FOLD OUT THIS PAGE
G-J-1/45
Sub-
STE
P1
....n
.K.
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-5E
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EX
ER
CIS
E
After readingHandbook forsub - STEPS)
DOEXERCISEG.1.3 3
This exercise is designed to give you practice using Section IA of
FORM G.1(2) to: Characterize Criterion Practice Requirements.
Page G-10 contains three problems. Your task is to fill out Section IA
on page G-10a for each problem.
. Base your endorsements on the descriptions provided:
--Circle squares for those conditions which apply to the
description
--Do nothing for those conditions which do not apply to the
description.
For practice purposes sane descriptions are deliberately Zeft incomplete.
FOLD OUT THIS PAGE
/G-9
Example #1: Diagnosing Engine Condition
-No simulation
Use of vacuum hose, faulty engine, and specifications
-Performance in one direction
Recall on a delayed basis is involved
-Production mode involved
Learning problem is caused by length of the chain
-There is partial proficiency
Example #2: Identifying Foods
-Drawings of examples of food will be shown to children; theywill be required to vocally name the food. Conversely, theywill be given the name of a food and asked to point to it(selecting from those present). All examples will have beenused in learning and delayed recall is required.
-Associating inputs and actions is difficult due to the largenumber of associations the children must retain.
Example #3: Animal Feeding Demonstration
-Actual rats are used
-No assistance is given in the demonstration
-Performance is in one direction and delayed basis is not a concern
-Student has to feed one rat a balanced diet and one an unbalanceddiet for a week and contrast the appearance and behavior of thetwo rats
-During instruction student read abour such demonstrations but didnot carry one out
-Predominant it airing difficulty is discriminations because of thenumber of properties
-No partial proficiency
G-I0
Example #1: Diagnosing Engine ConditionIA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE MODE
simulation
aids availabletwo directions
transf er
delayed basis
I ecogni t ion mode
INPUTSdiscriminationsgeneralizations
& ACTIONSassociationschains
ACTIONSgeneralizations
partial proficiency
INPUTS INPUTS
verbal/symbolic
environmental
audio
non-realistic
transient
ACTIONS
Perceptual
motor
OUTPUTSMI
3 A similarity Idisrl B==
LI / IE No. of properties
EE No. of classes
(or, No. members/class)
INPUTS & ACTIONS
L11:1 existing associations
El IS
INPUTS® E
El iv ivEl 1Ev 1,0
vocal
sub-vocal
1121 length of chain
1.71
Ivii 1
7ACTIONS
CDB integrative strength vat
ix
Example #2: Identifying FoodsIA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE MODE
simulation
aids availabletwo directions
tiansfer
delayed basis
recognition 'nude
I NPUTSdiscriminationsgeneralizations
& ACTIONSassociationschains
ACTIONSgeneralizations
partial prof iciency
INPUTS
similarity (dts-)No. of properties
No. of classesar, No. members/class)
INPUTS & ACTIONS
existing associations
length of chain
ACTIONSintegrativetegrative strenath
INPUTS
verbal/symbolic
environmental
audio
non-realistic
transient
ACTIONS
perceptual
motor
OUTPUTSMI
3 A
==
LLeLf
LI [E ii ii
INPUTSC m tit
EirlaI-61
L3 v v
0ErlFri
vocal
sub-vocal
7
= F viii
ix
Example #3: Animal Feeding DemonstrationIA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE MODE
imulat ion
aids availabletwo directions
transfer
delayed basis
recognition, mode
INPUTSdiscriminationsgeneralizations
& ACTIONSassociationschains
ACTIONSgeneralizations
partial proficiency
INPUTS INPUTS
verbal/symbolic
environmental
audio
non-realistic
transient
ACTIONS
perceptual
motor r7.1
OUTPUTS1.
3 A similarity Id's-) ii i
MNri B No. of properties ii ii
INPUTSNo. of classes(or, No. members/class)
INPUTS & ACTIONS
M existing associations
® 2la ivEl FE
i21 v tE.
vocal
sub-vocal
1© length of chain
I vi I
Ivit I
ACTIONSF integrative strengthI.
G-10a SEE ANSWERS
ANSWERSExample #1: Diagnosing Engine Condition
IA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROM FM SOURCE MODE
sit-nu lat .on
aids availabletwo directions
tr ansfer
delayed basis
I ecoqr, non mode
INPUTSdiscriminationsgeneralizations
& ACTIONSassociations
chains
ACTIONSgeneralizations
llama' proficiency
INPUTS
similarity Idis-)No. of properties
No. of classes
(or. No. members/class)
& ACTIONS
existing associationslength of chain
ACTIONSintegrative strength
INPUTS OUTPUTS
111113 A II verbal/symbolic is
'CD==
(E:1)
MI E CED environmental ii
INPUTSC ill audio 2
nonrealistic ILIINPUTSa r771i...
v transient v
111.1
ACTIONS7
(ED11 perceptual viii vocal
vii motor 1;7 sub-vocal
Example #2: Identifying FoodsIA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE 1 MODE
CI)
(S)
simulation
aids availabletwo directions
transfer
delayed basis
recognition mode
INPUTSdiscriminationsgeneralizations
& ACTIONSassociations
chains
ACTIONSgeneralizations
par tie! proficiency
INPUTS INPUTS
CO)ii
verbal/symbolic
audio
nonrealistic
transient
ACTIONS
perceptual wit
OUTPUTS
(12)A similarity Wis.)
11:21 1.IE No of properties
No. of classesCEED(or, No. members/class)
INPUTS & ACTIONS
ii
INPUTSm El
WICDE
241 vi, 11
4111:10
M*----.
n
vocal
sub-vocal
'..1)
(El)
13 existing associations
CI length of chain
ACTIONSEl13 integrative strength
Ell motor ix
Example #3: Animal. Feeding Demo.,..tionIA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE MODE
simuiation
aids availabletwo directions
transfer
delayed basis
recognition mode
INPUTSdiscriminationsgeneralizations
& ACTIONSassociations
chains
ACTIONSyei,ei al i zat tons
partial proficiency
INPUTS
similarity Wis.)No. of properties
No. of classes
(or, No. members/class)
& ACTIONS
existing associationslength of chain
ACTIONSintegrative strength
INPUTS OUTPUTS
ME A MI verbal/symbolic a==Q:=D
(.:EE
environmental (=1)audio 2El (ED)
INPUTS.M,
C
INPUTS ID non- realistic riv transient
ACTIONS
13ED
ED perceptual viii vocal
IN vii motor ix subvocal
G-11 END OFEXERCISE
FOLD BACK PAGE G-9
Atter reacbotiFieridbuui., Fur
sub-STEP(S)DO
EXERCISEG.1.4 4
This exercise is intended to give you practice in designing criterion
practice and recording it in Section 18 of FORM G.1(2).
FOLD OUT THIS PAGE
G-13
EXERCISE 4
Review the three types of information provided on this and the next page:(1) Section IA of FORM G.1(2), (2) a statement of objectives, and (3) testitem
Then, fill out Section IB of FORM G.1(2) at the bottom of page G-14a.
LESSONI
SPECIFICATION OF OBJECTIVES
VEM
Game nee..
....M.Mwstwuwft.m.apomcIA.
0.mmafteollwoldou...n
41...AWA,PQMowmiMmwoit
Quail° tt ive andqualitative resultingfrom observatioo ofdemonstration (new)
STUDENT WILL RESULTING IN
....pa
.rsoar..en
orVo
pen.....eloeher.vocehee
Formulate a questionabout the data and ahypothesis to answer it
ee. Ic
Iavtl.
A question aboutrelationships amongevents and hypothesisto account for therelationship
Fan., AID
LESSON OBJECTIVE FORM FOR TEST DEVELOPMENT
.SiVEM- INFORMATION YOU PLAN TO GIVE TO STUDENT
,..,.ovv. A four-inch candle is lighted and ;Allowed to bun for one minute.owovvo Then a two-liter bell jar is placed over the candle. The flame
e.weern grows gradually weaker and shorter until after two minutes.nwrurs fourteen seconds. the flame is completely out.,o.ewi
i....^ ac..e...
4.1vo mown...
'STUDENT WILL" WHAT THE STUDENT IS EXPECTED TO 00
C1.0.3......or0 Write a question that is suggested by the data, and write
hypothesis to Answer the question.
"RESULTING IN" AMAttMESTUDENTISEXPFCTEDTOTUAMOUT
.A.0.0,
vs....Awn
(SVVIC answer0 What CAPUSPf the flame to qet shorter and thengo out' The hypothesis is that there was lack of somethingneeded for continued burning that Caused the fume to die out.
6-14
IA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE MODE
sanutaton
aids availabletwo directions
transfer
delayed basis
recogmtion mode
INI-'0 ISdiscriminationsgeneralizations
& ACTIONSassociations
chains
ACTIONSgeneralizations
partial proficiency
:Nru.r.s
CID similarity ldis-)LIE No. of properties
INPUTS
(71,,)OUTPUTS
verbal/symbolic -...:.3
"fin /J ii environmental ii
INPUTSIll. C No. of classes rir audio us
ICED
for, No. members/class)
INPUTS & ACTIONS5 nonrealistic iv
LEla existing associations transient v
113 length of chainACTIONS7
ACTIONSF integrative strength vi perceptual viii vocal
MO Ca) motor (CD sub-vocalI
PLAN INSTRUCTIONAL STRATEGIESB. Design Criterion Practice
GIVEN as INPUT STUDENT WILL take ACTION RESULTING IN OUTPUT
EXAMPLE(S)
properties ofadditionalexamples
SEE ANSWERS
G-1 4a
ANSWERS
IA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE MO uE
simuiahon
aids avaolabitwo directions
uanslei
delayed ba si,
recognit ion (node
EI0
INPUTS
INPUTS
generalizations
& ACTIONSassociationschains
ACTIONSgeneralizations
par hal prohcenCY
INPUTS
0 stmilarty ldis1
1.E No. of properties
INPUTS(D verbal /symbolic
environmental
audio
non.realisuc
transient
ACTIONS
perceptual
motor
OUTPUTS
CDthsc,natonsEl
E3
CID
I I
L
C No. of classes /// E(or, No. members/class)
INPUTS & ACTIONS113 ga WIr-:-- 1
12___, 1
=
2existing associations0 v
111 length of chain
ACTIONSCI integrative strength w wu vocal
MO 1) subocal
IB. Design Criterion Practice
GIVEN as INPUT STUDENT WILL take ACTION RESULTING IN OUTPUT
EXAMPL PISI
properties ofadditionalexamples
OlmenvationaZ data andimstAuction4 to 0/mutatea question about them anda hypothesiz about -;_.t:s
anzwet
(/) Wtite a questAbnabout the obseAvatAlon
(2) °Atte a hypothesistO anhweit the quezti.on
A question and hypothesish.etevant to the data
FOLD BACK PAGE G-13
END OF EXERCISE
G-15
After readingHandbook forsub-STEP(S) G.2.1
DOEXERCISE
Exercises 5A-5N were designed to give you practice in identifying and
developing preparatory practice progressions.
TURN TO NEXT PAGE FOR PROBLEMS
6-YG-17
UNIT SIZE
QUALITY
DURATION
EXERCISE 5A: SHAPING
In the final stage of practice a Little League baseball pitcher is describedbelow.
Your task is to design the first and intermediate stages of practice.
Design three types of "shaping" progressions: (1) variations in unit size,(2) variations in quality, and (3) variations in duration.
First Stage Intermediate Stage Final Stage
Pitches a fast ball,change-up, and a curvewith accuracy (He putsthe ball where he wantsit). Pitches for sixinnings.
4
G-18
SEE ANSWERS
UNIT SIZE
QUALITY
DURATION
ANSWERSEXERCISE 5A: SHAPING
In the final stage of practice a Little League baseball pitcher is describedbelow.
Your task is to design the first and intermediate stages of practice.
Design three types of "shaping" progressions: (1) variations in unit size,(2) variations in quality, and (3) variations in duration.
First Stage Intermediate Stage Final Stage
Pnactice6 ant!, .thewind-up.
Remaining pontion6o6 a pitch akeglEaduatty added.
Pitches a fast ball,change-up, and a curvewith accuracy (He putsthe bail where he wantsit). Pitches for sixinnings.
Sttike zone i4 made GuLduatty makewiden. and tate& accuracy i.s tequiked.(to begin with'. The 4stkike zone 4:b
inckementatty nat-&owed .toward standatdbize.
Pitcheh one inning. Oven time in di ti6ekentgame4 pkacticets pitch-ing OA 2, 3, 4, and 5innino.
G-19
DO NEXT PROBLEM
2.
3.
14.
5-
6.
EXERCISE 5B: REP
Fov each problem below pot an X in the column indicating the type ofpractice reqUired.
Practice Items Recognition Edit Produce
Describe this angle.
c
I would describe this anglelike this: L_XYZ. Describethis angle: ...A x
B
".0How would you describe this angle?BA
LABC LBAC LCAB_LBAC is the wrong description of this angle.
/A Change it.
Bi C
The middle letter describes the vertex ofan angle. /ABC describes which angle?
A
t.A
Describe an angle with the vertex B and pointsA and C.
G-20 SEE ANSWERS
2.
3.
4.
5.
6.
ANSWERSEXERCISE 58: REP
For each problem below put an X in the column indicating the type ofpractice required.
Practice Items Recognition Edit ProduceA
Describe this angle.X
I would describe this anglelike this: LXYZ. DeA scribe
this angle: X13
X
How would you describe this angle?a,e!XA
LABC LBAC LCAB_ L
LpAc is the wrong description of this angle.Change it.
X
B C
The middle letter describes the vertex ofan angle. LABC describes which angle?
ill____
X
Describe an angle with the vertex B and pointA and C. X
G-21 DO NEXT PROBLEM
EXERCISE 5C:
MODE (REP)
For each of the following criterion behaviors, design two types of practice:
editing and production.
INPUT
ACTION
OUTPUT
Elec-
tronic:
equip-
ment
Check
out
equip-
ment
Diagnosis
Well
behaved
child
Reward
good
behavior
Child
rewarded
Compound
sentence
Place
comma
before
conjunc-
ti on
Sentence
correct-
ly punc-
tuated
Battery
Check
level
and fill
Filled
to specific
level
Decimal
to be
rounded
off
Rounds
off
Correct
decimal
to one
place
Common Errors
Takes safety precau-
tions in wrong
sequence (too late)
Teacher ignores good
behavior instead of
rewarding it
Places comma after
the conjunction
Adds too much water
Follows no rule about
numbers larger and
smaller than 5
Editing Practice
Production Practice
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 5C:
MODE (REP)
For each of the following criterion behaviors, design two types of practice:
editing and production.
INPUT
ACTION
OUTPUT
Elec-
tronic
equip-
ment
Check
out
equip-
ment
Diagnosis
Well
behaved
child
------
Reward
good
behavior
Child
rewarded
Compound
sentence
Place
comma
before
conjunc-
tion
Sentence
correct-
ly punc-
tuated
Battery
Check
level
and fill
Filled
to
specific
level
Decimal
to be
rounded
off
Rounds
off
Correct
decimal
to one
place
Common Errors
Takes safety precau-
tions in wrong
sequence (too late)
Teacher ignores good
behavior instead of
rewarding it
Places comma after
the conjunction
Adds too much water
Follows no rule about
numbers larger and
smaller than 5
Editing Practice
[
Watch this ptoceduite
and then indicate what
you would do di44e4-
mall.
Thi6 teacheA did otong;
what should she have
done.?
Look at the punctua-
tion o4 this compound
sentence.
How would
you punctuate it?
The cats £n this
batten!' have been
incoviectty 4ittzd.
Fitt thi6 one coect-
7.24 was tounded (144
to 7.3.
What should
it have been?
Production Practice
Check out this
equipment.
How would you
.this chitd?
7urctuate thi4
conpund sentence.
FAIL the cetts o4
this batteity.
Round obi thi4 wink
to .the neakest
decimal:
19.65.
DO
NE
XT
PR
OB
LEM
EXERCISE 50:
MODE (REP)
For each of the tasks below create three different types of practice items, each in a different mode.
COMMON
ERRORS
#1
SUBJECT
TASK
Arith-
metic
Long
division
Stops
too soon
(ignores
remain-
der)
English
Punc-
tuation
Incor-
rectly
uses
colon
and semi-
rnlnn
Auto
mechan-
ics
Adjust
distrib
for to
improve
timing
Step in
wrong
sequence
Geogra-
phy
Sequence
photos
showing
land
change
Wrong
sequence
of
events
Litera-
ture '
Identify
genre of
a poem
Confuses
narra-
tive and
epic
poems
L
#2
#3
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 5D:
MODE (REP)
For each of the tasks below create three different types
COMMON
TASK
ERRORS
SUBJECT
Arith-
metic
Long
division
Stops
too soon
(ignores
remain-
der)
English
Punc-
tuation
Incor-
rectly
uses
colon
and semi-
colon
Auto
mechan-
ics
Adjust
distrib
for to
improve
timing
Step in
wrong
sequence
Geogra-
phy
Sequence
photos
showing
land
change
Wrong
sequence
of
events
Litera-
ture
Identify
genre of
a poem
Confuses
narra-
tive and
epic
poems
#1
In which o6 these two
pubtems has the tong
division been done
cohAectey?
Which o
these two
sentences £4 coAxecteu
punctuated?
Which
06 th
ese
£4 th
eco
nnec
t seq
uenc
eto
Otto
w?
Which sequence is in
the night °Ada?
Which o$ these two
poems .is couectty
ctassi6ied as an epic
poem?
of practice items, each in a different mode.
#2
Connect the tong
divizion 6on this
pkobtem.
What
wrong with
this punctuation?
How
would you do it?
Did I adjust
the
distilibutonptopetty?
16 not,
wha
tshould I
have done?
This sequence 4:4
incolftect.
Haw should
they be sequenced?
This poem has been
incouectty tabeted as
an "epic poem."
What
should it be?
#3
Find
the
quot
Eot
t 60n
.th
iapitobtem.
Punctuate this
sentence.
JAdjust the timing on
this engine.
Put these pictuAes in
the pupa sequence.
What 4.4 the genu 06
this poem?
DO
NE
XT
PR
OB
LEM
EXERCISE 5E:
MODE (VISUAL/VERBAL, CONCRETE/ABSTRACT, PROCEDURE/VERBAL)
For each of the following objectives below, two types of practice have been devised.
Indicate by writing the number
1or 2 next to each example the order in which you would have the learner practice
teem.
Concept or Principle
Practice A
Practice B
2.
3.
5.
Closer the fulcrum is to the
load, the less force is
required to lift the load.
When stress is removed from
perfectly elastic objects,
they return to their
original shape.
The larger the area over
which the same force is
applied, the less pressure
there is.
Extinction means ignoring
(neither rewarding nor
punishing) behavior.
Weight of water displaced
by submerged object is equal
to the apparent loss of
weight when the object is
submerged.
Place the fulcrum where it
will let you use less force
to lift this ten pound load.
What happens to a perfectly
elastic object when the
stress is removed?
Place this block on this
sheet of paper in such a way
that the paper will not
tear.
Define extinction and give
an example.
When you sit down in a
bathtub, the water level
rises.
How do you account
for this phenomenon?
Which way should
Imove the
fulcrum on a lever to make
lifting the load easier?
Why?
If
Iremove the stress, will
this spring look like this
or like this?
How does the area of an
object relate to the amount
of pressure it applies?
Which of these case study
management behaviors
represents an example of
extinction?
Wil; the overflow in this
tank weigh one pound, less
than a pound, or more than
a pound when
Isubmerge
this one pound object?
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 5E:
MODE (VISUAL/VERBAL, CONCRETE/ABSTRACT, PROCEDURE/VERBAL)
For each of the following objectives below, two types of practice have been devised.
Indicate by writing the number
1or 2 next to each example the order in which you would have the learner practice
them.
Concept or Principle
.2.
3.
Closer the Fulcrum is to the
load, the less force is
required to lift the load.
When stress is removed from
perfectly elastic objects,
they return to their
original shape.
The larger the area over
which the same force is
applied, the less pressure
there is.
4.
Extinction means ignoring
(neither rewarding nor
punishing) behavior.
5.
Weight of water displaced
by submerged object is equal
to the apparent loss of
weight when the object is
submerged.
Practice A
Place the fulcrum where it
will let you use less force
to lift this ten pound load.
1
What happens to a perfectly
elastic object when the
stress is removed?
2
Place this block on this
sheet of paper in such a way
that the paper will not
tear.
Define extinction and give
an example.
2
When you sit down in a
bathtub, the water level
rises.
How do you account
for this phenomenon?
Practice B
Which way should
Imove the
fulcrum on a lever to make
lifting the load easier?
Why?
2
If
Iremove the stress, will
this spring look like this
or like this?
How does the area of an
object relate to the amount
of pressure it applies?
2
Which of these case study
management behaviors
represents an example of
extinction?
Will the overflow in this
tank weigh one pound, less
than a pound, or more than
a pound when
Isubmerge
this one pound object?
DO
NE
XT
PR
OB
LEM
2.
3.
4.
5.
EXERCISE 5F: MODE (VISUAL/VERBAL, CONCRETE/ABSTRACT)
For each of the following learning tasks, design an example of initialpractice you would use to make learning easier.
Base your example on either of these progressions: (a) visual/verbal; (b)concrete/abstract.
Concepts or Principles Initial Practice
Reinforcing (rewarding) a behaviorwhen it occurs increases thelikelihood the behavior will occuragain.
Secession is defined as the formalwithdrawal from an organization (asa religious communion, or politicalparty, or federation).
Balance is the stability producedby an even distribution of weighton each side of a vertical axis.
Fiscal policies relate to managementof taxation, public revenues, orpublic debt.
Carnivorous animals have teethstructurally adapted for killingand tearing meat.
G-28
SEE ANSWERS
2.
3.
4.
5.
ANSWERSEXERCISE 5F: MODE (VISUAL/VERBAL, CONCRFTF/ABSTRACT)
For each of the followirg learning tasks, design an example of initialpractice you would use to make learning easier.
Base your example on either of these progressions: (a) visual/verbal; (b)concrete/abstract.
Concepts or Principles Initial Practice
Reinforcing (rewarding) a behaviorwhen it occurs increases thelikelihood the behavior will occuragain.
What 4houtd I do iA I want a &Ltdwho had disptayed courtesy tocontinue being counteouis.
Secession is defined as the formalwithdrawal from an organization (asa religious communion, or politicalparty, or federation).
The. Civit Wan bnoke out when SouthCaAotina withdraw {nom the UnitedStates. What is tha type o4withdnawat catted?
Balance is the stability producedby an even distribution of weighton each side of a vertical axis.
Which o4 these two sets o4 scates£4 batanced?
Fiscal policies relate to managementof taxation, public revenues, orpublic debt.
Which £4 an example o4 4iscat potiew?
-School bond issue on an intenestchange on a penzonat Loan
Carnivorous animals have teethstructurally adapted for killingand tearing meat.
Loak at the teeth o4 these animals.A-Leh £4 cannivonous?
G -29
DO NEXT PROBLEM
2.
3
4.
5.
6.
7.
0.
9
10.
EXERCISE 5G: CUES
In the problems below identify the type of cues which have been used.
Put an X in the appropriate column.
CriterionPerformance
Cue Used inInstruction
Example orDemonstration Verbal Cues Visual Cues
Insert a valve inequipment.
Enlarged view of valveshowing correctposition.
What season would itbe in Bogota duringJanuary?
In cities north of theequator during Januaryit snows. Bogota issouth of the equator.
Given an example oftwo homophones.
Homophones are wordswhich are pronouncedthe same but arespelled differently.
States that air movesover the top of anairfoil faster thanpast the bottom.
Arrow superimposed onTV image shows pointsat under and upperside of wing.
Classify all planttypes belonging tothe same family.
Series of picturesbelonging to samefamily enclosed in asquare.
Describe what the"laissez faire"philosophysuggests.
"Laissez faire," mean -ing "to leave alone,"describes ?overnment'srelationship tobusiness.
Read three lines oftext in a reader.
Pictorial representa-tion of the action inthe "story" above thetext.
Reading a list ofwords aloud with the"an" sound.
TanKPanTSanD
Make a transparencyfor an overhead pro-jector on a thermofaxmachine.
Place the film on youroriginal copy so thatit looks like thissample.
Using reinforcementto manage classroombehavior.
Film showing when andhow to use reinforce-m2nr..
SEE ANSWERS
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE 5G: CUES
In the problems below identify the type of cues which have been used.
Put an X in the appropriate column.
CriterionPerformance
Cue Used inInstruction
Example orDemonstration Verbal Cues Visual Cues
Insert a valve inequipment.
Enlarged view of valveshowing correctposition. X
What season would itbe in Bogota duringJanuary?
In cities north of theequator during Januaryit snows. Bogota issouth of the equator.
X
Given an example oftwo homophones.
Homophones are wordswhich are pronouncedthe same but arespelled differently.
X
States that air movesover the top of anairfoil faster thanpast the bottom.
Arrow superimposed onTV image shows pointsat under and upperside of wing.
X
Classify all planttypes belonging tothe same family.
Series of picturesbelonging to samefamily enclosed in asquare.
X
Describe what the"laissez faire"philosophysuggests.
"Laissez faire," mean-ing "to leave alone,"describes government'srelationship tobusiness.
X
Read three lines oftext in a reader.
Pictorial representa-tion of the action inthe "story" above thetext.
X
Reading a list ofwords aloud with the"an" sound.
TanKPanTSanD
Make a transparencyfor an overhead pro-jector on a thermofaxmachine.
Place the film on youroriginal copy so thatit looks like thissample.
X
Using reinforcementto manage classroombehavior.
Film showing when andhow to use reinforce-ment. X
G-31 DO NEXT PROBLEM
2.
3-
4,
5.
EXERCISE 5H: CUES
For each of the following examples produce a demonstration, model, or examplewhich is designed to assist the learner to practice criterion performance.
Criterion Performance Demonstration or Example
A man must take all the stepsinvolved in removing and replacinga faulty automotive ignition coil.
Student actor has to act in arestoration play and perform in astylyzed way appropriate to play.
A biology student must put a slideon a microscope and adjust theview.
Student has to write paragraphwhich meets formal propertyrequirements (e.g., organization,length, etc.)
A student lifeguard must learn tojump into the water and get to thevictim in the quickest possibleway.
G-32
SEE ANSWERS
1
2.
3.
4.
5.
ANSWERSEXERCISE 5H: CUES
For each of the following examples produce a demonstration, model, or examplewhich is designed to assist the learner to practice criterion performance.
Criterion Performance Demonstration or Example
A man must take all the stepsinvolved in removing and replacinga faulty automotive ignition coil.
Demonsttation of au the stepsinvotmed £n itemovtng and tep4acinga liataty automotive ignition coit.
Student actor has to act in arestoration play and perform in astylyzed way appropriate to play.
The ditectot demonsttates how todo a scene.
A biology student must put a slideon a microscope and adjust theview.
.V'ow the student how to ptace 4.tideon wicto4cope and make adju4tment.
Student has to write paragraphwhich meets formal propertyrequirements (e.g., organization,length, etc.).
Pnovide model. patagtaph.
A student lifeguard must learn tojump into the water and get to thevictim in the quickest possibleway.
Demonsttate contect Zifie saving.leap into watex.
G-33
DO NEXT PROBLEM
EXERC 1 SE 51 :
CUES
A practice problem has been designed for each criterion performance below.
Prepare a verbal cue you might add to the problem which would assist or prompt the learner to make
the correct
response.
Criterion Performance
Practice Item
Verbal Cue
2. 4.
Drop a vowel when a-xling
"ing" to a word ending with
silent "e."
Identify the season of the
year from a given diagram
showing slant of the sun's
rays and the time of day.
a = summer
b = spring and fall
c = winter
Recall the names of the
seven dwarfs in the story
"Snow White."
Given a physics problem,
select the correct formula,
substitute values in
formula, and solve problem.
Translate written French
into written English.
Rewrite the following words
adding "ing" at the end of
them.
PRECEDE
CURVE
POSE
BONE
Imagine this is Washington,
D.C., at 12:00.
Label the
three sun's rays as summer,
fall, winter, or spring.
11/71
Name the seven dwarfs in
"Snow White."
What is the power being
produced if voltage is 120
and current is 60 watts?
Translate this paragraph
of French into English.
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 51:
CUES
A practice problem has been designed for each criterion performance below.
Prepare a verbal cue you might add to the problem which would assist or prompt the learner to make the correct
response.
Criterion Performance
Practice Item
Verbal Cue
2.
3. 4.
5.
Drop a vowel when adding
"ing" to a word ending with
silent "e."
Identify the season of the
year from a given diagram
showing slant of the sun's
rays and the time of day.
a = summer
b = spring and fall
c = winter
Recall the names of the
seven dwarfs in the story
"Snow White."
Given a physics problem,
select the correct formula,
substitute values in
formula, and solve problem.
Translate written French
into written English.
Rewrite the following words
adding "ing" at the end of
them.
PRECEDE
POSE
CURVE
BONE
Imagine this is Washington,
D.C., at 12:00.
Label the
three sun's rays as summer,
fall,
or spring.
Name the seven dwarfs in
"Snow White."
What is the power being
produced if voltage is 120
and current is 60 watts?
Translate this paragraph
of French into English.
Give an exampte:
When ING
id added to MAKE, it i4
.petted MAKING. OR
State the Aide:
When adding
ING to a word ending in a
silent E, drop the E.
State the rate:
The mote
obtique the /Lays, the eotdek
the tempera tare. OR
The weather is warmest when
the dun .t
di/teeth/ oven-
head.
Catt attention to chatactet-
istics o6,dwat6s, e.g.:
The
dwat6 who was atways smiting
carted
.The one
who cou2dW7f7Kay awake is
ca led
.Etc.
The lionmuta bon "payee is:
P .Vx1
Provide the meaning
sevetat new, in64equentty
used wo/tdd.
DO
NE
XT
PR
OB
LEM
2.
3.
4.
5.
EXERCISE 5J: CUES
Below are examples of visual cues that were designed to assist the studentto learn abstract, verbal concepts and principles.
Put an X through the relevant property(ies) of the cue that the learner canreadily respond to, thereby making it easier for him to learn the moreabstract, verbal materials.
Principle: Relationship between heat Relativespeed ofmovingobjects
Relation-shipbetweencause(before)and effect(after)
Amount ofheat (colorof flame)and speedof movement
and molecular movement
Visual cue: Animated film showingfaster vibrations of molecules insteel bar following application offlame
Fact: Proportion of federal, state, Relativearea sizes
Number ofmarkings inareas
Differencesin shadingand local funds required for urban
renewal projects
Visual cue:FEDERAL STATE LOCAL
Concept: Vertebrate and non- Separatenessof boxes
Grouping Size ofboxesvertebrate animals
Visual cue: The names of animals thatare vertebrates are enclosed in onesquare labeled "vertebrates"; non-vertebrates are enclosed in anotherlabeled "non-vertebrates"
Fact: How early particular states Number oflines
Relativelengths oflines onchartc
Differen-tiated(separate)lines
abolished property qualifications forvoting
Visual cue:
C0.001101.0 m....- , .nt ..... e siM. , PO
010AGIA IOW I.4 AAAAAA 0 iM IIO
M.5.140.7 I.,.0 wAIAPSA0F IM tr.
NIA. 4 A. IA.NOV yORA .1021MMEMM I..
40.4 CAROL. 1.3.6.11.1M12 IA.RM. IA .wevor a .....
I.2940. 15,1.0 gilliMENiSOWIN 0OL.A 174
Itroosst , 1111711111115,,,A
Principle: Like electrical charges Duration ofmovement
Similarityof charges
Speed ofmovementrepel each other
Visual cue: Live demonstration show-ing positively charged objects (markedwith +) cause positively charged ballsto move apart
G-36 SEE ANSWERS
2.
3.
4.
5.
ANSWERSEXERCISE 5J: CUES
Below are examples ov visual cues that were designed to assist the studentto learn abstract, verbal concepts and principles.
Put an X through the relevant property(ies) of the cue that the learner canreadily respond to, thereby making it easier for him to learn the moreabstract, verbal materials.
Principle: Relationship between heat lativsp ed f
moveobj c s
lationsh'pbet eetaus(be e )
an e ectfter)
, .unt ohe (..lorof me)and eedof ov -nt
and molecular movement
Visual cue: Animated film showingfaster vibrations of molecules insteel bar following application offlame
Fact: Proportion of federal, state, R lativeare s es
Number ofmarkings inareas
feren s
in a ngand local funds required for urbanrenewal projects
Visual cue:FEDERAL STATE LOCAL
Concept: Vertebrate and non- S arate ssof x
G upin Size ofboxesvertebrate animals
Visual cue: The names of animals thatare vertebrates are enclosed in onesquare labeled "vertebrates"; non-vertebrates are enclosed in anotherlabeled "non-vertebrates"
Fact: How early particular states Number oflines
R lativlen t ofline onch t
Di feretia(Sep ate)li
abolished property qualifications forvoting
Visual cue:cow. [ T C Uf IMMIMMili 18.
Of LAVIfli f 1A2GEOPG MN I no
.. ,,,,,, 0 211110 ..0ea msc.ust 177. .214f Vf 6.4SO.RI Me In
N.V. ARMY MIMIMMMMMIM MI.NEW VOA% MiliMMEM=Mi WI
NO.Vm fNOL.A ..s.f.f MO. V LvPoot Me ses*M1 MO 6..a.f...OD! .SlNO IRMMMMMIMMM 'IA"
SOU. CMOL.I. I I.V.140.0. INIIIIIMINIMINIMMEIM11111 1 imo
sm... ....,....I...StO.TuCK v No 0,..,,r .,[...Sif f iniii/rMENrEM;34
.,.. I MK .6 .31 ...
Principle: Like electrical charges Dur ti ofmove nt
Si filar ty
of rgesSpeed ofmovementrepel each other
Visual cue: Live demonstration show-ing positively charged objects (markedwith +) cause positively charged ballsto move apart
G-37DO NEXT PROBLEM
1
2.
3.
5.
6.
7.
8.
9.
10.
EXERCISE 5K: CONTENT
Below are examples of the first stage in content peogressions. In the lastcolumn, with an X, identify the type of content progression which was used:
j. Principles about procedures/proceduresk. Altered criterion behavior/criterion behavior1. Practice of errors/criterion behaviorm. Editing/criterion behaviorn. Backward chaining
Criterion Behavior 1st Sequence of PracticeProgression
Type
Expands a binomial States rules about procedures,e.g., reducing exponents by one,etc.
Develop. a practice progressioninvolving mode variations:recognize, edit, produce
Given a variety of practicesituations which do not correctlyimplement the REP mode, the stu-dent verbally states what shouldhave hPpn finne
Complete a forward pass (highschooler)
Watches video tape of his ownperformance and compares withperformance of professional
Tieing a shoe lace Pulls the nearly c.nmpleted bowtight
Casting with a fishina rod (releas-ing the thumb at the right momentin the swing)
Practices releasing his thumbtoo early and too late
Given a painting, the student willidentify when it was painted, e.g.,during the Renaissance or duringthe Middle Ages
The student is started by con-trasting contemporary abstractexpressionist paintings withrealistic painting from the 18thcentury
Write the Russian alphabet Writes letters of the alphabetand compares with a standard,correct:55; when wivfly
,---
Develop training mdierials, try outthe materials, and revise them onbasis of tryout data
Revises materials, tries outmaterials, and then developsmaterials
Given a distribution, the studentwill determine the appropriateaverage to use (i.e., mean, medium,mode) and compute the averageselected
Student verbally identifies theronditionS which call for eachtype of average
Identify oriental rug on the basisof number of borders, colors, andpatterns
Student is given black and whitedrawings so that patterns onlycan be compared
0-38 SEE ANSWERS
z-
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE 5K: CONTENT
Below are examples of the first stage in content progressions. In the lastcolumn, with an X, identify the type of content progression which was used:
j. Principles about procedures/proceduresk. Altered criterion behavior/criterion behavior1. Practice of errors/criterion behaviorm. Editing/criterion behaviorn. Backward chaining
Criterion Behavior 1st Sequence of PracticeProgression
Type
Expands a binomial States rules about procedures,e.g., reducing exponents by one,etc.
j
Develop a practice progressioninvolving mode variations:recognize, edit, produce
Given a variety of practicesituations which do not correctlyimplement the REP mode, the stu-dent verbally states what shouldhave been done
m
Complete a forward pass (highschooler)
Watches video tape of his ownperformance and compares withperformance of professional
m
Tieing a shoe lace Pulls the nearly completed bowtight n
1 Casting with a fishing rod (releas-ing the thumb at the right momentin the swing)
Practices releasing his thumbtoo early and too late .t.
Given a painting, the student willidentify when it was painted, e.g.,during the Renaissance or duringthe Middle Ages
The student is started by con-trasting contemporary abstractexpressionist paintings withrealistic painting from the 18thcentury
k
Write the Russian alphabet Writes letters of the alphabetand compares with a standard,correcting when wrong
m
Develop training materials, try outthe materials, and revise them onbasis of tryout data
Revises materials, tries outmaterials, and then devclupsmaterials
n
Given a distribution, the studentwill determine the appropriateaverage to use (i.e., mean, medium,mode) and compute the averageaglected
Student verbally identifies theconditions which call for eachtype of average j
Identify oriental rug on the basisof number of borders, colors; andpatterns
Student is given black and whitedrawings so that patterns only k
can be compared
G-39 DO NEXT PROBLEM
2.
3.
4.
5.
EXERCISE 51.: CONTENT
For each criterion behavior below select a CONTENT progression suitable forit
Then, design an appropriate practice item. The practice problem should beone you would use in the first or early stages of a progression.
Criterion BehaviorDevelop First Sequenceof Practice Here:
Designing graphics for TV, takinginto account the fact that the viewerat home will see less of the image(anything on the edges is lost intransmission) than seen in the TVstudio
Using the correct procedure to addegg yolks to a hot liquid so that theeggs are not scrambled (cooked) bythe hot liquid
Correct pronunciation of Russian
Produce a design using the followingtechnique: (1) with water-solublepaint draw design on a board; (2)cover entire board with non-solubleink; (3) run water over board toremove paint, leaving ink todelineate design
Student must distinguish betweenvarious kinds of cats
G-140
SEE ANSWERS
2.
3.
4.
5.
ANSWERSEXERCISE 5L: CONTENT
For each criterion behavior below select a CONTENT progression suitable forit
Then, design an appropriate practice item. The practice problem should beone you would use in the first or early stages of a progression.
Criterion BehaviorDevelop First Sequence
of Practice Here:
Designing graphics for TV, takinginto account the fact that the viewerat home will see less of the image(anything on the edges is lost intransmission) than seen in the TVstudio
Student teatns 'Lute about de6igninggnaphics in the eenteh oli a TV bowedso that £O44 duning tnansmission wittnot a66ect design
Ptincipte6 about ptocedute/ptocedune
Using the correct procedure to addegg yolks to a hot liquid so that theeggs are not scrambled (cooked) bythe hot liquid
Student incoAtectty adds yoth4 .to hotZiguidA to zee the nesutts otc hisincolftect action
Ptactice o6 eitnots/cnitenion behaviors
Correct pronunciation of Russian Student Aecondz hih own pen6onmanceon tape, then Listens to tape in°Aden to critique petonmance
Editing/cAitetion behavioA
Produce a design using the followingtechnique: (1) with water-solublepaint draw design on a board; (2)cover entire board with non-solubleink; (3) run water over board toremove paint, leaving ink todeiineate design
Have the student practice the .eaststep 6inst
Backwatd chaining
Student must distinguish betweenvarious kinds of cats
Have student distinguish betweenpain o cats which one gnossZydiKlietent
Atte/Led mite/Lion behavioA/cAitetionbehamio&
G-41
DO NEXT PROBLEM
2.
3.
4.
5.
6.
7.
9.
10.
EXERCISE 5M: FREQUENCY/VARIATION
For each of the criterion behaviors described below put an X in a columnto indicate which one type of practice progression would be most appropriateto insure learning.
ReviewVariedExample
Associating initial consonants with asound
Identifying the style of a painting, no matterwhat the subject matter
Pitching a ball within the strike zone
Medic must be ready to handle rare emergencysituations
Identifying a research method used in a studyas being one of nine basic types
Reading music and playing the piano.
Stating the steps in the processing of cannedpeas
Classifying food into four food group classi-fications, i.e., milk group, meat group, fruit
land vegetable group, and breads and cheeses
Selecting techniques appropriate to a newaccounting assignment
Having to remember a large number of legalprecedents and decisions
G-42 SEE ANSWERS
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE 5M: FREQUENCY/VARIATION
For each of the criterion behaviors described below put an X in a columnto indicate which one type of practice progression would be most appropriateto insure learning.
Criterion Behaviors Repetition ReviewVariedExamples
Associating initial consonants with asound X
Identifying the style of a painting, no matterwhat the subject matter X
Pitching a ball within the strike zoneX
Medic must be ready to handle rare emergencysituations X
IIdentifying a research method used in a studyas being one of nine basic types X
Reading music and playing the piano X
Stating the steps in the processing of cannedpeas X
Classifying food into four food group classi-fications, i.e., milk group, meat group, fruitand vegetable group, and breads and cheeses
Y
Selecting techniques appropriate to a newaccounting assignment X
Having to remember a large number of legalprecedents and decisions X
G-43 DO NEXT PROBLEM
EXERCISE 5N: FREQUENCY/VARIATION
1. Put an X through the situation which is the most appropriate candidatefor using repetition as a practice progression.
a. b. c.Compare and contrast thetypes of food and their
Listen to this chord onthe piano. Identify
Remembering a cookingrecipe (someone who uses
use on earth and on a the precise size of the widely and frequentlyspace flight. interval. varied menus
2. Put an X through the situation which is the most appropriate candidatefor using review as a practice progression.
a. b. c.Given an engineeringproblem to solve, select-ing the right formula.
Compute chi squareusing this formula:
2
Producing the productsof all possible combina-tions of the numbersx2
(A+B)(C+D)(A+C)(B+D)1-10.
3. Put an X through the situation which is the most appropriate candidatefor using varied examples.
a. b. c.
Remembering the atomicweights of each elementin the periodic table.
Setting up a slide on amicroscope and adjust-ing the focus.
Given an example of aspecific voice range,identifying it assoprano, alto, tenor,or bass.
SEE ANSWERS
G-1+4
ANSWERSEXERCISE 5N: FREQUENCY/VARIATION
1. Put an X through the situation which is the most appropriate candidatefor using repetition as a practice progression.
a. b. c.
Compare and contrast thetypes of food and theiruse on earth and on a
Isten to this chordth- piano. Identifthe ecise size : the
Remembering a cookingrecipe (someone who useswidely and frequently
space flight. interva . varied menus).
2. Put an X through the situation which is the most appropriate candidatefor using review as a practice progression.
a. b. C.
Given an engineeringproblem to solve, select-ing the right formula.
..mpute chi squareus g this formula:
2x =
Producing the productsof all possible combina-tions of the numbers1-10.
(A +B) D)( C)(B+D)
3. Put an X through the situation which is the most appropriate candidatefor using varied examples.
a. b. c.
Remembering the atomicweights of each element
Setting up a slide on amicroscope and adjust-
, Oven an example of aspe'fic voice ran
in the periodictabie. ing the tocus. identi ing it --
soprano,or bass.
-Ito tenor,
END OF EXERCISE
G-145
After readingHandbook forsub-STEP(S) G.2.2
DOEXERCISE 6
Exercises 6A-6G have been designed to give you practice in developing
actual practice progressions for selected types of learning problems.
In each exercise that follows you will be given three filled-in sections
of FORM G.I(2):
--IA Characterization of Criterion Practice Requirements
IB Design of Criterion Practice
IIB Selection of Preparatory Practice Progressions
Your task will be to fill in all three rows in the following section of
FORM G.1(2):
--IIB Design Preparatory Practice Progressions
TURN TO NEXT PAGE FOR PROBLEMS
--"/C-47
EXERCISE 6A
This exercise is designed to give you practice developing or designing apreparatory practice progression for:
Problem: (3) X (A) Discriminating Between Similar INPUTS
FOLD OUT THIS PAGE
z/i// G-49
IA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE MODE
IM
==MI
2 I
simulation
aids availabletwo directions
transfer
delayed basis
recognition mode
(ED1:11
INPUTS
Elii1§
INPUTSdiscriminationsgeneralizations
& ACTIONSassociations
chains
ACTIONSgeneralizations .
partial proficiency
CD[E
INPUTS
srndanty (chs-)
No. of properties
No of classesfor, No. members/class)
& ACTIONS
existing associationslength of chain
ACTIONSintegrative strength
INPUTS
(1=1) verbal/symbolic
OUTPUTS
ri
EII environmental
ill urn audioC
INPUTS
CI111
IV non realistic IV
CED transient
ACTIONS
v
vocal
sub-vocal
7
F(0) perceptual viii
VII motor ix
IB. Design Criterion Practice
GIVEN as INPUT STUDENT WILL take ACTION RESULTING IN OUTPUT
Phonic sounds which arefrequently confused(e.g., "f" and unvoiced
Identify each sound Correct identification ofindividual sounds (e.g.,as a "f" sound or a "th")
EXAMPLE(S)
properties ofadditionalexamples
"th" sounds) presentedsingly embodied in words(e.g., five, their, etc.)
IIA. Select Preparatory Practice Progression(s)
UNIT SIZE MODE PROMPTING/FADING CONTENTFREQUENCY or
VARIATION
a. shaping gradual increasesin:
.. quantity
.. quality
b. R/E/P
c. visual/verbal
d. concrete/abstract
e. procedures/pr inciples
f. examples or demonstrations
g. verbal cues
h. visual cues
i diagramming, overviews
I. principles/proceduresk. altered criterion/
criterion
I. errors/criterionm. editing/criterion
n. backward chaining
o. repetition
p. review
q. varied examples
2 A B C D E F i vi vii
1 q o-p 9 9 9-i e h
3 (ED ....p 4-h-o i-g i h
4 b-q i-o-p g-h i-g i-g 9 h
3+4 b-i-q i-o-p g-h i-g i-g c ci e-i
5 b-o i-o-p i-g-o-p b-g-I
6 a-f-m-n o-p a,n a-m-n
7 i o-r, g-h-1
G-50
BASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL IN SECTION IIB
I i B. Design Preparatory Practice Progression I IC. Characterize
PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE
1st
INPUTS OUTPUTS
Ii 1 verbal /symbolic t
la I environmental ii
iii 1 audio iii
2nd
[iv non-realistic iv
1 v j transient r
ACTIONS
Ivi 1 perceptual
3rd
vii motor
1 viii i vocal
ix subvocal
SEE ANSWERS
G-50a
ANSWERS
BASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL IN SECTION IIB
IIB. Design Preparatory Practice Progression IIC. Characterize
PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE
1st
PaiAis o soundsusual -to contused;exaggenated -toenpha6ize di44vtence
Indicate whethenthey zound the sameon. di4 4enent
Connect identiKica-tion O sameness ondi.K 4 eitence
INPUTS OUTPUTS
verbal/symbolic J i I
Iii environmentalI 1
it audioIiii
El nonrealistic Fltransient FF-,7 :12nd
Paves o4 soundsbnought gAaduattyCe04en to nonmatAnUNd
Indicate whetheAthey 40und the flameon di44eAent
Connect kdentiAica-tion o4 sameness OAdi44eAence
ACTIONS
1v. perceptual
3rd
A woad with a aingZebound; incoAAecthiidenti4ied;instAuction4 toconnect identi4ica-is on
Indicate what thesound -is
Connect identi4ica-tion o4 a sound motor
viii vocal
I ix I subvocal
FOLD BACK PAGE G-49
DO NEXT PROBLEM
G-51
EXERCISE 6B
This exercise is designed to give you practice developing or designing apreparatory practice progression for:
Problem: (3) + (4) Discriminations and Generalizations
FOLD OUT THIS PAGE
-5-2/G -53
IA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE MODE
simulation
aids availableiwo directions
transfer
delayed basis
recog-ution mode
INPUTSdiscriminationsgeneralizations
& ACTIONSassociations
chains
ACTIONSgeneralizations
partial proficiency
INPUTS
similarity Ides -?
No. of properties
No. of classes
tor. No. members/class?
INPUTS & ACTIONS
existing associationslength of chain
ACTIONSintegrative strength
INPUTS
(E)13
verbat/symbolic
environmental
audio
non-realistic
transient
ACTIONS
perceptual Onomotor ix
OUTPUTS
(IDEl
A
Ii0
INPUTS[El
NIED C E E
m iva2 13 12 v
11:1
11
vocal
sub-vocal
7
CI ®Ell Ca
IB. Design Criterion Practice
GIVEN as INPUT STUDENT WILL take ACTION RESULTING IN OUTPUT
EXAMPLES)
properties ofadditionalexamples
Given any example of atwo-dimensional drawing ofgeometric figures (square,rectangle, triangle,rhombus, rhomboid, circle,or sphere)
Correctly identify it (bya label or by grouping itwith other members of thesame class)
Correct clasification ofeach figure
IIA. Select Preparatory Practice Progression(s)
UNIT SIZE MODE I PROMPTING/FADING CONTENTFREQUENCY Of
VARIATION
a. shaping gradual increasesin:
.. quantity
.. quality
b. R/E/P
c. visual/verbal
d. concrete/abstract
e. procedures/principles
f. examples or demonstrations
g. verbal cues
h. visual cues
i. CilagWairsiii fig, 041E1 viewb
j. principles/proceduresk. altered criterion/
criterion
I. errors/criterionm. editing/criterion
n. backward chaining
o. repetition
p. review
q. varied examples
2 B C D E F i vi vu
I q o-p 9 9 9-i e
3 b-q i-o-p g-h-k i-g I h
4 b-q i-o-p g-h i-g 1.9 g h I
3+4 C=3) i-o-p g-h i-g 1-9 c-ct-e-i
5 b-o i-o-p i-go-p b-g-1
6 a-f-m-n o-p a-n a-m-n
o-p g -h -}
G-5/4
BASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL IN SECTION IIB
I IB. Design Preparatory Practice Progression I IC. Characterize
PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE
1st
INPUTS OUTPUTS
Ii ] verbal/symbolic I i I
Iii 1 environmental FIJul I audio ;iiI
2nd
I iv 1 non-realistic 51[ v ] transient El
ACTIONS
vi 1 perceptual
3rd
4
Ivii-I motor
[Wit] vocal
Iix 1 subvocal
SEE ANSWERS
G-54a
ANSWERSBASED ON A REVIEW OFTHE OPPOSITE PAGt,FILL IN SECTION IIB
IIB. Design Preparatory Practice Progression I IC. Characterize
PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE
1st
Reco,gnition itent6 Indicate whether.they axe the sameoft diligetent
Connect Zdentitiica-tion o6 Aamene64on diliKenencez
INPUTS OUTPUTS
(paAA2 oii 6iguxe6);vanied exampte4
I i 1 verbal/symbolic 171
environmental ii
iii audio it,
2nd
Edi_ti.ng. i.tems: Maize, a coxxectAlonin tabeein9 ongtouping
Connection inidenti4ication oli4iguxes
lifi nonrealistic ivinconnect tabetingOh wt./N./ping ("4
aingte 6iguxe6;vaAied exampZeis
v transient r71
ACTIONS
vi perceptual
3rd
Production ttento: Label. on group6iguxe4 connectty
Connect identiKica-tion oli iiipunes4ingZe Kiguxu,
vanied exampte4;no 6ine dizenimina-
vii motor
vaij vocal
tionz xequixed(ix I subvoce
FOLD BACK PAGE G-53
DO NEXT PROBLEM
G-55
EXERCISE 6C
This exercise is designed to give you practice developing or designing apreparatory practice progression for:
Problem: (3 + 4) X (i) Verbal Concepts
FOLD OUT THIS PAGE
(;-56/ G-57
IA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE MODE
simulation
aids availabletwo directions
.0e,delayed basis
recognition mode
CED(1:2)
INPUTS
INPUTS6.m"...,generalizations
& ACTIONSassociations
chains
ACTIONSgeneralizations
partial proficiency
INPUTS INPUTS OUTPUTS
(17DI verbal/symbolic CEDMO A similarity tdis )
==ig No of properties ri environmental ii
C No. of classes 1" audio F(or, No. members/class)
INPUTS & ACTIONS5 iv non-realistic iv
7)v transient v
El El existing associations
112 length of chainACTIONS
ACTIONS7
F integrative strength perceptual viii vocal
[6E motor 17x sub-vocal
IB. Design Criterion Practice
GIVEN as INPUT STUDENT WILL take ACTION RESULTING IN OUTPUT
EXAMPLE(S)
properties ofadditionalexamples
The verbal descriptionsof (new) examples ofeither operant orclassical conditioning
Classify the examples Correct classificationof examples
IIA. Select Preparatory Practice Progression(s)
UNIT SIZE MODE PROMPTING/FADING CONTENTFREQUENCY or
VARIATION
a. shaping gradual increasesin
.. quantity
.. quality
b. R/E/P
c. visual/verbal
d. concrete/abstract
e. procedures/principles
f examples or demonstrations
9. verbal cues
h. visual cues
i diagramming, overviews
I. principles/proceduresk. altered criterion/
criterion
I. errors/criterionm. editing/criterion
n. backward chaining
0. repetition
p. review
q. varied examples
1
2 A B C D E F / vi vii
o la-p 9 g g-i e h
3 b-q i-o-p g-hk 1-9 i h
4 b-q i-o-p g-h 1-9 1-9 g h I
3+4 G-70 4-0-13 g-h 1-9 I-9 4141/20
5 b-o 1-o-p 1.9-o-p b-g-I
6 a-fm-n o-p a,n a-m-n
I o-p 9-h-I1
I
G-58
BASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL IN SECTION IIB
18. Design Preparatory Practice Progression I IC. Characterize
PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE
1st
INPUTS OUTPUTS
i verbal/symbolic 1 i I
ii environmental ii
iii audio di
2nd
iv non-realistic Elv transient 51
ACTIONS
vi perceptual
3rd
vii motor
viii vocal
ix subvocal
SEE ANSWERS
G -58a
ANSWERSBASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL IN SECTION 118
IIB. Design Preparatory Practice Progression I IC. Characterize
PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE
1st
The aid 06 adiagram and va/tied
Ctassi0 examples Ctassi4ication o4examples not in thediagkam
INPUTS OUTPUTS
ki verbal/symbolic 0
examples not in thediagram pkovideVeAbae. pkompt6
environmental I ii
m audio sit
2nd
Give ,':34.A 06examptqs anddiagkam; no vekbaicues; (vakiedexamples)
Select the examplewhich kepaesentseach cta44
Setection 0lexample AkOM eachctas4
non-realist ic iv
pi transient v
ACTIONS
vi 1 perceptual
3rd
Given a singleexample and avenbae. piziompt
no diagkam
Classi0 theexamples eithen asopeirant oA classicalconditioning
Vetbat classi4ica-tion o example
vii motor
PVT.] vocal
ix l su bvoca I
FOLD BACK PAGE G-57
DO NEXT PROBLEM
G-59
EXERCISE 6D
This exercise is designed to give you practice developing or designing apreparatory practice progression for:
Problem: (5) X (C) - Multiple Associations
FOLD OUT THIS PAGE
6-6/G -61
IA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE MODE
,,M.1,11 ,on
rods available
two directions
I raelcia,
delayed basis
recognition mode
INPUTSdiscriminationsgeneralizations
& ACTIONSassociationschains
ACTIONSgeneralizations
partial proficiency
INPUTS INPUTS(D OUTPUTS
verbal/symbolic Cr -1)3 A similarity Idis-)ICI E No. of properties
4:20 Na. of classes
lot, No. members/class)
INPUTS & ACTIONS
environmental iiMI=
I 1
INPUTS
(ED)
"' audio Enon-realistic iv
v transient vEl El existing associations
El length of chainACTIONS
7ACTIONS
F integrative strength yr perceptual viii vocal
III vii motor (7; sub-vocal
B. Design Criterion Practice
GIVEN as INPUT STUDENT WILL take ACTION RESULTING IN OUTPUT
EXAMPLE (S)
properties ofadditionalexamples
Any of the 50 states anda request for the name ofthe capital city
Provide the name of thecapital
Correct naming of thecapital
11A. Select Preparatory Practice Progression1s)
UNIT SIZE MODE PROMPTING/FADING CONTENTFREQUENCY or
VARIATION
a_ shaping gradual increasesin
quantity
.. quality
b. R/E/P
c. visual/verbal
d. concrete/abstract
e. procedures/principles
f. examples or demonstrations
g. verbal cues
h. visual cues
I diagramm ng, overviews
1. principles/procedures
k altered criterion/criterion
I. errors/criterionm_ edstrogIcrtter,onrt. backward chaining
o. repetition
p. review
q. varied examples
2 A B C D E F i vi vii I
1 q....
op 9 g 9-i e..'
h I
3 b-q 1-op g-hk 1-g 1 h
4 b-q i-o-p gh 1.g J.; g h
3+4 b-i-q i-o-p g-h 1.9 1-9 c d e I
5 <iD to-p Cg-o-;) b-g -1
-f-m-n o-p a vl a-m-nLci-p 941-I l
G-62
BASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL IN SECTION IIB
I I B. Design Preparatory Practice Progression IIC. Characterize
PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE
1st
INPUTS OUTPUTS
i verbal/symbolicI
is environmental riTI
iii audio i,9
2nd
iv non-realistic Rv transient rvi
ACTIONS
perceptual
3rd
vii motor
I viii 1 vocal
ix subvocal
SEE ANSWERS
G -62a
ANSWERSBASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL IN SECTION IIB
IIB. Design Prepa atory Practice Progression I IC. Characterize
PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE
1st
A tabte wL.th altthe 4tate6 andthem cap.itats
Look at the name oAthe atate and 4at,the capttat
2 on 3 tepetiti.onz
Statement oli covtectcapitat
INPUTS OUTPUTS
verbal/symbolic LI1F environmental E(,,, audio LE
2nd
Four. on. Give state6and coon on ..i..ve
capitata (at a time )
Match stateh andcapitat4(recognition)
Colutect match-:nn{±,j non.realistic
[v transient
ACTIONS
[yr i perceptual
v 1 motorn-3rd
Statea and a c'ue04 to the capitat.(e.g., 6inetlet-ten)
State name o;icapita.
Statement oli cotnectcapita_
(,,,J, vocal
subvocal
FOLD BACK PAGE G-61
DO NEXT PROBLEM
G-63
EXERCISE 6E
This exercise is designed to give you practice developing or designing apreparatory practice progression for:
Problem: (6) X (E) A Long Chain
FOLD OUT THIS PAGE
IA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE MODE
,ornulMion
aids availabletwo directions
,,,,msle,
delayed basis
recognition mode
INPUTSritsci orninat tons
generalizations
& ACTIONSassociationsChains
ACTIONS
partial prof iciency
INPUTS
simdarity lclis INo. of properties
No. of classes
(or, No. members/class)
& ACTIONS
erost.ng as.oc.ai.ofrslength of chain
ACTIONSintegrative strength
INPUTS
F7
(:3)verbal/symbolic
environmental
audio
non realistic
transient
ACTIONS
perceptual
motor
OUTPUTSI. 3 A
Q ILE ICEDMO
INPUTS
(i)
Egeneralizations
ED C ", III
INPUTS EM.LI
ivME
El vEM
vocal
sub-vocal
Ca
Fvi viii
'vii IIMII ix
IB. Design Criterion Practice
GIVEN as INPUT STUDENT WILL take ACTION RESULTING IN OUTPUT
EXAMPLEISI
properties ofadditionalexamples
Any automobile with anout-of-tune engine
plusManufacturer's specifica-tions for tuning
Complete a tune-up tomanufacturer's specifica-tions. There are twentysteps in the procedure.
Correctly tuned engine
IIA. Select Preparatory Practice Progression(s)
UNIT SIZE MODE PROMPTING!FADING CONTENTFREQUENCY or
VARIATION
a. shaping gradual increasesin
.. quantity
.. quality
b. R/E/P
c. visual/verbal
d concrete/abstract
e. procedures/principles
f. examples or demonstrations
9. verbal cues
h. visual cues
i. diagramming, overviews
I. principles /procedures
k. altered criterion/criterion
I. errors/criterionm. editing/criterion
n. backward chaining
o. repetition
p. review
q. varied examples
2 A B C D E F i vi vii
q o-p 9 9 9-i e h
3 b-q 1-o-p g-h-k i-g i h
4 b-q ,o-, g-h i-g i-g 9 h 1
3+4 b-i-q io-p g-h i -g i-g c-d e-i
5 b-o 1-o-p 1-g-o-p
6 (ID o -p C:=) a-m-n
j o-p 9-h-I j
G-66
BASED ON A REVIEW OFTHE OPPOSITE PAGE,FHA. I N SECTION I I B
118. Design Prepa atory Practice Progression I IC. Characterize
PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE
1st
INPUTS OUTPUTS
+i 1 verbal/symbolic iii environmental it
iii audio. iii
2nd
iv non-realistic iv
v transient v
ACTIONS
vi 1 perceptual
3rd
vii motor
1 viii' vocal
ix subvocal
SEE ANSWERS
G-66a
ANSWERSBASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL IN SECTION IIB
IIB. Design Prepa atory Practice Progression I IC. Characterize
PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE
ut
Each step in thechaiA .t demon-ztAated by .theinzticuettlon
Pnactice each 4.tepby itset6
Pnactice o6individuat steps,not the compZetechain
INPUTS OUTPUTS
, verbal/symbolic [ i 1rif ii environmental till
[iii l audio Fl
2nd
Demonztnati.on o6combined steps inpxocedulte
CAttiquezpen6onmance, onpnactices combinedsteps
Veltbat cAiti.que o6pen0Amance, onptactice o4 muttiptel-steps
Uly. nonrealistic iv
v transientitransient v
ACTIONS
[vi perceptual
3rd
Manu6actunen'sspecilitcations lotusguidance o6
Pnactice en tinechain
Engine tunedvii motor
piii vocal
ix subvocal
FOLD BACK PAGE G-65
DO NEXT PROBLEM
G-67
EXERCISE 6F
This exercise is designed to give you practice developing or designing apreparatory practice progression for:
Problem: (3 + 4) X (i) + (6) A Long Chain Involving Verbal Concepts
FOLD OUT THIS PAGE
G-.69
IA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE MODE
simulation
aids availableIwo directions
r,anster
delayed basis
recognition mode
(EDC::)
INPUTS
&
INPUTSdiscriminationsgeneralizations
& ACTIONSassociations
chains
ACTIONSgeneralizations
partial proficiency
INPUTS INPUTS
(rDOUTPUTS
verbal/symbolic 0(3 i DNM A similarity Idol
.111 IE No. of properties
LE No. of classes
(or, No. members /class)
INPUTS & ACTIONS
ii environmental iiIll audio III
non - realistic ivEM
2 121 existing associations v transient v
El length of chainACTIONS
7ACTIONS
113 integrative strength isi perceptual viii vocal
'vii I motor 7,71 sub-vocal
IB. Design Criterion Practice
GIVEN as INPUT J STUDENT WILL take ACTION RESULTING IN OUTPUT
The term "shaping" and Define the term in his Correct definition andinstructions to de.-ine it,giving (new) examples of
own words and citeexamples of it for
examples
EXAMPLE(S) it situations not covered ininstruction
Properties ofadditionalexamples
IIA. Select Preparatory Practice Progression(s)
UNIT SIZE MODE PROMPTING/FADING CONTENTFREQUENCY or
VARIATION
a. shaping gradual increasesin:
.. quantity
quality
b. R/E/P
c. visual/verbal
d. concrete /abstract
e. procedures/priaciples
f. examples or demonstrations
9. verbal cues
h. visual cues
i diagramming, overviews
I.
Ic.
I.
rn. editing/criterion
. backward
principles/proceduresaltered criterion/
criterion
errors/criterion
chainingF i
o.
p.
q.
repetition
review
varied examples
vi vii2 A B C
111.111ID E
1 ci a-p 9 9 g-j e h
3 b-q i-o-p g-h-k t9 i h
4 b-q t-o-p g.h i-g 1-g 9 h
3+4 (E ) 1-0-p g-h ig i-g c-d-ei
5 o 4-o-p 1,3-o-p b-g-I
6 E- ..p a-r. a-mn
7 i op 9-h-i
G-70
BASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL IN SECTION IIB
IIB. Design Preparatory Practice Progression IIC. Characterize
PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE
1st
INPUTS OUTPUTS
[7] verbal/symbolic 1 i
Iii ] environmental ii
(iii ] audio p9
2nd
iv j non-realistic iv
F] transient piACTIONS
Iy/ -I perceptual
3rd
vii 1 motor
I viii] vocal
ix 1 subvocal
SEE ANSWERS
G-70a
ANSWERS
BASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL IN SECTION IIB
IIB, Design Prepa atory Practice Progression 11C. Characterize
PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE
1st
Diagtam de6.6ting aconatituent concept
Choose exampte6 o6each concept
Connect identgica-Lion OA exampte6ittastnating aconcept
INPUTS OUTPUTS
verhausymbo. LEinvotved in".shaping" (e.g.,incAement41; andpai.A.6 OA neeevantexamgeh
i
[it1 environmentalI
lui 1 audio FT
2nd
Same as abov butKOA. a diAlleAconcept (e.g.,kein6okcement)
Choose examples o6each concept
Connect identi6ica-.icon oK exampte6iteusttatinq aconcept
kj .4.h.m1-7,7)
v transient v
ACTIONS
ivi1 perceptual
I--vill motor
3rd
Diagnams takingtwo on maceconcepts; phobtems
Select 6nom opttorsconnect Linkagea o6pubtem4
Connect identiAica-ti.on o6 how two onmote constituentconcepts ate Linked.together
viiii vocal
I ix J subvocal
FOLD BACK PAGE G-69
DO NEXT PROBLEM
G-71
EXERCISE 6G
This exercise is designed to give you practice developing or designing apreparatory practice progression for:
Problem: (3 + 4) + (6) + (7) - Problem-Solving Chain
FOLD OUT THIS PAGE
(;-7/G-73
IA. Characterize Criterion Practice Requirements
PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE. MODE
1 1-,imiriation
aids availabletwo directions
banster
delayed basis
recognition mode
41110
4113P
INPUTS
rqassociations(2D
CED)
INPUTSdni.:InninatiOnS
generalizations
& ACTIONS
chains
ACTIONSgeneralizations
par tial ri,01.cency
INPUTS
sim.larity Idis INo of proper ties
No of claststor, No members/classl
INPUTS & ACTIONS
existing associationslength of chain
ACTIONSintegrative strength
INPUTS
Dii I
r-i
verbal/symbolic
environmental
audio
non realistic
transient
ACTIONS
perceptual
motor
OUTPUTS
A
ig
Eii
NI 2ED
I ]
12 I
I 1
iv iv
El v v
©
vocal
sub-vocal
Fvi vut
M yr, I rz
IS. Design Criterion Practice
GIVEN as INPUT STUDENT WILL take ACTION RESULTING IN OUTPUT
EXAMPLEIS)
properties ofadditionalexamples
Child exhibits a behaviorproblem in class (newexample)
Take appropriate ACTION(varied from what was
0practiced) over a periodof time
Diminution of problem
IIA. Select Preparatory Practice Progression(s)
UNIT SIZE MODE PROMPTING/FADING CONTENTFREQUENCY or
VARIATION
a shaping gradual increasesin
quantity
. quality
b Fl/E/P
c. visual/verbal
d. concrete/abstract
e. procedures /principles
f
g
h
i
examples or demonstrations
verbal cues
visual cues
diagramming, overviews
I principles/proceduresk. altered criterion/
criterion
I. errors/criterionm. editing/criterion
n. backward chaining
0. repetition
p. review
q. varied examples
2 A B C D E F vii I
1 q o-p 9 9 9-1
se h 1
3 b-q i-o-p g-h-k i-g i h
4 b-q 1 o.p g-h i-g i-g ' g h
3+4 b-i-q 1-o-p 9-h .9 1-g c rt e i
5 b-o i-o-p r-9-o-p b-g-I
6 o-p a n a-m-n
7 o-p 9-h-I I
G-74
BASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL I N SECTION I I B
I !B. Design Preparatory Practice Progression I IC. Characterize
PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE
1st
INPUTS OUTPUTS
i verbal /symbolicI i 1
ii environmental 1-51
iii j audio Fil
2nd
iv non - realisticI I
v transitransient v
ACTIONS
vi perceptual
3rd
[vii 1 motor
viii vocal
ix subvocal
SEE ANSWERS
G-74a
ANSWERSBASED ON A REVIEW OFTHE OPPOSITE PAGE,
FILL IN SECTION 118
11B. Design Preparatory Practice Progression I IC. Characterize
PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE
1st
ViagAam4 exptaimIngand ittu4tnatingtype4 o6 ptobZemz;
IdentiO 4komoption type oli
pkobtem invo.evedin example
CokAect identiliica-.tLon o4 pnobtemtype
INPUTS OUTPUTS
li 1 verbal/symbolic 1 i 1
example o6 ptobtemand options as t0type
environmentalI i 1
`iii 1 audio Fi
2nd
Viagitams exptainingand ittu4t/Lati.ngtype4 o6 management4tkategie4; exampeezoli 4tAategie4 andoptions a4 .to ton.
Identiliy Knorr
option4 type4 ocmanagement 40tu-ti onz invotved inexampte
Cohnect identi4ica-tion o6 managementtope
1' "J nonrealistic W'v transient H
ACTIONS
vi perceptual
3rd
Viag,tamz showingmatching o6 pkobtem4and 4tAategie4;pnactice paobtemswith option4
Matches pkobZemsand 4tnategie4litom options
Covtect matchingvii motor
I viii i vocal
subvocal
FOLD BACK PAGE G-73
END OF EXERCISE
G-75
After readingHandbook forsub-STEP(S)
DOEXERCISEG.2.3-G.3.2 7
Exercises 7A-7C are designed to give you practice in designing feedback
to be given to students.
TURN TO NEXT PAGE FOR PROBLEMS
6 -76)//G-77
2.
3.
4.
5
6.
7.
8.
9-
10.
EXERCISE 7A
For each criterion performance below indicate with an X whether the feedbackis likely to be trainer-produced or student-produced.
Criterion PerformanceProduced by:
Student Trainer
Stating the consequences of applying and removing stressto perfectly elastic bodies.
Identifying the name of a Supreme Court case from adescription of the case.
Drawing the orthographic projection of the end and sideviews of a prism.
Drawing a circle with the aid of a compass.
Focusing a television camera using the automatic ormanual focus.
Given a declarative statement in Spanish, the studentwill transform it into a question in Spanish.
Taking the correct grip on a golf club.
Removing and replacing fuel filter and checking forleaks.
Identifying objects which belong to the same class.
Lowering an object attached to a scale into water todetermine what will happen to the scale reading.
G-78 SEE ANSWERS
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE 7A
For each criterion performance below indicate with an X whether the feedbackis likely to be trainer-produced or student-produced.
Criterion PerformanceProduced by:
Student Trainer
Verbally stating the consequences of applying andremoving stress to perfectly elastic bodies. X
Identifying the name of a Supreme Court case from adescription of the case (in a programmed text). X
Identifying the orthographic projection of the endand side views of a prism. X
Drawing a circle with the aid of a compass. X
Focusing a television camera using the automatic ormanual focus. X
Given a declarative statement in Spanish, the studentwill transform it into a question in Spanish. X
Taking the correct grip on a golf club. X
Removing and replacing fuel filter and checking forleaks. X
Identifying objects which belong to the same class. X
Lowering an object attached to a scale into water todetermine what will happen to the scale reading. X
G-79 DO NEXT PROBLEM
EXERCISE 7B
Put an X through the description of the feedback example which ismore likely to assist learning.
Practice Situation
TV cameraman is practicing
"shooting" a simulated
interview show.
Teacher practices reinforc-
ing longer and longer
durations ofa child's
attending behavior.
[(3)(4) X 3) [2] = x
Given a ste of sentences
requiring the Insertion of
commas, the student will
rewrite the sentences using
the appropriate
punctuation.
Setting a still camera for
shutter speed and lens
opening for various types
of lighting.
Feedback A
Critique by the director
regarding appropriate and
inappropriate shots.
Teacher describes her class-
room performance and it is
critiqued to an expert in
behavior modification.!
Present all steps:
[(3)(4) X 3]
[2] = x
[12 X 3]
[2] = x
(36)(2) = x
72 = x
Present the same sentences
already correctly
punctuated.
Present as a model various
types of lighting conditions.
Correct shutter and lens
settings and types of photo-
graphs which result from
them.
Feedback B
Video replay of interview
show with accompanying
critique.
A checklist of do's and
don't's by which the teacher
can evaluate her performance.
Present answer:
72 = x
Supply a set of rules for
the use of commas.
Present as a model various
types of lighting conditions
and correct shutter and
lens settings.
Present as a model various
types of lighting conditions
and correct shutter and
lens settings.
11
EXERCISE 7B
Put an X through the description of the feedback example which is
more likely to assist learning.
Practice Situation
TV cameraman is practicing
"shooting" a simulated
interview show.
Teacher practices reinforc-
ing longer and longer
durations of a child's
attending behavior.
[(3)
(4)
x3]
[2] = x
Given a set of sentences
requiring the insertion of
commas, the student will
rewrite the sentences using
the appropriate
punctuation.
Setting a still camera for
shutter speed and lens
opening for various types
of lighting.
Feedback A
Critique by the director
regarding appropriate and
inappropriate shots.
Tea
r describes her c
room pe
.rmance an
it is
critiqued t
axpert in
behavior mo'ri
tion
Feedback B
A checklist of do's and
don't's by which the teacher
can evaluate her performance.
Pr
nt the same senten
alreaa
correctly p
ctuated.
types
Correct s
settings an
graphs
thee
Present answer:
72=x
Supply a set of rules for
the use of commas. DO
NE
XT
PR
OB
LEM
2.
3.
14.
5.
EXERCISE 7C
For each of the following situations describe the feedback you would provideif you were developing the instructional materials.
Practice Situation Feedback After Learner Gives Answer
Demonstration of Bernoulli'sprinciple: "If I blow air betweenthese candle flames, will theflames bend this way or this way?
Translation of Russian pressrelease into English. "Editthis incorrect translation."
Children are learnirg to classifyexamples of "fruits." Shown abanana, apple, orange, andartichoke. "Which of these doesnot belong with the others?"
You're going to see a 300 lb.rock and a 10 lb. rock droppedfrom a bridge. "Which will landfirst?"
Here is a task analysis of aperformance in the knowledge domain.Now perform the learning analysis.
G-82
SEE ANSWERS
2.
3.
14.
5.
ANSWERSEXERCISE 7C
For each of the following situations describe the feedback you would provideif you were developing the instructional materials.
Practice Situation Feedback After Learner Gives Answer
Demonstration of Bernoulli'sprinciple: "If I blow air betweenthese candle flames, will theflames bend this way or this way?"
Show the wag the f,!ame4 actuateybend (i.e., inwand).
Translation of Russian pressrelease into English. "Editthis incorrect translation."
Show the cotftect editing, i.e., theexact Changed in .the tnanotation he.shoutd have made.
Children are learning to classifyexamples of "fruits." Shown abanana, apple, orange, andartichoke. "Which of these doesnot belong with the others?"
Point .to the antichoke and zay,"Th,i4 one because an afttichoke i.6a vegetabee and the otheA4 akepats."
You're going to see a 300 lb.rock and a 10 lb. rock droppedfrom a bridge. "Which will landfirst?"
Show ,LeAutt6: 6imuttanecia tanding.
Here is a task analysis of aperformance in the knowledge domain.Perform the learning analysis.
Show Aesutta oli a tkainet-devetopedtea/ming anaey44.4.
G-83
END OF EXERCISE
After readongHandbook forsub-STEP(S)
DOEXERCISEG.3.3G.3.4 8
Exercises 8A-8C are designed to give you practice in designing the
reinforcement to be provided students either during or following instruc-
tion.
TURN TO NEXT PAGE FOR PROBLEMS
6-1/G-85
4.
2.
3.
4.
5.
6.
7.
3.
9.
10.
EXERCISE 8A
With an X indicate the type of reinforcers used in the examples below.
Example of Reinforcers Intrinsic Extrinsic
The teacher schedules math and then art because theclass likes art; they then do better on math; thereinforcement for math is:
The reinforcement for art in the above example (1) is:
To demonstrate how economic conditions restrict personaldevelopment, the teacher had the class play a game whichsimulated ghetto conditions.
The teacher knows that Ben is a baseball fan. She giveshim math problems which involve batting averages.
The teacher knows that Ben is a baseball fan. He tellsBen that if he completes all of his math assignments, hewill allow Ben to listen to the baseball playoffs onFriday.
The stuoents are required to write a research paper onthe use of media in instruction. Within this broad frame-work, the student may select a topic which most interestshim.
In order to encourage dropouts to remain in school, theprincipal promised to give a transistor radio to anystudent who scored 80 or above on a criterion test.
Every ,time Johnny works quietly on his spelling, theteacher gives him a gold star.
Ann selects the songs she wants to learn on the guitar.Her teacher adapts them to her level.
The teacher finds that all it takes to keep Johnnyattentive is to call on him to recite occasionally.
G-86 SEE ANSWERS
2.
3,
4.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE 8A
With an X indicate the type of reinforcers used in the examples below.
Example of Reinforcers Intrinsic Extrinsic
The teacher schedules math and then art because theclass likes art; they then do better on math; thereinforcement for math is:
X
The reinforcement for art in the above example (1) is:
-..--
X
To demonstrate how economic conditions restrict personaldevelopment, the teacher had the class play a game whichsimulated ghetto conditions.
X
The teacher knows that Ben is a baseball fan. She give'him math problems which involve batting averages. X
The teacher knows that Ben is a baseball fan. He tellsBen that if he completes all of his math assignments, hewill allow Ben to listen to the baseball playoffs onFriday.
X
--The students are required to write a research paper onthe use of media in instruction. Within this broad frame-work, the student may select a topic which most interestshim.
X
In order to encourage dropouts to remain in school, theprincipal promised to give a transistor radio to anystudent who scored 80 or above on a criterion test. X
Every time Johnny works quietly on his spelling, theteacher gives him a gold star. X
Ann selects the songs she wants to learn on the guitar.Her teacher adapts them to her level. X
The teacher finds that all it takes to keep Johnnyattentive is to call on him to recite occasionally. X
G-87 DO NEXT PROBLEM
2.
3-
4.
5.
EXERCISE 8B
With an X indicate for each of the following situations whether the teacheris attempting to strengthen or to maintain persistence at work.
Reinforcement Practice Strengthen Maintain
Johnny's teacher told him she would give him a goldstar for every line he wrote in his Journal.
On Monday Johnny's teacher told him she would give him agold star for one line of writing; on Tuesday sherequired two lines, and continued increasing the amounthe had to produce in order to receive his reward.
Betty rarely works for a couple of minutes at a time.Her teacher decided to reward her with candy for workingsteadily for an entire class period. After Betty reachedthe "hour" goal, the teacher began giving her candy atregular intervals.
At the onset of the school year the teacher accepted avery low standard of writing from the children. Shepraised almost any kind of writing. As the year wore onshe would only praise better and better examples ofwriting and did so only on occasion.
To encourage his students to exercise, the gym teacherposted the names of people who had completed the dailyexercise requirements. He started easy in the fall butended hard at the end of the term.
G-88 SEE ANSWERS
2.
3
4.
5
ANSWERSEXERCISE 8B
With an X indicate for each of the following situations whether the teacheris i.ttempting to strengthen or to maintain persistence at work.
Reinforcement Practice Strengthen Maintain
Johnny's teacher told him she would give him a goldstar for every line he wrote in his journal. X
On Monday Johnny's teacher told him she would give him agold star for one line of writing; on Tuesday sherequired two lines, and continued increasing the amounthe had to produce in order to receive his reward.
X
Betty rarely works for a couple of minutes at a time.Her teacher decided to reward her with candy for workingsteadily for an entire class period. After Betty reachedthe "hour" goal, the teacher began giving her candy atregular intervals.
X
At the onset of the school year the teacher accepted avery low standard of writing from the children. She
praised almost any kind of writing. As the year wore onshe would only praise better and better examples ofwriting and did so only on occasion.
X
To encourage his students to exercise, the gym teacherposted the names of people who had completed the dailyexercise requirements. He started easy in the fal' butended hard at the end of the term.
X
G-89 DO NEXT PROBLEM
2.
3.
4.
5
EXERCISE 8C
Draw an X through the one type of behavior in each pair (A or B) which youfeel requires reinforcement to be delivered following instruction.
Behavior A Behavior B
Citing the disadvantages of usingdrugs.
Refraining from using drugs.
Going to the polls to vote. Explaining the consequences fordemocratic government of voterapathy.
Supervisory foreman behavingtoward subordinates in a way thatshows respect for them asindividuals.
Supervisory foreman cites reasonsfor good interpersonal relationsbetween superiors and subordinates.
Student refrains from smoking inprohibited area.
Student states what the dangers areof smoking in a prohibited area.
Listing what should be done toprevent V.D.
Observing precautions against V.D.
G-90
SEE ANSWERS
2.
3.
4.
5.
ANSWERSEXERCISE 8C
Draw an X through the one type of behavior in each pair (A or B) which youfeel requires reinforcement to be delivered following instruction.
Behavior A Behavior B
Citing the disadvantages of usingdrugs.
Refrain .11 usi
Going t -- soils to v -. Explaining the consequences fordemocratic government of voterapathy.
Supery foreman behavi.-toward subor. es a way thatshows respec r- t .s
indiv'... s.
Supervisory foreman cites reasonsfor good interpersonal relationsbetween superiors and subordinates.
Student re ,' fru . .ing inprohibite. ..
Student states what the dangers areof smoking in a prohibited area.
Listing what should be done toprevent V.D.
Observe . autio st V.D.
G-91
END OF EXERCISE
After readmgHandbook forsub-STEP(S)
DOEXERCISEG.4.1G.4.2 9
Exercises 9A-9E are designed to give you practice in identifying media
requirements and making media decisions.
TURN TO NEXT PAGE FOR PROBLEMS
9-..,2/..// G-93
2.
3.
4.
5.
EXERCISE 9A
For each learning situation below indicate with an X all the instructionalcapabilities the selected medium does NOT possess.
TO BE LEARNED MEDIUM SELECTED
AccommodationDisplay of of Provides a
INPUTS/OUTPUTS ACTIONS Record
Applying a correcthold to a drowningvictim.
Film showing thedrowning victimthrashing about.
Where to enter elec-trical circuits totroubleshoot for ashort in the circuit.
Circuit diagram withstudent putting markson diagram for pointsto enter for testing.
Reading words notencountered before(phonics lesson).
Slides of new words;students say themaloud.
.4
Using reinforcementprinciples to manageclassroom behavior.
Film showing thirdgraders beinginattentive.
Translating fromChinese charactersaloud.
Tape recorder.
G-94 SEE ANSWERS
2.
3.
4.
5.
ANSWERSEXERCISE 9A
For each learning situation below indicate with an X all the instructionalcapabilities the selected medium does NOT possess.
TO BE LEARNED MEDIUM SELECTED
AccommodationDisplay of of
INPUTS/OUTPUTS ACTIONSProvides aRecord
Applying a correcthold to a drowningvictim.
Film showing thedrowning victimthrashing about.
X X
Where to enter elec-trical circuits totroubleshoot for ashort in the circuit,
Circuit diagram withstudent putting markson diagram for pointsto enter for testing.
Reading words notencountered before(phonics lesson).
Slides of new words;students say themaloud.
X
Using reinforcementprinciples to manageclassroom behavior.
Film showing thirdgraders beinginattentive.
X X
Translating fromChinese charactersaloud.
Tape recorder.X
G-95 DO NEXT PROBLEM
EXERCISE 9B
This is an editim exercise.
Your task is to correct the instructional deficiencies created by the medium selected (in the previousexercise).
DO NOT LOOK AT THE PREVIOUS EXERCISE.
TO BE LEARNED
I.
Applying a correct hold to
a drowning victim.
2.
Where to enter electrical
circuits to troubleshoot
for a short in the circuit.
111.
11.1
I
Reading words not
encountered before (phonics
lesson).
MEDIUM SELECTED
YOUR IMPROVEMENT
Film showing the drowning
victim thrashing about.
Circuit diagram with student
putting marks on diagram for
points to enter for testing.
Slides of new words;
students say them aloud.
Using reinforcement
principles to manage
classroom behavior.
Film showing third graders
being inattentive.
5.
ITranslating from Chinese
characters aloud.
1111
1110
1111
1101
1111
Tape recorder.
AN
SW
ER
SEXERCISE 9B
This is an editing exercise.
Your task is to correct the instructional deficiencies created by the medium selected (in the previous exercise).
DO NOT LOOK AT THE PREVIOUS EXERCISE.
3. 4. 5.
TO BE LEARNED
Applying a correct hold to
a drowning victim.
Where to enter electrical
circuits to troubleshoot
for a short in the circuit.
Reading words not
encountered before (phonics
lesson).
Using reinforcement
principles to manage
classroom behavior.
Translating from Chinese
characters aloud.
MEDIUM SELECTED
YOUR IMPROVEMENT
Film showing the drowning
victim thrashing about.
Circuit diagram with student
putting marks on diagram for
points to enter for testing.
Slides of new words;
students say them aloud.
Film showing third graders
being inattentive.
Tape recorder.
Paper and pencil .to allow
student to sag what hemoufd
do.
None.
Tape Aeconden to plovide
a Itecon.d.
Paper and pencil to attow
teachem to 'say what they
would do; OR, notelotaying
to le-t .them pkacace doing
it with 4itmino o4 it to
pkOvide a teeoltd.
To disptau INPUTS, painted
Chinese chanacteits.
DO
NE
XT
PR
OB
LEM
EXERCISE 9C
Put an X through the best use of a medium for the inputs/outputs to
be displayed.
The medium should be neither
overutilized nor underutilized.
TO BE DISPLAYED
Orbits of planets
Anatomy of eye
Movement of bull in
bullfight
Shape of diamonds
Cooking sauce
A.
Drawing showing
relative size and
distance of planets.
Cutaway line drawing
of eye showing interior
and exterior parts.
Film of bull from
point of view of
bullfighter.
Glass cut like
diamonds.
Color photographs of
sauce.
MEDIA USED
B.
Mobile using spheres of
varying sizes and dis-
tances from one
another; spheres circle
the center snbere_
Opaque 3D model of eye
showing exterior parts.
Simulated bull which
can recreate actual
movements.
Opaque model of
diamonds.
Black and white
photographs of sauce.
C.
Stationary version of
mobile in Example B.
Transparent plastic 3D
eye showing interior
and exterior parts.
Series of still
photographs showing
changes in movement.
Photograph of diamonds.
Mock sauce with full
visual properties.
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 9C
Put an X through the best use of a medium for the inputs /outputs to be displayed.
The medium should be neither
overutilized nor underutilized.
TO BE DISPLAYED
Orbits of planets
Anatomy of eye
Movement of bull
bullfight
in
Shape of diamonds
Cooking sauce
A.
Drawing showing
relative size and
distance of planets.
Cutaway line drawing
f eye showing interior
and exterior parts.
Film of bull from
point of view of
bullfighter.
Color photographs of
sauce.
MEDIA USED
B.
Opaque 3D model of eye
showing exterior parts.
Opaque model of
diamonds.
Black and white
photographs of sauce.
C.
Stationary version of
mobile in Example B.
Series of still
photographs showing
changes in movement.
Photograph of diamonds.
DO
NE
XT
PR
OB
LEM
EXERCISE 9D
Put an X through the MEDIUM which would be the most desirable from a logistical point (i.e., the smallest
logistical burden would be involved).
INPUT
ACTION
Damaged corn,
wheat, soy-
beans
Identifies
insect
responsible
for damage
Patient
Diagnoses
with eye
condition
problem
Electronic
Locates
malfunction
malfunction
symptoms
in circuit
Sound,
cracked, or
sagging
foundation
Evaluates
soundness
Damaged
Disassembles
exhaust
exhaust
analyzer
analyzer and
replaces it
A.
Samples of actual
damaged crops
Color photographs
Printed descriptions
of symptoms
Samples (actual
houses)
Three-dimensional
functioning mock-up
of lunar rover
MEDIA
B.
Enlarged photographs
of damaged crops
Color motion picture
film
Photographs of
symptoms
Three-dimensional
small scale models
Diagram showing
location of parts of
lunar rover
C.
Verbal descriptions of
what damaged crops look
like
Black and white
photographs
Three-dimensional
mock-up with symptoms
displayed
Photographs of
foundations
Film of assembly and
disassembly of lunar
rover
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 9D
Put an X through the MEDIUM which would be the most desirable from a logistical point (i.e., the smallest
logistical burden would be involved).
INPUT
ACTION
Damaged corn,
wheat, soy-
beans
Identifies
insect
responsible
for damage
Patient
Diagnoses
with eye
condition
problem
Electronic
Locates
malfunction
malfunction
symptoms
in circuit
Sound,
cracked, or
sagging
foundation
Evaluates
soundness
Damaged
Disassembles
exhaust
exhaust
analyzer
analyzer and
replaces it
A.
Samples of actual
damaged crops
Color photographs
Ped descript
of symp
Samples (actual
houses)
Three-dimensional
functioning mock-up
of lunar rover
MEDIA
B.
Enlarged photographs
of damaged crops
Color motion picture
film
Photographs of
symptoms
Three-dimensional
small scale models
C.
Bla
and white
photogr
. . .
Three-dimensional
mock-up with symptoms
displayed
Film of assembly and
disassembly of lunar
rover
DO
NE
XT
PR
OB
LEM
EXERCISE 9E
For the examples below create an example of medium selection which you feel
is a good compromise between what
is offered as "best" from an instructional and from a logistical point of view.
INPUT
ACTION
OUTPUT
Facial
expres-
sion of
patient
Analyst
deals
,vith
patient
Best
patient
treatment
Medieval
and re-
Analyze
Paintings
analyzed
naissanceference
baroque
in treat
paintingsnent
of
light
Patient
Position
Patient
with
leg and
X-rayed
broken
operate
leg to becontrols
X-rayed
TV
Identify
Problems
monitor and
reported
showing
report
traffic
troubles
problems
Moving
orally
Position
blip on
identify
identi-
radar
position
fled to
screen
to pilotspilots
BEST INSTRUCTIONAL
An actor simulating the
role, patients with
which analyst practices
correct action
Full color printed
high quality reproduc-
tions
Training model of ma-
chine with working con-
trols and someone act-
ing as patient; learner
produces actions
TV tape showing typical
traffic problems
Film of blip moving
across radar screen
BEST LOGISTICAL
Concrete, verbally
described situation,
and analyst produces
correct action in
writing
Black and white repro-
ductions from textbooks
shown with aid of over'-
head projector
Drawing of controls and
correct and incorrect
positioning of arai;
learner verbalizes and
identifies correct
]
Schematic sketch of
traffic problems
Drawing of blip "path"
COMPROMISE
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 9E
For the examples below create an example of medium selection which you feel
is a
is offered as "best" from an instructional and from a logistical point of view.
INPUT
ACTION
OUTPUT
Facial
expres-
sion of
patient
Analyst
deals
with
patient
Best
patient
treatmentl
Medieval
and re-
Analyze
for dif-
Paintings
analyzed
naissanceference
baroque
in treat
painting5ment
of
light
Patient
Position
Patient
with
leg and
X-rayed
broken
operate
leg to bEcontrols
X-rayed
TV
Identify
Problems
monitor
and
reported
showing
report
traffic
problems
troubles
Moving
Orally
Position
blip on
identify
identi-
radar
position
fied to
screen
Ito pilotspilots
BEST INSTRUCTIONAL
An actor simulating the
role, patients with
which analyst practices
correct action
Full color printed
high quality reproduc-
tions
Training model of ma-
chine with working con-
trols and someone act-
ing as patient; learner
-produces actions
TV tape showing typical
traffic problems
Film of blip moving
across radar screen
BEST LOGISTICAL
Concrete, verbally
described situation,
and analyst produces
correct action in
witinc
Black and white repro-
ductions from textbooks
shown with aid of over-
head projector
Drawing of controls and
correct and incorrect
positioning of arm;
learner verbalizes and
identifies correct
Artinng
Schematic sketch of
traffic problems
Drawing of blip "path"
good compromise between what
COMPROMISE
Photogkapha o6 4aciat
expitasions to which
anatubt Aupondb Ion
papa)
Caolted 6tideh o4
painting ptua paper
land pencil
Mock-up 06 machine with
non-Aunctioning conticot
and someone acting ae
patient; temnet SiMa-
On MO ca-u
Photoghaphs ob backed-
up tkaii6ic and welt
and pencil ion answers
Mechanicat model with
h.-and-ape/toted cWc4
showing moving btipa,
and audio tape
END OF EXERCISE
NOW DO FINAL EXERCISE
#3
WHICH APPEARS IN THEFINAL EXERCISES VOLUME
FOLD BACK THE BLUE PAGE
(;-/O1Y:// G-105
FOLD OUT THIS PAGE AND
FOLLOW THE "F" SCHEDULE INSIDE
2.
3.
4.
5.
6.
7
8.
EXERCISES FOR TASK F
After ReadingHANDBOOK Sections
OnHANDBOOK
1 39
---EA=1--...
F.1.1 F.2.1
F.2.2 41 - 47
F.2.3 49 - 69
F.2.4 - F.3.1 71 107
F.3.2 109 129
F.3.3 131 - 145
F.4.1 F.4.2 147 - 171
DoWORKBOOKExercises
' OnWORKBOOK
Paaes
1 Fl - F3
2 F5 - F7
3A - 3F F9 - F29
4A - 4B F31 - F35
5 F37 - F39
6* F41 - F43
Type of Practice
Deciding to test fccriterion and subcrit
outputsHow much of criteribehavior to sample
in tests
Developing test item
Identifying errorpatterns on test resu
Developing probes tfollow up student
test errors
Developing diagnostest items
Trying out and reusitesting procedures
*WHEN YOU HAVE COMPLETED ALL THE EXERCISES IN THIS SECTION OF THE WORKBOOK,PROCEED TO FINAL EXERCISE 4 IN THE FINAL EXERCISES VOLUME.
F-i
After readingHandbook forsub STEPS)
DOEXERCISEF.1.1F.2.1 1
This exercise is designed to give you practice making decisions about
situations in which you would test for criterion and preparatory outputs.
TURN TO NEXT PAGE FOR PROBLEMS
F-1
2.
3.
4.
5.
6.
7.
8.
10.
EXERCISE 1
For each objective below check as many columns (A, B, and/or C) indicatingthe type(s) of testing information you might be likely to want.
OBJECTIVES
Desirable to Test in Order to Assess for:A. B. C.
DIAGNOSTICProficiency Evidenceat CRITERION INTERIM of Learning
Behavior Pro ress Difficulties
Given a statement of objectives for anysubject matter or any type of learning, thecurriculum development trainee will formulatean instructional strategy.
Instructed to draw the curve for positivelyand negatively skewed and for normal distribu-tions, the student will correctly draw eachtype.
Given a written description of a researchproblem in the social sciences, the studentwill categorize it as one of nine possibletypes of research problems.
Given the results for items on a multiplechoice test, the student will carry out thefive steps involved in procedures for conduct-ing an item analysis.
Given English sentences, the student willidentify the subject and the predicate. Theteacher plans to cover this material in about1 I.
Given unpunctuated sentences, the studentwill edit them using correct capitalization.The teacher plans to spend several weeks onthis.Given a description of several importantchanges in American socre.ty, the student willidentify from a set of alternatives the state-ment which best describes the commonlyaccepted probable cause.
Given an oral presentation of ten words,students will write them producing correctspelling on all ten.
Based on one lesson, students will be givenexamples of music played with varying degreesof tonal quality and be expected to rate them(approximately the ratings made by experts).
Given a singular or plural personal pronoun,the student will use the correct presenttense of the verb "to be" (based on one hourof instruction).
F-2 SEE ANSWERS
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE 1
For each objective below check as many columns (A, B, and/or C) indicatingthe type(s) of testing information you might be likely to want.
OBJECTIVES
Desirable to Test in Order to Assess for:A.
Proficiencyat CRITERION
Behavior
B.
INTERIMProgress
C.
DIAGNOSTICEvidence
of LearningDifficulties
Given a statement of objectives for anysubject matter or any type of learning, thecurriculum development trainee will formulatean instructional strategy.
X X
Instructed to draw the curve for positivelyand negatively skewed and for normal distributions, the student will correctly draw each
type.
X
Given a written description of a researchproblem in the social sciences, the studentwill categorize it as one of nine possibletypes of research problems.
X X X
Given the results for items on a multiplechoice test, the student will carry out thefive steps involved in procedures for conducting an item analysis.
X X
Given English sentences, the student willidentify the subject and the predicate. Theteacher plans to cover this material in aboutan hour.
X
Given unpunctuated sentences, the studentwill edit them using correct capitalization.The teacher plans to spend several weeks onthis.
X X X
Given a description of several importantchanges in American society, the student willidentify from a set of alternatives the statesent which best describes the commonlyaccepted probable cause.
X X X
Given an oral presentation of ten words,students will write them producing correctspelling on all ten.
X
Based on one lesson, students will be givenexamples of music played with varying degreesof tonal quality and be expected to rate them(approximately the ratings made by experts).
X X
Given a singular or plural personal pronoun,the student will use the correct presenttense of the verb "to be" (based on one hourof instruction).
X
F-3 END OF EXERCISE
After readingHandbook forsub-STEP(S)
DOEXERCISEF.2.2 2
This exercise is designed to give you practice in determining how much
of criterion behavior to sample in tests.
TURN TO NEXT PAGE FOR PROBLEMS
F-LVF-5
2.
3.
14.
5.
EXERCISE 2
In each problem below there are two statements of objectives. Each describesthe number of INPUT classes to be sampled.
Put an X through the objective, A or B, for which you would develop MOREtest items PER CLASS.
Objective A Objective B
Given: Any example of the five types Given: Any example of a vitamin orof nutrient requirements of the body,namely, water, carbohydrates, proteins,fats, vitamins, and minerals
Student will: State the functions
of a mineral
Student will: Identify the exampleas a vitamin or a mineral (RECALL)
each performs in the body (RECALL)
Given: Any example of a paragraph Given: Any example of a paragraphusing one of six ways to develop aprogression of ideas
Student will: Identify the technique
which has the central idea statedeither in the first sentence or ina concluding sentence
Student will: Identify the topicused and cite specific content usedto implement the technique (TRANSFER) sentence in each by underlining it
(TRANSFER)
Given: Any example of three types Given: Any example of quantitativeof quantitative data: ordinal,interval, or ratio
Student will: Name the type
and qualitative data
Student will: Identify the type(TRANSFER)
(TRANSFER)
Given: Any example of any of the Given: Any letter of the alphabetfive vowels or any example of thetwenty-five consonants
Student will: Label it as a
in any of the following forms:script, lower case artisan, uppercase artisan, and lower and uppercase versions for two other typefaces (gothic, italics)
Student will: Read the letter
Nowel" or a "consonant" (RECALL)
correctly (RECALL)
Given: Any example of the four Given: Any example of a learningtypes of component learning skills(discriminations, generalizations,associations, or chains)
Student will: Describe the type
problem: acquisition vs. retention
Student will: Describe the type ofinstruction he would prepare for it(TRANSFER)
of instruction he would preparefor it (TRANSFER)
F-6
SEE ANSWERS
2.
3.
4.
5.
ANSWERSEXERCISE 2
In each problem below there are two statements of objectives. Each describesthe number of INPUT classes to be sampled.
Put an X through the objective, A or B, for which you would develop MOREtest items PER CLASS.
Objective A Objective B
Given: Any example of the five types .: Any example of a vitam - orof nutrient requirements of the body,namely, water, carbohydrates, proteinsfats, vitamins, and minerals
Student will: State the functions
of a m al
Student will: --- y the exampleas a vitamin - a m al (RECALL)
each performs in the body (RECALL)
Given: A:1y example of a paragraph Gi.r.: Any example of a pareusing one of six ways to develop aprogression of ideas
Student will: Identify the technique
which the central ide atedeither in t 'first s ence or in
-.a concluding c. ,e
Student wi . Identi he topicused and cite specific content usedto implement the technique (TRANSFER) sente in each by underli g it
( 'SFER)
Given: Any example of three types Giv- Any example of quan veof quantitative data: ordinal,interval, or ratio
Student will: Name the type
and quail ve data
Student will: the type-ffRANSF :w."-
(TRANSFER)
Gi : Any example of any of the Given: Any letter of the alphabetfive v. -'s or any example of .etwenty-five nsonants
student will: La t as a
in any of the following forms:script, lower case artisan, uppercase artisan, and lower and uppercase versions for two other typefaces (gothic, italics)
Student will: Read the letter
"vowel" or a "c ona " (RECALL)
correctly (RECALL
Given: Any example of the four Any example of a learn -.types of component learning skills(discriminations, generalizations,associations, or chains)
Student will: Describe the type
probie . acquisition vs. ention
Student will oesc e the type ofinstruction he repare for it(TRANSFER)
of instruction he would preparefor it (TRANSFER
F-7
END OF EXERCISE
After readingHandbook forsub STEP(S)
DOEXERCISEF.2.3 3
Exercises 3A-3F are designed to give you practice in identifying the
required properties of test items and in developing test items which
meet these requirements.
TURN TO NEXT PAGE FOR PROBLEMS
F-'f/ F-9
3.
4.
5.
6.
7.
8.
9.
10.
EXERCISE 3A
For each of the following test items, put an X in the column indicatingthe type of response mode required.
TEST ITEMSResponse Mode:
RECOGNITION EDITING PRODUCTION
Make one sentence out of the following two.Use a conjunction to connect the twosentences. The women worked.
The children played.
If the punctuation is incorrect, correct it.If it is O.K., do nothing. "Mr. Douglas, whohas been married three times, arrived on timefor the press conforenr.e."
Solve the following problem: 12 * 3 =
Correct the error in 43
this division problem. t5 50605050
Listen to this folk song and tell me if it'sRussian, Hungarian, Israeli, or Greek:
Name two problems that came with the growthof cities.
Match the following terms:Presto a. Very slowAdagio b. Moderate speedModerato c. Fast
Name the food in each of these pictures.(Student is shown pictures of apple, carrot,etc.)
Is this spelling correct? if yes; do nothing.If no, correct it. Conscience
Write a report describing the food processingmethod known as drying, tracing its develop-ment from the prehistoric era to the presentsoave age.
F-10 SEE ANSWERS
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE 3A
For each of the following test items, put an X in the column indicatingthe type of response mode required.
TEST ITEMSResponse Mode:
RECOGNITION EDITING
Make one sentence out of the following two.Use a conjunction to connect the twosentences. The women worked.
The children played.
X
If the punctuation is incorrect, correct it.If it is O.K., do nothing. "Mr. Douglas, whohas been married three times, arrived on timefor the press conference."
X
Solve the following problem: 12 : 3 =X
143Correct in
X
the error5015T6
this division problem. 60
5050
Listen to this folk song and tell me if it'sRussian, Hungarian, Israeli, or Greek. X
Name two problems that came with the growthof cities. X
Match the following terms:Presto a. Very slow
XAdagio b. Moderate speedModerato c. Fast
Name the food in each of these pictures.(Student is shown pictures of apple, carrot,etc.)
X
Is this spelling correct? If yes, do nothing.If no, correct it. Conscience X
Write a report describing the food processingmethod known as drying, tracing its develop-ment from the prehistoric era to the presentspace era.
X
F-11 DO NEXT PROBLEM
EXERCISE 38
For each pair of test items below put an X through the one which does a better job of meeting FORMAL requirements
for test items.
In Column C, tell why the one you selected
2,
3.
4. 5.
A.
Rewrite the following
sentence in a new way.
A big striped tiger lay at
the edge of the jungle.
Listen to this folk song and
tell me if it's Russian or
Hungarian.
Round off the following
number to the nearest
hundredth.
3.627
is better.
B.
Rewrite the following
sentence im a new way.
Add
or subtract words if neces-
sary, but do not change the
meaning of the sentence.
A big striped tiger lay at
the edge of the jungle.
Listen to this folk song and
tell me if it's Russian,
Hungarian, Israeli, or Greek.
An accountant must always
round off numbers to the
nearest hundredth.
How
would an accountant round
off the number 3.627?
An act forbidding any further
issue of paper money in the
colonies was called:
An act forbidding any further
issue of paper money in the
colonies was called:
a.
The Townshend Act
a.
The Sugar Act
b.
The Currency Act
b.
The Stamp Act
c.
The Economic Control Act
c.
The Currency Act
d.
The Monetary Act
d.
The Civil Rights Act
An Act which levied tax on
all colonial imports from the
Spanish and French West
Indies was called
A tax was levied on all
imports from the West Indies
by
C.
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 3B
For each pair of test items below put an X through the one which does a better job of meeting FORMAL requirements
for test items.
In Column C, tell why the one you selected is better.
1 2.
3.
4.
5.
A.
Rewrite the following
sentence in a new way.
A big striped tiger lay at
the edge of the jungle.
Listen to this folk song and
tell me if it's Russian or
Hungarian.
ct forbidding any furtitt<
epaper money
the
Hies
call
B.
)(cite the following
sent-abc4 in a new wa,
or subtrIkH word
sary, but do
meaning
the se
A b'
striped tiger
edge of the jungle.
Add
neces-
change the
ace.
at
Lis
to this folk
tel me
it's R
Hungarian,
and
an,
i, or Greek.
An accountant must always
round off numbers to the
nearest hundredth.
How
would an accountant round
off the number 3.627?
An act forbidding any further
issue of paper money in the
colonies was called:
a.
The Sugar Act
b.
The Stamp Act
c.
The Currency Act
d.
The Civil Rights Act
A tax was levied on all
imports from the West Indies
by
C.
Cteatet, more adequate
inst4uctions
MoVI options which minhnize
chance 6actoia in getting
anawek
Conci4e, not wordy
P4ovides ptausibte option6
Unambiguous
DO
NE
XT
PR
OB
LEM
2.
3.
4.
5.
EXERCISE 3C
For each statement of objectives below two test items have been developed.
Put an X through the one whose content better reflects the difficulties inlearning and performing the criterion behavior specified in the objective.
Objective Test Item A Test Item B
Given specific travelneeds and information,the secretary-traineewill prepare a travelitinerary. It willinaZutia: (a) travcicr'sname, date, and destina-tion; (b) daily on-the-hour schedule; (c) namesof airlines, flightnumbers, and arrival anddeparture times; and (d)credit card accepted.
(The test item presentsa hypothetical travelspecification.) Thestudent must write atravel itinerary whichconforms to the criteriain the objective.
What items should beincluded in a travelitinerary?
Given a famous historicalspeech (Lincoln's Gettys-burg Address), the studentwiZZ identify the knownfacts contained in thespeech and separate thefacts from inferences.
Read the followingspeech by AbrahamLincoln. Underline theportions of the speechwhich present knownfacts. Double underlinethe portions of thespeech which areinferential.
Read the followingby Abraham Lincoln.Underline one statement
speech
con-of fact. Doubleline one inference
under-
speech.tained in the
Given a map and a choiceof descriptions, thestudent will identify thedescriptions which bestcharacterize the map.
Read this map. Thenread the four sentencesbelow the map. Put anX in front of the one
Read this map. Thenread the sentences below.Indicate by a true orfalse answer if thesentence is appropriatefor the map.
sentence which isappropriate for the map.
Given a specific locationand a specific month, thestudent will name theseason that would be ineffect that month.
What season of the yearwould it be in Bogotaduring June?
Fill in thechart by identifyingseason for
City
following
each city.
Month
the
Season
MontevideoMiamiMontrealSeattleBogota
JuneJan.Jan.Sept.Sept.
Given an instance inwhich man has altered hisenvironment, the studentwill name the positive andnegative effects of thealteration.
A dam is a man-madealteration of theenvironment. Giveone negative effect.Give one positiveeffect.
The following are man-made alterations in theenvironment. Provideone positive and onenegative effect resultingfrom each: dam, oilfield, freeway, wastesystem disposal, gravelpit, park.
F-14 SEE ANSWERS
2.
3.
4.
5.
ANSWERSEXERCISE 3C
For each statement of objectives below two test items have been developed.
Put an X through the one whose content better reflects the difficulties inlearning and performing the criterion behavior specified in the objective.
Objective Test Item A Test Item B
Given specific travelneeds and information,the secretary-traineewill prepare a travelitinerary. It willinclude: (a) traveler'sname, date, and destina-tion; (b) daily on-the-hour schedule; (c) namesof airlines, flightnumbers, and arrival anddeparture times; and (d)credit card accepted.
he test item presentqa pothetcal travelspec'fication.) Th-
studen must writ- atravel i inerar whichconforms t criteriain the obje . ive.
What items should beincluded in a travelitinerary?
Given a famous historicalspeech (Lincoln's Gettys-burg Address), the studentwill identify the knownfacts contained in thespeech and separate thefacts from inferences.
d the followingspe- h by AbrahamLinco Underl' e theportions f t speechwhich prese knownfacts. uble nderlinethe po ions of e
spe which arei erential.
Read the followingby Abraham Lincoln.Underline one statement
speech
con-of fact. Double under-line one inferencetamed in the speech.
Given a map and a choiceof descriptions, thestudent will identify thedescriptions which bestcharacterize the map.
this map. Thenread - four se ncesbelow the Put anX in fro o he one
Read this map. Thenread the sentences below.Indicate by a true orfalse answer if thesentence is appropriatefor the map.
sente e which i
a.- opriate for the :.
Given a specific locationand a specific month, thestudent will name theseason that would be ineffect that month.
What season of the yearwould it be in Bogotaduring June?
*11 in thecha by identifyingseaso for
City
following
each ci
M Season
MontevideoMiamiMontr-Sea e
gota
Jan.Jan.Sept.Sept.
Given an instance inwhich man has altered hisenvironment, the studentwill name the positive andnegative effects of thealteration.
A dam is a man-madealteration of theenvironment. Giveone negative effect.Give one positiveeffect.
e following are man-ma alterations inenviro ent. Prov* eone posi e an onenegative of resultingfrom each da- oil
field, eeway, . to
sys disposal, gr.p , park.
F-15 DO NEXT PROBLEM
2.
3.
4.
5.
EXERCISE 3D
For each test goal below, two types of scoring are described. Put an Xthrough the type of scoring which is likely to be done more objectively.
TEST GOAL A.
SCORING METHODB.
Student must identifya major theme inJane Eyre.
Scorer checks to seewhether the correctanswer in a multiplechoice item isendorsed.
Scorer checks to seewhether ideas involvedin major theme arepresent in an essaywritten by student.
Student must correctlypunctuate an unpunctu-ated paragraph givenhim.
Scorer rates studenton scale of 1-5 foruse of each type ofpunctuation: periods,commas, and semi-colons.
Scorer works from acorrectly punctuatedparagraph and comparesstudent's paragraph withit; counts number ofcorrespondences.
Student must compareand contrast "monetary'!and "fiscal" policy.
Scorer assigns from1-10 points to thestudent's essay answerdepending on hisestimate of adequacyof examples providedby student.
Scorer has a list ofproperties the studentmust mention for eachconcept and adds up thenumber mentioned by thestudent.
Student must do"school figures" infigure skating compe-tition.
Pattern skater mustexecute is marked onice. Judges assessdegree of adherenceby student to pattern.
Judges, based on theirprior experience, assessthe adequacy of eachpattern executed.
Student mechanic mustset spark plug gap tocorrect width.
Scorer visuallyinspects gap andaccepts or rejects.
Scorer passes instrumentthrough gap and checksfor snugness of fit.Accepts or rejects.
F-16
SEE ANSWERS
2.
3
4.
5.
ANSWERSEXERCISE 3D
For each test goal below, two types of scoring are described. Put an Xthrough the type of scoring which is likely to be done more objectively.
TEST GOAL A.
SCORING METHODB.
Student must identifya major theme inJane Eyre.
- er checks to s=whet the c ectanswer in multiplechoic: tem i
...rsed.
Scorer checks to seewhether ideas involvedin major theme arepresent in an essaywritten by student.
Student must correctlypunctuate an unpunctu-ated paragraph givenhim.
Scorer rates studenton scale of 1-5 foruse of each type ofpunctuation: periods,commas, and semi-colons.
..rer works from acorr - ly punct edparagrap* - comparesstudent' a raph withit; nts numbe f
respondences.
Student must compareand contrast "monetary"and "fiscal" policy.
Scorer assigns from1-10 points to thestudent's essay answerdepending on hisestimate of adequacyof examples providedby student.
rer has a list ofprop ties the s entmust me on eachconcept an dds up thenumber ntion by thestu t.
Student must do"school figures" infigure skating compe-tition.
P. ern skater muexecu is ma d onice. Jude- assessdegr .f adhe ceb tudent to patt
Judges, based on theirprior experience, assessthe adequacy of eachpattern executed.
Student mechanic mustset spark plug gap tocorrect width.
Scorer visuallyinspects gap andaccepts or rejects.
Sr -r passes inst entthroug a ecksfor snug : - fit.Acce or rejcc
F-17
DO NEXT PROBLEM
EXERCISE 3E
Your task in the problems appearing on the next page is to improve theobjectivity of the scoring.
A list of possible ways to improve objectivity is provided below. Read itand then do the problems on the next page.
-Produce a standard forcomparison
Identify properties ofa standard output
Develop criteria whichmust be met
Create a permanent recordof the output
-Evaluate for the presenceor absence of elements
-Provide bench markers fordegrees (in rating)
- Identify a behavioralobjective
TURN TO NEXT PAGE FOR PROBLEMS
F-19
EXERCISE 3E
1. A coach has to rate the p.cformance of five gymnasts. The coach plansto have them each perform exactly the same maneuvers. He also plans toobserve each one in turn and then select the best one.
What else could the coach do to make the rating more objective?
2. A teacher is devising an item to test students' use of topic sentencesin paragraphs. She plans to have them write a paragraph about theirfavorite food and to underline the topic sentence in order to seewhether it occurs at the beginning or end of the paragraph.
What can she do in addition to make her scoring of the adequacy of therelationship between the topic sentence and other sentences moreobjective?
3. Students in a woodworking class are being evaluated for the course on asmall bookshelf they each made during the course. The instructor hasdeveloped a list of criteria to judge the students' outputs, all ofwhich were made from the same plans.
What else can the instructor do to make scoring more objective?
SEE ANSWERS
F-20
ANSWERSEXERCISE 3E
1 A coach has to rate the performance of five gymnasts. The coach plansto have them each perform exactly the same maneuvers. He also plans toobserve each one in turn and then select the best one.
What else could the coach do to make the rating more objective?
(1) Caseate a 6itm 06 each gymnast's pegoAmance as a permanent
AecoAd which .the coach coad Zook at again and again .to contAast
and compaAe pet6oAmances; (2) develop a checktist o6 standards by
which each gymnast could be Hated as he pet4oAmed.
2. A teacher is devising an item to test students' use of topic sentencesin paragraphs. She plans to have them write a paragraph about theirfavorite food and to underline the topic sentence in order to seewhether it occurs at the beginning or end of the paragraph.
What can she do in addition to make her scoring of the adequacy of therelationship between the topic sentence and other sentences moreobjective?
Develop a set o6 categoAies 06 types 06 sentences which should
eitheA 4ottow on precede topic sentences; and check 6on ptesence on
absence 06 these types.
3. Student in a woodworking class are being evaluated for the course on asmall bookshelf they each made during the course. the instructor hasdeveloped a list of criteria to judge the students' outputs, all ofwhich were made from the same plans.
What else can the instructor do.to make scoring more objective?
Produce u.standaAd" measurements and then measuae the bookshelves
produced, and identiO'how cZo4e .to 4tandaAd each student is.
F-21
DO NEXT PROBLEM
e. p e- are+HISPAGEWA& MISSING FROM THE DOCUMENT THAT WASSUBMITTED TO ERIC DOCUMENT REPRODUCTION SERVICE.
F -23) F-a'1
Form F.2(1)
LESSON
ANSWERSTest Item #1 Answer
OBJECTIVE FORM FOR TEST DEVELOPMENT
"GIVEN" INFORMATION YOU PLAN TO GIVE TO STUDENT
Instructions
Question orProblem
INPUTS(new/old)
.AIDS(when applicable)
a.
b.
To what good gnoup doe4 ice cAeam belong?
What iz the main nutAitive contaaution made bu thi4 good?
.ANSWEROPTIONS(when applicable)
"STUDENT WILL" WHAT THE STUDENT IS EXPECTED TO DO
ACTIONS(new /old)
mode
In waiting ztatez "mJ.lfz and da&u," and "cmecium and nibogeavin."
"RESULTING IN" WHAT THE STUDENT IS EXPECTED TO TURN OUT
OUTPUI
..answers
..product
Type of Scoring
Standardsfor Scoring
-Anzweaz az above
-Right/wAong 4tandatd eon good eategov and go& the two nuttientz
F-25 DO NEXT PROBLEM
Form F.2(1(
LESSON
Develop Test item #2
OBJECTIVE r 2 FORM FOR TEST DEVELOPMENT
"GIVEN" INFORMATION YOU PLAN TO GIVE TO STUDENT
Instructions
Question orProblem
I NPUTSInew/old)
AIDS(when applicable)
.ANSWEROPTIONS(when applicable)
"STUDENT WILL" WHAT THE STUDENT IS EXPECTED TO DO
ACTIONS(new/old)
mode
"RESULTING IN" WHAT THE STUDENT IS EXPECTED TO TURN OUT
OUTPUT
..anwyers
. product
Type of Scoring
Standardsfor Scoring
F-26 SEE ANSWERS
Form F.2(1)
LESSON
ANSWERSTest Item #2 Answer
OBJECTIVE 2 FORM FOR TEST DEVELOPMENT
"GIVEN" INFORMATION YOU PLAN TO GIVE TO STUDENT
Instructions
Question or Find the quotient Son the Soliowing ten pnobtems:Problem
33 : 14 = 36 .:- 12 =INPUTS(new /old) 67 I. 55 = 49 : 13 .
AIDS(when appticable/
52 : 24 = 23 + 13 =
93 : 26 = 98 + 44 =
29,s 19 = 25 : 11 .
ANSWEROPTIONS(when applicable)
"STUDENT WILL" WHAT THE STUDENT IS EXPECTED TO DO
ACTIONSInew/old)
mode
Pnoduce the connect answen to each pnobtem.
"RESULTING IN" WHAT THE STUDENT IS EXPECTED TO TURN OUT
OUTPUT
answers
-Product
Type of Scoring
Standardsfor Scoring
-Ten connect quotients (.to one decimal Oace)
-Odd numbens na.ised one -to nound oSS; even numb e,4 untouched)
-4n6wekz one /bight on. wrong (no pattiat coedit)
F-27 DO NEXT PROBLEM
Form F.2(1)
LESSON
Develop Test Item #3
OBJECTIVE 3 FORM FOR TEST DEVELOPMENT
"GIVEN" INFORMATION YOU PLAN TO GIVE TO STUDENT
Instructions
Question orProblem
INPUTSInewio Id)
AIDS(when applicable)
A NSWE ROPTIONS(when applicable)
"STUDENT WILL" WHAT THE STUDENT IS EXPECTED TO DO
ACTIONS(new/old)
mode
"RESULTING IN" WHAT THE STUDENT IS EXPECTED TO TURN OUT
OUTPUT
answers
productType of Scoring
Standardsfor Scoring
F-28 SEE A
Form F.2(1)
LESSON
ANSWERSTest Item #3 Answer
OBJECTIVE 3 FORM FOR TEST DEVELOPMENT
"GIVEN" INFORMATION YOU PLAN TO GIVE TO STUDENT
InstructionsDraw a -three view, Vtont, top, and end, onthogitaphic ptojecti.on
Question or oti thiA object.Problem
INPUTS(new /old)
P/m6ent object with a cyLi.n.dn.i.caf pant.
AIDS(when applicable)
ANSWE ROPTIONS(when applicable)
"STUDENT WILL" WHAT THE STUDENT IS EXPECTED TO DO
ACTIONSInew/old)
.mode
DAow 4nont, top, and Aide view o4 object
"RESULTING IN" WHAT THE STUDENT IS EXPECTED TO TURN OUT
OUTPUT
answersproduct
Type of Scoring
Standardsfor Scoring
Connect onthognaphic ptoject.i.on o4 cytinditicae. pa/Lt.
FOLD BACK FAG-E F.24
F-29 END OF EXERCISE
After readingHandbook forsubSTEP(S)
DOEXERCISEF.2.4-F.3.1 4
Exercises 4A-4B are designed to give you practice in identifying error
patterns on tests.
TURN TO NEXT PAGE FOR PROBLEMS
F-3/F-31
2.
3.
4.
5.
EXERCISE 4A
For the general error patterns described below, put an X in the columnfor the most likely type of learning failure indicated by them.
Descrjption of Error PatternDiscrimi-nation
FAILURE IN:General-ization Association
Shown pictures of two types of land forms,mountains and hills, a student labels bothas "mountains."
On a recall test item a student correctlylabels a panda as a carnivorous mammal. Heincorrectly labels a carnivorous skunk (atransfer item) as herbivorous.
A student incorrectly labels one type ofparallel circuit diagram as a "seriesparallel" circuit while correctly labelingother parallel circuit diagrams. .
Student labels all "parallel" circuit and"series parallel" circuit diagrams as beingparallel.
Incorrectly says that Stan Laurel is the"fat one," and Oliver Hardy is the "skinnyone."
F-32 SEE ANSWERS
2.
3.
4.
5.
ANSWERSEXERCISE 4A
For the general error patterns described below, put an X in the columnfor the most likely type of learning failure indicated by them.
Description of Error PatternDiscrimi-nation
FAILURE IN:General-ization
Shown pictures of two types of land forms,mountains and hills, a student labels bothas "mountains."
X
On a recall test item a student correctlylabels a panda as a carnivorous mammal. Heincorrectly labels a carnivorous skunk (atransfer item) as herbivorous.
X
A student incorrectly labels one type ofparallel circuit diagram as a "seriesparallel" circuit while correctly labelingother parallel circuit diagrams.
X
Student labels all "parallel" circuit and"series parallel" circuit diagrams as beingparallel.
X
Incorrectly says that Stan Laurel is the"fat one," and Oliver Hardy is the "skinnyone."
X
F-33 DO NEXT PROBLEM
2.
3.
4.
5.
EXERCISE 4B
For the general error patterns described below, put an X in the columnfor the most likely type of learning failure indicated by them.
Description of Error Patterns
FAILURE IN:General-ization Chain in
A secretary is placing a call on "hold." She incorrectlyhangs up the phone before depressing the hold button,and a disconnect results.
Given a scrambled list in the dishwashing process, thestudent is asked to number these steps in the mostefficient order. Several steps are numbered incorrectly.
To meet dietary needs, a student can use fresh, canned,frozen, or dried vegetables. On several test items askingfor variation in meeting dietary needs, she alwaysrecommends fresh vegetables.
Student adding and subtracting fractions omits reducinganswer to its simplest form.
Mechanical drawing student can use a compass or a templateto draw a circle. On a drawing test a student incorrectlyatterwts to draw a circle with the aid of a "Frenchcurve."
F-34 SEE ANSWERS
2.
3.
4.
5.
ANSWERSEXERCISE 4B
For the general error patterns described below, put an X in the columnfor the most likely type of learning failure indicated by them.
Description of Error Patterns
FAILURE IN:General-ization Chaining
A secretary is placing a call on "hold." She incorrectlyhangs up the phone before depressing the hold button,and a disconnect results.
X
Given a scrambled list in the dishwashing process, thestudent is asked to number these steps in the mostefficient order. Several steps are numbered incorrectly.
X
To meet dietary needs, a student can use fresh, canned,frozen, or dried vegetables. On several test items askingfor variation in meeting dietary needs, she alwaysrecommends fresh vegetables.
X
Student adding and subtracting fractions omits reducinganswer to its simplest form. X
Mechanical drawing student can use a compass or a templateto draw a circle. On a drawing test a student incorrectlyattempts to draw a circle with the aid of a "Frenchcurve."
X
F-35 END OF EXERCISE
After readingHandbook forsubSTEP(S) F.3.2
DOEXERCISE L1J
This exercise is designed to give you practice in developing probes you
might use following up student errors on test items.
TURN TO NEXT PAGE FOR PROBLEMS
F-3(,/F-37
EXERCISE 5
For each situation below assume that student replies to your initial probes do not provide J clue as to what has
'
gone wrong.
Develop two types of probes you might use to follow up the first probe.
Record them in the order in which you
would use them (i.e., 2-3).
2.
3.
4.
5.
What Student Does
Incorrectly classifies
levers.
(Classifica-
tion depends on where
fulcrum, load, and
eort
are.)
Omits commas or incor-
rectly uses commas in
paragraph with
restrictive and non-
restrictive clauses.
Uses the wrong average
(mean, median, mode).
(Correct use depends on
distribution, use of
the statistic.)
With the words "pairs,"
"series," or "group of"
as subjects, uses
incorrect present tense
of verb,
Wrongly identifies the
artist who did paint-
ings.
(Identification
based on colors,
bush strokes, etc.1
Why did you call this
a Type II
lever?
Why did you put commas
here?
Why did you
leave a comma out here?
Why did you choose the
mode here, rather than
the mean or median?
Why did you say "are"?
Why did you call these
"Matisse's"?
PROBES
23
rwm
gml
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 5
For each situation below assume that student replies to your initial probes do not provide a clue as to what has
gone wrong.
Develop two types of probes you might use to follow up the first probe.
Record them in the order in which you
would use them (i.e., 2-3).
2.
3.
What Student Does
Incorrectly classifies
levers.
(Classifica-
tion depends on where
fulcrum, load, and
effort applied are.)
Omits commas or incor-
rectly uses commas in
paragraph with
restrictive and non-
restrictive clauses.
Uses the wrong average
(mean, median, mode).
(Correct use depends on
distribution, use of
the statistic.)
4.
With the words "pairs,"
"series," or "group of
as subjects, uses
incorrect present tens
5.
Wrongly identifies the
artist who did paint-
ings.
(Identification
based on colors,
brush strokes, etc.)
Why did you call this
a Type II
lever?
Why did you put commas
here?
Why did you
leave a comma out here?
Why did you choose the
mode here, rather than
the mean or median?
Why did you say "are"?
Why did you cal
these
"Matisse's"?
PROBES
2
Tell me what chaxactek
istics o6 this teven
made you eat: it
Type 11?
In what way woutd the
clause have to be
dibiekent lion you to
use/not use a comma?
What was . there about
the statisticat pkobt
that made you choose
the mode.?
What kind ob word
cs"s cries" that made you
say "ate"?
What katakes o6 these
paintings made you say
"Matisse"?
3
Look at ;!!he position
the liutcAum, toad, and
efiliokt &Ince.
Is there
anything .there that
made you say Type II?
Does the ptesence o6
this ctause nest/act
the meaning o6 the
sentence?
Was the/Le something
about the distAibution
ob scones that made you
choose the mode?
Is " series" zingutax
on pttuLat?
1.6 you had ignoted
"cotolt," woutd you
stitt have said
Matisse?
END OF EXERCISE
After readingHandbook forsub-STEP(S) F.3.3
DOEXERCISE
This exercise is designed to give you practice in developing diagnostic
test items.
TURN TO NEXT PAGE FOR PROBLEMS
F-1/0F-41
2.
3.
4.
5.
EXERCISE 6
For each situation below, develop a diagnostic test item which will helpyou to identify the nature of the learning failure that has, occurred.
SITUATION" DIAGNOSTIC TEST ITEMS
PHONICS
Student produces incorrect soundfor letters.
Has he failed to discriminatebetween letters?
ENGLISH
Student incorrectly labels clauseas "restrictive" or "non-restrictive."
Has he fai led to gonoDalize acrossthe same types of clauses?
PHYSICS
Student identifies direction offorces (indicated by arrows)incorrectly.
Has he failed to ,generalize acrosspushing and pulling forces?
PHYSICS
Student ineorr..,..41y ,-.1.cifiestype of lever.
Has he failed to discriminateamong types?
ENGLISH
Student uses incorrect form ofverb "to be" with personalpronouns.
Has he failed to associate theproper form of the verb withsubjects?
F-42
SEE ANSWERS
2.
3.
4.
5.
ANSWERSEXERCISE 6
For each situation below, develop a diagnostic test item which will helpyou to identify the nature of the learning failure that has occurred.
SITUATION DIAGNOSTIC TEST ITEMS
PHONICS
Student produces incorrect soundfor letters.
Has he failed to discriminate
PILebent a "b" and a "d" and ask:"Ate these supposed to be pto-nounced in the same of in a
ndi66een ayt w?between letters?
ENGLiSH
Student incorrectly labels clause as"restrictive" or "non restrictive."
Hos he failed to generalize across
Ate these accuses o6 the sametype?
"A man (who has a berftd) attivedon time."
"A man (who has a beatd) met thettaix."
the same types of clauses?
PHYSICS
Student identifies direction of Is the d.Otectiono6 the twotiotees the sameon dilt<onont9 . _
f
1
rort.c (indicated by arrows]incorrectly.
ho ,1- t- eHas q cuieopushing and pulling forces?
PHYSICS
Student incorrectly classifiestype of lever.
Has he failed to discriminate
,....."--
Do these leveks belong to the sameceaseamong types?
ENGLISH
Student uses incorrect form ofverb "to be" with personalpronouns.
Has he failed to associate the
Which is cottect?
"He don't."
"He doesn'."t
proper form of the verb withsubjects?
F-43
END OF EXERCISE
NOW DO FINAL EXERCISE
#4
WHICH APPEARS IN THEFINAL EXERCISES VOLUME
F-411F-45
FOLD BACK THE BLUE PAGE
FOLD OUT THIS PAGE AND
FOLLOW THE "E" SCHEDULE INSIDE
2.
3.
4.
5.
6.
7.
EXERCISES FOR TASK E
After ReadingHANDBOOK Sections
OnHANDBOOK
Pages
E.).1 E.1.2 1 - 27
E.1.3 29 33
E.2.1 35 47
E.2.2 49 63
E.2.3 65 75
E.2.1 E.2.3 35 - 75
OoWORKBOOKExercises
WORKBOOKPages
lA IC El - E7
2 E9 - Ell
3 E13 - E17
4A 4C Elg - E25
5A - 5B E27 E31
6 E33 - E35
Type of Practic
Assessing simulation
Assessing seriousnessusing criterion beha'
in practice
dentifying what propeto simulate
Selecting or devissimulation
Making final simulidecision
Using simulation fi
*WREN IOU HAVE COMPLETED ALL THE EXERCISES IN THIS SECTION OF THE WORKBOOK,PROCEED TO FINAL EXERCISE #5 IN THE FINAL EXERCISES VOLUME.
E-i
L
After readingHandbook forsub-STEP(S)
DOEXERCISEE.1.1-E.1.2 1
Exercises 1A, 1B, and IC are designed to give you practice in assessing
simulation needs based on logistical and instructional factors.
TURN TO NEXT PAGE FOR PROBLEMS
E -1
2.
3.
14.
5.
6.
7-
8.
9.
10.
EXERCISE 1A
Identify the types of logistical problems of most concern if criterionbehaviors were to be used in each of the Instructional situationsdescribed below.
Check as many columns as are appropriate.
rnc-r
A beginning surgical intern practicesopen-heart surgery on actual patient
Electronic repair student practicestroubleshooting circuits in- a largeelectronic computer used for CAI purposes
Apprentice upholsterer practices installingpadding before furniture proceeds to nextdepartment
Student driver practices using gear shift,brakes, steering in actual auto on streetsor highway
Student driver who already knows mechanics ofoperating a car practices driving in trafficon actual street or highway
Apprentice fireman practices combattingdifferent types of fires using fire trucksrequired to be available for emergencies
Apprentice restorer of old paintings practicescleaning techniques on a !6th century orIgin2!
Apprentice gift wrapper in department storepractices wrapping gifts while customers wait
Apprentice watchmaker practices setting widthof mainspring to be used in assembly ofwatches
(Beginning) Student X-ray technician practicestaking X-rays with actual patients, actualfilm, and actual equipment
E-2 SEE ANSWERS
2.
3
4.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE IA
Identify the types of logistical problems of most concern if criterionbehaviors were to be used in each of the instructional situationsdescribed below.
Check as many columns as are appropriate.
OND rOcT
A beginning surgical intern practicesopen-heart surgery on actual patient X
Electronic repair student practicestroubleshooting circuits in a largeelectronic computer used for CAI purposes
X X X
Apprentice upholsterer practices installingpadding before furniture proceeds to nextdepartment
X
Student driver practices using gear shift,brakes, steering in actual auto on streetsor highway
X
Student driver who already knows mechanics ofoperating a car practices driving in trafficon actual street or highway
X
Apprentice fireman practices combattingdifferent types of fires using fire trucksrequired to be available for emergencies
X X X
Apprentice restorer of old paintings practicescleaning techniques on a 16th century original X
Apprentice gift wrapper in department storepractices wrapping gifts while customers wait X
Apprentice watchmaker practices setting widthof mainspring to be used in assembly ofwatches
X
(Beginning) Student X-ray technician practicestaking X-rays with actual patients, actualfilm, and actual equ;pment
X
E -3 DO NEXT PROBLEM
1
2.
3.
4.
5.
6.
7.
8.
9.
10.
EXERCISE 1B
Identify the type of instructional problems of most concern if criterionbehaviors were used in each of the instructional situations describedbelow.
Check as many columns as are appropriate.
CONDITIONS SAMPLINGSTANDARD-IZATION MANIP
A beginning surgical intern practicesopen-heart surgery on actual patient
7
Electronic repair student practicestroubleshooting circuits in a largeelectronic computer used for CAI purposes
Apprentice upholsterer practices installingpadding before furniture proceeds to nextdepartment
Student driver practices using gear shift,brakes, steering in actual auto on streetsor highway
Student driver who already knows mechanics ofoperating a car practices driving in trafficon actual street or highway
Apprentice fireman practices combattingdifferent types of fires using fire trucksrequired to be available for emergencies
Apprentice restorer of old paintings practicescleaning techniques on a 16th century original
Apprentice gift wrapper in department storepractices wrapping gifts while customers wait
Apprentice watchmaker practices setting widthof mainspring to be used in assembly ofwatches
(Beginning) Student X-ray technician practicestaking X-rays with actual patients, actualfilm, and actual equipment
E-4 SEE ANSWERS
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE 18
Identify the type of instructional problems of most concern if criterionbehaviors were used in each of the instructional situations describedbelow.
Check as many columns as are appropriate.
CONDITIONS SAMPLINGSTANDARD-IZATION M
A beginning surgical intern practicesopen-heart surgery on actual patient X X
Electronic repair student practicestroubleshooting circuits in a largeelectronic computer used for CAI purposes
X X X
Apprentice upholsterer practices installingpadding before furniture proceeds to nextdepartment
X
Student driver practices using gear shift,brakes, steering in actual auto on streetsor highway
X
Student driver who already knows mechanics ofoperating a car practices driving in trafficon actual street or highway
X X X
Apprentice fireman practices combattingdifferent types of fires using fire trucksrequired to be available for emergencies
X X X
Apprentice restorer of old paintings practicescleaning techniques on a 16th century original X X
Apprentice gift wrapper in department storepractices wrapping gifts while customers wait X X X
Apprentice watchmaker practices setting widthof mainspring to be used in assembly ofwatches
t X
(Beginning) Student X-ray technician practicestaking X-rays with actual patients, actualfilm, and actual equipment
X
E -5 DO NEXT PROBLEM
2.
3
4.
5.
EXERCISE IC
The decision has been made to include the criterion behaviors below ininstruction.
For each of the six listed criteria rate the degree of seriousness posedby the decision.
S = Serious; A = Average; N = Negligible
Criterion BehaviorsUsed in Training
DOWN-TIME COST
DANGER/DAMAGE
SAMPL-ING
STANDARD-IZATION
MANIPU-LATION
Dental student practicesidentifying types ofcavities and fillingthem in on live patient
Apprentice boat handlerpractices docking boatin heavily traffickeddocking area
Student teacher practicesidentifying problembehavior children andreferring those who needprofessional help
highway patrolman practicesspotting and ticketingspeeding or safetyviolations
Audiovisual specialistpractices operating oneof two overhead projectorsin a school for the deaf(that makes extensive useof visuals)
E-6
SEE ANSWERS
2.
3.
5.
ANSWERSEXERCISE IC
The decision has been made to include the criterion behaviors below ininstruction.
For each of the six listed criteria rate the degree of seriousness posedby the decision.
S = Serious; A = Average; N = Negligible
Criterion BehaviorsUsed in Training
DOWN-TIME COST
DANGER/DAMAGE
SAMPL-ING
STANDARD-IZATION
MANIPU-LATION
Dental student practicesidentifying types ofcavities and fillingthem in on live patient
N A S S S S
Apprentice boat handlerpractices docking boatin heavily traffickeddocking area
A N S N N A
Student teacher practicesidentifying problembehavior children andreferring those who needprofessional help
N N S S S S
Highway patrolman practicesspotting and ticketingspeeding or safetyviolations
N A A A A A
Audiovisual specialistpractices operating oneof two overhead projectorsin a school for the deaf(that makes extensive useof visuals)
A N N N N N
E-7
END OF EXERCISE
After readingHandbook forsub-STEP(S)
DOEXERCISEE.1.3 2
This exercise is designed to give you practice in deciding whether or not
to simulate based on an assessment of the degree of seriousness of using
criterion behavior during instruction.
TURN TO NEXT PAGE FOR PROBLEMS
E- 1/7 E-9
2.
3.
4.
5.
EXERCISE 2
Below are the ratings of seriousness of using criterion behavior.
For each situation write in your yes or no decision about simulation.
Criterion BehaviorsUsed in Training
DOWN-TIME COST
DANGER/DAMAGE
SAMPL-ING
STANDARD-IZATION
MANIPU-LATION
Dental student practicesidentifying types ofcavities and fillingthem in on live patient
yes no
N A S S S S
Apprentice boat handlerpractices docking boatin heavily trarfickeddocking area
yes no
A N S N N A
Student teacher practicesidentifying problembehavior children andreferring those who needprofessional help
yes no
N N S S S S
Highway patrolman practicesspotting and ticketingspeeding or safetyviolations
yes no
N A A A A A
Audiovisual specialistpractices operating oneof two overhead projectorsin a school for the deaf(that makes extensive useof visuals)
yes no
A N N N N N
E-10
SEE ANSWERS
2.
3
14.
5.
ANSWERSEXERCISE 2
Below are the ratings of seriousness of using criterion behavior.
For each situation write in your yes or no decision about simulation.
Criterion BehaviorsUsed in Training
DOWN-TIME COST
DANGER/DAMAGE
SAMPL-ING
STANDARD-IZATION
MANIPU-LATION
Dental student practicesidentifying types ofcavities and fillingthem in on live patient
X yes no
N A S S S S
Apprentice boat handlerpractices docking boatin heavily traffickeddocking area
X yes no
A N S N N A
Student teacher practicesidentifying problembehavior children andreferring those who needprofessional help
X yes no
N N S S S S
Highway n:trolman practicesspor.Z.:7.9 and ticketingspeeding or safetyviolations
X yes no
N A A A A A
Audiovisual specialistpractices operating oneof two overhead projectorsin a school for the deaf(that makes extensive useof visuals)
yes X no
A N N N N N
E -1 1
END OF EXERCISE
After readingHandbook forsub-STEP(S) E.2.1
DOEXERCISE 3
This exercise is designed to give you practice in identifying the
properties of INPUTS, ACTIONS, or OUTPUTS it is desirable to simulate
when deciding on what type of simulation to use.
TURN TO NEXT PAGE FOR PROBLEMS
E / y/E -13
2.
3.
4.
5.
6.
7. .
8.
9.
10.
EXERCISE 3
For each problem below, put an X through the one property of thecriterion behavior you would most want to simulate.
LEARNING PROBLEM
MOST IMPORTANTPROPERTY TO SIMULATE
#1 #2 #3
A teacher has to be able to identify the typeof problem behavior a student is exhibitingin order to be able to apply an appropriatemanagement technique.Property of INPUTS to simulate:
Duration ofhyper-activityexhibited
Location inclassroom ofhyperactivebehavior
Gender ofstudOntexhIbi.tinghyperactivebehavior
Dental student has to determine extent ofdrilling to do based on condition of a cavity,Property of INPUTS to simulate:
Type oftoothinvolved
Patientreport ofdegree ofpain
Resistanceto drilling
Physics student has to make discriminationsappropriate to learning principles involvedin Archimedes' Law.Property of INPUTS to simulate:
Color offloatingobject
Magnitudeof a buoyantforce
Size of asoak facehowynapparentwei.ght loss
Student driver learning to pass cars on ahighway.Property of INPUTS to simulate:
Width oflanes
Distance inback of carahead
Horsepowerof carahead
Student airplane pilot learning to land aplane has to make discriminations aboutconditions.Property of INPUTS to simulate:
Degree ofincline ofplane
Dryness orwetness oflandingstrip
Compositionof landingstrip
Student learning to develop instructionalmaterials.Property of ACTIONS to simulate:
Feedinginformationto computer
Administera programfor tryoutpurposes
Producinga film
Teacher using reinforcement principles tomanage classroom behavior.Property of ACTIONS to simulate:
Withholdingattention(which isreinforcing)
Asking achild whatis wrong
Asking achild tostop movingabout
Student driver learning to pass cars on ahighway.Property of ACTIONS to simulate:
Checkimg nwrear emirror forcars inleft lane
Acceleratingand deceler-acing
Braking car
Student draftsman has to decide whetherdrawings he has produced meet requirements.Property of OUTPUTS to simulate:
Neatness ofdrawings
Drawings aredone toscale
Color ofink used
Student driver learning to parallel park.Property of OUTPUTS to simulate:
Closenessto curbafter caris parked
Closenessto car infront after
p'aris
nrkprY
Closenessto car inback aftercDararkeima
E-14 SEE ANSWERS
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE 3
For each problem below, put an X through the one property of thecriterion behavior you would most want to simulate.
LEARNING PROBLEM #1 #2 #3
A teacher has to be able to identify the typeof problem behavior a student is exhibitingin order to be able to apply an appropriatemanagement technique.Property of INPUTS to simulate:
't!--.ation
hyp -
act t
ibite
Location inclassroom ofhyperactivebehavior
Gender ofstudentexhibitinghyperactivebehavior
Dental student has to determine extent ofdrilling to do based on condition of a cavity.Property of INPUTS to simulate:
Type oftoothinvolved
Patientreport ofdegree of.ain
°,-ist --to ss-.' Zing
Physics student has to make discriminationsappropriate to learning principles involvedin Archimedes' Law.Property of INPUTS to simulate:
Color offloatingobject
-itud-of a oyantfor
Size of ascale faceshowingarmarentwetght Loss
Student driver learning to pass cars on ahighway.Property of INPUTS to simulate:
Width oflanes
Di snback : carah d
Horsepowerof carahead
Student airplane pilot learning to land aplane has to make discriminations aboutconditions.Property of INPUTS to simulate:
,:eree oinc -.4.- ofpl..-
Dryness orwetness oflandingstrip
Compositionof landingstrip
Student learning to develop instructionalmaterials.Property of ACTIONS to simulate:
Feedinginformationto computer
.l''nist<
a pro amfor
Producinga film
Teacher using reinforcement principles tomanage classroom behavior.Property of ACTIONS to simulate:
'thholdi..at %4 t.,(whi sr nforc
sking achild whatis wrong
Asking achild tostop moving
out
Student driver learning to pass cars on ahighway.Property of ACTIONS to simulate:
ekingres. vmirr ora.: ine t Zane
cceleratingand deceler-tin
Braking car
Student draftsman has to decide whetherdrawings he has produced meet requirements.Property of OUTPUTS to simulate:
Neatness ofdrawings
D n s -seoneSc'
Color ofink used
Student driver learning to parallel park.Property of OUTPUTS to simulate:
..senesto raft- ..,
- .arke
Closenessto car inront aftercar isarked.
Closenessto car inback aftercar isparked
E-15 DO NEXT PROBLEM
EXERCISE 3A
Your task in this exercise is to identify the properties of INPUTS, ACTIONS, or OUTPUTS you would wish to simulate.
2. 3. 4. 5.
LEARNING PROBLEM
Nursing student has to
position patient for
X-ray, take X-ray, and
determine adequacy of
picture
Pilot trainee has to
land plane on deck of
aircraft carrier
Student has to relate
molecular motion and
heat
Comprehend spoken
French and reply in
French
Salesmen dealing with
customers courteously
INPUT Properties
To Be Simulated
ACTION Properties
To Be Simulated
OUTPUT Properties
To Be Simulated
1
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 3A
Your task in this exercise is to identify the properties of INPUTS, ACTIONS, or OUTPUTS you would wish to simulate.
LEARNING PROBLEM
Nursing student has to
position patient for
X-ray, take X-ray, and
determine adequacy of
_picture
2.
Pilot trainee has to
land plane on deck of
aircraft carrier
3.
14.
5.
Student has to relate
molecular motion and
heat
Comprehend spoken
French and reply in
French
Salesmen dealing with
customers courteously
INPUT Properties
To Be Simulated
Poaition 06 patient
bon. panticuan type
°A x-kau
Height above ccuoieic,
diatance 6nom cannier,
alignment with caititielt
deck, din /speed, wind
abeed, etc.
Speed o6 movement 06
motecuta; height o4
mencuny in thenmometen.
Audio pteaentation ob
Punch; pronunciation;
speed o6 speech; etc.
Vartiation4 in customer
mood!, Ianytu, pizaaant,
etc.)
ACTION Properties
To Be Simulated
Maniputating patient's
body and instnucting
him about poaition
Decisions about ai4
speed, connection o6
height, alignment, and
operations to caluty
then out
Going on vabat
descniption oK the
netationahip
Reaponze
otat
Make mat teaponae
OUTPUT Properties
To Be Simulated
Adequate daineation
o6 pant to be X-naued
Changes in INPUT
condition tinted
Vabat deauliption
vitae OUTPUT:
pnonunciation, intona-
tion, rhythm, etc.
RaponAe to eustomena
in appnoptiate tone
END OF EXERCISE
After readingHandbook forsub-STEP(S) E.2.2
DOEXERCtSE 4
Exercises 4A-4C are designed to give you practice in selecting or
devising simulation.
TURN TO NEXT PAGE FOR PROBLEMS
5-1yE-19
EXERCISE 4A
Put an X through the simulated INPUT (or simulated OUTPUT)* which, from an instructional point of view, is the
best candidate for use in training.
To Be Simulated:
Auto
to be
passed
Passes
auto
CLEAR-
ANCE
BETWEEN
THE TWO
AUTOS*
TREES*
Suitable
soil
Planting
recom-
mended
DROWNING
Apply
Victim
VICTIM*
proper
ready
hold
for
towing
CLOUD
Identi-
Identifi-
FORMA-
fies
cation
TIONS*
type of
of types
cloud
of
clouds
CUSTOMER
Identi-
Flow
ROUTES
fies
patterns
IN
traffic
identi-
DEPART-
flow
fied
MENT
STORE*
pattern
#1
Simulator with static
pictures of two autos
Drawings of trees
Person acting as
victim
Drawing of clouds
Maps of store showing
routes and flow
patterns
SIMULATION CANDIDATES
#2
Simulator with filmed
(canned) pictures of
two autos
Artificial trees
Film showing victim
Verbal description of
clouds
Frequency tabulations
for traffic volume in
each aisle
*What is to be simulated is presented in capitalized italics and is
#3
Simulator with actual
conditions (based on
student performance)
simulated
Photographs of trees
A wooden figure serving
as the victim
Photographs of clouds
Pictures of crowd
levels in sections of
the store
accompanied by an asterisk.
SE
E M
WS
WE
RS
Put an X through the simulated INPUT (or
best candidate for use in training.
To Be Simulated:
INPUT
ACTION
OUTPUT
Auto
-1Passes
to be
passed
auto
CLEAR-
ANCE
BETWEEN
THE TWO
AUTOS*
TREES*
Suitable
soil
Planting
recom-
mended
DROWNINGApply
Victim
VICTIM*
proper
ready
hold
for
towing
CLOUD
Identi-
Identifi-
FORMA-
fies
cation
TION
type of
of types
cloud
of
clouds
CUSTOMERIdenti-
Flow
ROUTES
fies
patterns
IN
DEPART-
traffic
identi-
STNT
ORE*
flow
pattern
fied
AN
SW
ER
SEXERCISE 4A
simulated OUTPUT)* which, from an instructional point of view, is the
#1
Simulator with static
pictures of two autos
Drawing of clouds
SIMULATION CANDIDATES
#2
Simulator with filmed
pictures of
two autos
ficial trees
Film showing victim
I- Verbal description of
clouds
Frequency tabulations
for traffic volume in
each aisle
#3
Photographs of trees
A wooden figure serving
as the victim
Pictures of crowd
levels in sections of
the store
*What is to be simulated is presented in capitalized italics and is accompanied by an asterisk.
DO
NE
XT
PR
OB
LEM
Put an X through the
in training.
To Be Simulated:
INPUT
ACTION
OUTPUT
EXERCISE 4B
simulated ACTION which, from an
Auto
parts
(choke)
ASSEMBLa:Assemblea
INPUTS IN
CORRECT
SEQUENCE
choke
Faulty
ADJUSTS
Correct
TV image
IMAGE
image
Malfunc-
LOCATES
Malfunc-
tion in
MALFUNC-
tion
the
TION
identi-
sequence
Pied
Array ofMIXES
A
chemical
solutions
SOLUTIONScompound
Car to
PASSES
Car
pass
passed
#1
Verbally indicates an
assembly sequence
On simulated TV console
turns knobs that pro-
duce a correct image
Selects from verbal
options what circuits
he would investigate
States verbally how
much of each solution
he would mix
In auto simulator
presses buttons when
passing should be done
instructional point of view,
SIMULATION CANDIDATES
#2
Points to parts in the
order 'n which he
would assemble them
Verbally indicates
what adjustment to
make
Circles circuits he
would investigate on
circuit diagram
Edits (verbally) an
incorrectly selected
amount of each
solution
In auto simulator
calls out what he
would do
is the best candidate for use
#3
From options presented
him, selects parts
next in the assembly
sequence
Selects from multiple
options the adjustment
to make
Selects one of two
circuits as the one to
investigate
Selects from verbally
presented options the
amount of each
solution to mix
In auto simulator
turns wheel to pass
auto ahead
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE
Put an X through the simulated ACTION which, from an instructional point of view, is the best candidate for use
in training.
To Be Simulated:
INPUT
ACTION
OUTPUT
Auto
parts
(choke)
ASSEMB &Assemb
INPUTS I
CORRECT
SEQUENCE
choke
Faulty
ADJUSTS
Correct
TV image
IMAGE
image
Malfunc-LOCATES
Malfunc-
tion in
MALFUNC-
tion
the
TION
identi-
sequence
fled
Array ofMIXES
A
chemical
solutio
SOLUTIO
compound
Car to
PASSES
Car
pass
passed
#1
Verbally indicates an
assembly sequence
Selects from verbal
options what circuits
he would investigate
es verbally how
much
ach so
ion
he would m
In auto simulator
presses buttons when
passing should be done
SIMULATION CANDIDATES
#2
Verbally indicates
what adjustment to
make
Edits (verbally) an
incorrectly selected
amount of each
solution
In auto simulator
calls out what he
would do
#3
From options presented
him, selects parts
next in the assembly
sequence
Selects from multiple
options the adjustment
to make
Selects one of two
circuits as the one to
investigate
Selects from verbally
presented options the
amount of each
solution to mix
DO
NE
XT
PR
OB
LEM
EXERCISE 4C
For each problem below, devise a type of simulated practice which you feel
is better than the one given (labelled
"LESS DESIRABLE SIMULATION") and which you feel will make transfer easier.
Write in your recommendation in the column marked "RECOMMENDATION."
2.
3.
4.
5.
INPUT
ACTION
OUTPUT
Misbe-
having
child in
class
Manages
problem
Problem
reduced
Bleeding
artery
Locate
pressure
point
Identi-
fled
pressure
point
Inatten-
tive
child
Rein-
forces
longer
duratio
of atte
tion
More
atten-
tive
child
Wet or
dry
roads
Brakes
car to
suit
condi-
tions
Car in
control
TV image
problem
Adjusts
set
Imprcted
image
LESS DESIRABLE
SIMULATION
RECOMMENDATION
Responds orally to problems
portrayed on film
Locating pressure spot on anatomical
diagram
Verbal description of durations o
attention
States how he would brake car for
prevailing road conditions
Critiques and edits (verbally)
adjustments portrayed on film
SE
E A
NS
WE
RS
AN
SWE
RS
EXERCISE 4C
For each problem below, devise a type of simulated practice which you feel
is better than the one given (labelled
"LESS DESIRABLE SIMULATION") and which you feel will make transfer easier.
Write in your recommendation in the column marked "RECOMMENDATION."
1 2.
3.
4.
5.
INPUT
ACTION
OUTPUT
Misbe-
having
child in
class
Manages
problem
Problem
reduced
Bleeding
Locate
Identi-
artery
pressure
fied
point
pressure
point
Inatten-
Rein-
More
tive
forces
atten-
child
child
duratio
tive
of atten
tion
child
Wet or
Brakes
Car in
dry
car to
control
roads
suit
condi-
tions
TV image
Adjusts
improved
problem
set
image
LESS DESIRABLE
SIMULATION
RECOMMENDATION
Responds orally to problems
portrayed on film
Responds orally to problems acted
out or role played out by actual
children
Locating pressure spot on anatomical
diagram
Locating pressure spot on human model
or on dummy
Verbal description of durations of
attention
Film sharing increasing durations
of attention
States how he would brake car for
prevailing road conditions
Brakes car in simulator
Critiques and edits (verbally)
adjustments portrayed on film
Makes adjustments on mock-up
END OF EXERCISE
After readingHandbook forsub-STEP(S)
DOEXERCISEE.2.3 5
Exercises 5A and 5B are designed to take into account logistical
considerations when making a final decision about what type of simulation
to use.
TURN TO NEXT PAGE FOR PROBLEMS
E-27
EXERCISE 5A
Put an X through the type of simulation which would be the most desirable from a logistical point of view
(i.e., the smallest logistical burden would be involved).
2.
T co3.
4.
5.
To Be Simulated:
Damaged
crop
Identi-
fies
respon-
sible
insect
Identi-
fied
cause
Patient
Observes
Diagnosis
with
and iden-
skin
condi-
tion
tifies
condi-
tion
TV mal-
Locates
Identi-
functionmalfunc-
fied
symptoms
tion
cause
problem
Road
Adjusts
Speed
condi-
speed of
appropri-
tions
auto
ate for
condi-
tions
Damaged
Disassem,Repaired
part in
bles
motor
motor
motor anc
replaces
part
111
Samples of actual
damaged crops
Color photographs
Printed descriptions
of symptoms
Photographs of
conditions and printed
descriptions of
appropriate action to
Three dimensional
functional mock-up
of motor
SIMULATION CANDIDATES
#2
Enlarged photographs
of damaged crops
Color motion picture
film
Photographs of
symptoms
Film of conditions
and printed descrip-
tion of action to take
Diagram showing
location of parts of
motor
#3
Verbal descriptions of
what damage looks like
Black and white
photographs
Three-dimensional
mock-up with symptoms
displayed
Simulator mock-up with
INPUT and ACTION
capabilities
Film of assembly and
disassembly of motor.
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 5A
Put an X through the type of simulation which would be the most desirable from a logistical point of view
(i.e., the smallest logistical burden would be involved).
2. 3.
14.
5.
To Be Simulated:
INPUT
ACTION
OUTPUT
Damaged
crop
Identi-
fies
respor-
sible
insect
Identi-
fied
cause
Patient
Observes
Diagnosis
with
and iden-
skin
Itifies
condi-
1condi-
tion
tion
TV mal-
Locates
Identi-
function matAnc-
fied
symptoms tion
cause
oroblem
Road
Adjusts
Speed
condi-
speed of
zppropri-
tions
auto
ate for
condi-
tions
Damaged
Disassem-
epaired
part in
bier
motor
motor
motor and
replaces
part
#1
Samples of actual
damaged crops
Color photographs
Pri
descrip
of sympt
P . .raphs of
condit .s an
descripti
appr.
ate act
e
rinted
Three dimensional
functional mock-up
of motor
SIMULATION CANDIDATES
#2
Enlarged photographs
of damaged crops
Color motion picture
film
Photographs of
symptoms
Film of conditions
and printed descrip-
tion of action to take
Di
am showing
locate
motor
fp
s of
#3
Three-dimensional
mock-up with symptoms
displayed
Simulator mock-up with
INPUT and ACTION
capabilities
Film of assembly and
disassembly of motor
DO
NE
XT
PR
OB
LEM
EXERCISE 58
For each example below design simulated practice which you feel
is a good compromise between what is offered as
"best" from an instructional and from a logistical point of view.
2.
14.
5.
To Be Simulated:
INPUT
ACTION
OUTPUT
Facial
expres-
sion of
patient
Therapis,:eat
deals
with
patient
accord-
ingly
watient
reatment
Medieval
Analyze
raintings
and re-
treatmen,,,alyzed
naissancsof
light
baroque
and
paintingsshadow
Patient
Position"atient
to be
patient
-rayed
X-rayed
and
operate
controls
Tunnel
Identify
oblems
traffic
and
'- ported
problems
report
troubles
',loving
Identify
'stance
blip on
distance
.denti-
radar
screen
of objec,
ied
BEST INSTRUCTIONAL
SIMULATION
An actor simulating the
role of patients;
therapist practices
correct action
Full color printed
high quality reproduc-
tions
Training model of
X-ray machine controls
and actual patient
Film showing typical
traffic problems (e.g.,
length of backup)
Film of blip moving
across radar screen
BEST LOGISTICAL
SIMULATION
Concrete, verbally
described situation;
therapist produces
correct action in
writing
Black and white repro-
ductions from textbooks
shown with aid of over-
head projector
Drawing of controls
and positioning of
patient; learner
verbalizes about
actions
Schematic sketch of
traffic problems
Drawing of blip "path"
YOUR COMPROMISE
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 5B
For each example below design simulated practice which you feel
is a good compromise between what is offered as
"best" from an instructional and from a logistical point of view.
2.
3.
4. 5.
To Be Simulated:
INPUT
ACTION
OUTPUT
racial
expres-
sion of
ipatient
Therapis
deals
.pith
patient
accord-
ingly
est
atient
reatment
Medieval
and re-
Analyze
treatmen
aintings
lyzed
naissanceof
light
baroque
and
paintingelshadow
Patient
Position
atient
to be
patient
- rayed
X-rayed
and
Operate
controls
Tunnel
Identify
oblemu
traffic
and
eported
problems
report
troubles
Moving
Identify
stance
Kip on
distance
'denti-
radar
screen
of objet
ied
BEST INSTRUCTIONAL
SIMULATION
An actor simulating the
role of patients;
therapist practices
correct action
Full color printed
high quality reproduc-
tion
Training model of
X-ray machine controls
and actual patient
Film showing typical
traffic problems (e.g.,
length of backup)
Film of blip moving
across radar screen
BEST LOGISTICAL
SIMULATION
Concrete, verbally
described situation;
therapist practices
correct action
Black and white repro-
ductions from textbooks
shown with aid of over-
head projector
Drawing of controls
and positioning of
patient; learner
verbalizes about
actions
Schematic sketch of
traffic problems
Drawing of blip "path"
YOUR COMPROMISE
Photographs of facial
expressions showing
mood of patient to
which therapist
res ands
Colored slides of
painting
Mock-up of machine with
non-functioning
controls and dummy
Photographs of backed-
up traffic
Mechanical model with
hand-operated discs
showing moving blips
END OF EXERCISE
After readingHandbook forsub - STEPS) E.2.1-E.2.3
DOEXERCISE 6
This exercise is designed to give you practice in planning simulation
in working from and with actual forms.
Review the analysis results on the next page and then fill in simulation
form, FORM E.1(1), on page E-34a.
Complete all these stens:
(a) Assess the seriousness of need for simulation based on each
logistical and instructional factor;
(b) Decide whether to simulate (write in "yes" or "no" on form);
(c) If yes, devise alternative simulation plans;
(d) Identify final choice (with check marks )
FOLD OUT THIS PAGE
E-33
-J
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let ....v../
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tr. ALVSIS
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rakes twt cut srIntrctlar
tteras cutersInfaelloo --
Apr. ..... 1,tot Infect,"
tyroof Iject
C0101 01.- LCIJIMI.,11%W. ad 0..11,p,
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8130TCre
mow ewer. row arm.
12LIZATIONS...Sr* at. . NMIEMINMI
ftof *Ali
L 1.000.r
E 3 LI
Form E.1(1)
LESSON OBJECTIVE1
SIMULATIONDECISIONS
a. assessing simulation needs due to
LOGISTICAL CONSIDERATIONS
downtime cost danger
riINSTRUCTIONAL CONSIDERATIONS
sampling standardization manipulation
b. planning simulation when needed
INPUT types
people
man made objects
natural objects
events
words
symbols
other
ACTION types
perceptual
motor
vocal
sub-vocal
OUTPUT types
people
man made objects
natural objects
events
words
symbols
other
PROPERTIES: physical, psychological SIMULATION PLANS: visual, audio, etc.
SEE ANSWERSE-314a
Form EMI)
LESSON OBJECTIVE
ANSWERSSIMULATIONDECISIONS
a, assessing simulation needs due to
LOGISTICAL CONSIDERATIONS
downtime
N
Cost
N
danger
S
INSTRUCTIONAL CONSIDERATIONS
sampling
N
standardization manipulation
N N
b. planning simulation when needed
INPUT types
people
man made objects
natural objects
events
words
symbols
other
ACTION types
perceptual
motor
vocal
subvocal
OUTPUT types
people
man made objects
natural objects
events
words
symbols
other
PROPERTIES: physical, psychological
-Sometki.ng to be injectedinto
-Re6i4tance .to needZe
-HypodeAmic to be in4ented
Thluat and aneveeinfectbil
-Connect angle
SIMULATION PLANS: visual, audio, etc.
Otange on. othen toe o4A/mit
PLUSActuat hypodetmic
Dce4 actuaZ injection
-Empty hypodenmic
Connect anotve
FOLD BACK PAGE E-33
E-35
NOW DO FINAL EXERCISE
#5
WHICH APPEARS IN THEFINAL EXERCISES VOLUME
FOLD BACK THE BLUE PAGE
E-340E-37
FOLD OUT THIS PAGE AND
FOLLOW THE "D" SCHEDULE INSIDE
6.
7.
EXERCISES FOR TASK D
i After ReadingOnHOOK
D',1111 11--13
D';112.2--D;I:3: 15:7--33=;
D:114 :----4 0"
D'.115:1 45:-.55';
DL'2:1V. 577--77-i
M.:-.2:: M-103:
M.-.3:' 05--125:
oWORKBOOKExercises
SnWORKBOOKPages
IA - IB Di - D5
2 D7 D9
i
3 D11 D13
1
4 DI5 D17
1
5A 5D D19 - D29
6 D31 - D33
7 035 - D37
Type of Practic
Identifying tritersubcriterion, an,
prebaratery obiect
Deciding whether tprovide performance
Deciding on one or 0,performance direction
Deciding on how muchcriterion behavior t.
sample
Assessing adequacy (statements of objecti
Preparingstatements of objecti
Preparing statementsobjectives to be giv
to students
8..4WHEN YOU.YAVE. COMPLETED. ALL THE EXERCISES IN THIS SECTION OF THE WORKBOOK,PROCEED TO FINAL EXERCISE #6 IN THE FINAL EXERCISES VOLUME.
After readingHandbook forsub STEPS)
DOEXERCISED.1.1 1
Exercises IA and 1B are designed to give you practice in the identifica-
tion of criterion objectives and preparatory objectives.
TURN TO NEXT PAGE FOR PROBLEMS
D-1
EXERCISE lA
This exercise is designed to give you practice identifying performance which is self-contained and should therefore
be treated as a criterion objective, and performance which is not self-contained and should therefore be treated as
a preparatory objective.
For each pair of examples below (A and B), enter the letter A or B in the column which identifies the type of
objective you judge the example to be.
2. 3.
4.
5.
General Subject Matter
or Perfcrmnce Area
Algebra
Telling time
History
English
Physics
A
Raising numbers to the
power indicated by an
exponent
Identifying the minute
hand and the hour hand
Comparing and contrast-
ing several theories of
historical change
Writing an essay
Defining concepts
involved in Ohm's Law
B
Identifying numbers
with and without
exponents or with
different exponents
Reporting time to the
nearest second
..
Listing what variables
a theory of historical
change must deal with
Writing paragraphs
which have a logical
progression of ideas
Given a problem,
selecting Ohm's Law as
the one to solve it,
substituting values in,
the formula and solving
prnhIpm
Should be treated as a:
CRITERION PREPARATORY
Objective
Objective
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE IA
This exercise is designed to give you practice identifying performance which is self-contained and should therefore
be treated as a criterion objective, and performance which is not self-contained and should therefore be treated as
a preparatory objective.
For each pair of examples below (A and B), enter the letter A or B in the column which identifies the type of
objective you judge the example to be.
Should be treated as a:
CRITERION PREPARATORY
Objective
Objective
2. 3. 4. 5.
General Subject Matter
or Performance Area
Algebra
Telling time
History
English
.Physics
A
Raising numbers to the
power indicated by an
exponent
Identifying the minute
hand and the hour hand
Comparing and contrast-
ing several theories of
historical change
Writing an essay
Defining 4..oncepts
involved in Ohm's Law
B
Identifying numbers
with and without
exponents or with
different exponents
Reporting time to the
nearest second
Listing what variables
a theory of historical
change must deal with
Writing paragraphs
which have a logical
progression of ideas
Given a problem,
selecting Ohm's Law as
the one to solve it,
substituting values in
the formuia and solving
problem
AB
BA
AB
AB
BA
DO
NE
XT
PR
OB
LEM
EXERCISE 1B
This exercise is designed to give you practice determining which skill components should and should not be identified
a- preparatory objectives.
Put an X through the objective in the column which should probably not be identified as a
preparatory objective.
If both examples should be treated as preparatory examples, do not put an X through either.
Training Situation
Diagram of Skill Components
Skills Which Should NOT Be
Identified As Preparatory Objectives
ab
Seventh grade art
students must
construct a color
wheel.
They have not
yet learned which
colors are primary,
secondary, or
intermediate.
Discriminating
among colors which
are primary,
secondary, and
intermediate
Associating the
type of color with
its position on the
color wheel
Primary
colors
-0-outside
Place in
circle
'0-correctly
Primary colors
placed
Secondary
colors
-IP-middle
Place in
circle
-I..correclty
Secondary colors
placed
Intermediate
colors
4.-
Place in
outside
circle
-*
Intermediate
colors correctly
placed
Vocational high
school students must
select best insulator
for direct-current
circuits
Discriminating
among inputs
Associating the
equipment or fixture
with the correct
type of insulator
Motors
-0-
Select
and use
fiber
-10-
Fiber
insulation used
Toasters
or other
(non-motor)
appliances
Select
mica
Mica
insulation used
Outlets and
switches
Select.
bakelite
Bakelite
insulation used
Third graders who can
already pronounce the
sounds of all letters
in the alphabet must
identify which are
called consonants
and which are called
vowels
Discriminating
between letters
in the alphabet
.
Associating the
labels with the
appropriate letters
a, e,
I,
o, u
Labels as
v ow els
Vowels
b, c, d,
f, etc.
Labels as
consonants
4.b..
Consonants
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 18
This exercise is designed to give you practice determining which skill components should and should not be identified
as preparatory objectives.
Put an X through the objective in the column which should probably not be identified as a
preparatory objective.
If both examples should be treated as preparatory examples, do not put an X through either.
Training Situation
Skills Which Should NOT Be
Identified As Preparatory Objectives
Diagram of Skill Components
ab
Seventh grade art
students must
construct a color
wheel.
They have not
yet learned which
colors are primary,
secondary, or
intermediate.
Discriminating
among colors which
are primary,
secondary, and
intermediate
sociating the
te of color wi ,
its -osition o
the
color .heel
Primary
colors
41"
Place in
outside
circle
-*Primary colors
correctly
placed
Secondary
colors
*Place in
middle
circle
-0-correctly
Secondary colors
placed
Intermediate
colors
4.
Place in
outside
circle
.-
Intermediate
colors correctly
placed
Vocational high
school students must
select best insulator
for direct-current
circuits
' iscriminating
a ng inputs
Associating the
equipment or fixture
with the correct
type of insulator
Motors
*Select
and use
fiber
-0-insulation
Fiber
used
Toasters
or other
(non-motor)
appliances
*
Select
mica
-0-
Mica
insulation used
Outlets and
switches
-0,Select
bakelite
-0-Bakelite
insulation used
Third graders who can
already pronounce the
sounds of all letters
in the alphabet must
identify which are
called consonants
and which are called
vowels
'scriminating
be
een letter
in th
alph
et
Associating the
labels with the
appropriate letters
a, e,
1,
o, u
Labels as
vowels
-0-Vowels
b, c, d,
f, etc.
40-
Labels as
consonants-0-Consonants
END OF EXERCISE
After readingHandbook forsubSTEP(S)
DOEXERCISED.1.2-D.1.3 2
This exercise is designed to give you practice deciding whether or not
performance aids should be provided for use during the criterion behavior.
TURN TO NEXT PAGE FOR PROBLEMS
D 670-7
EXERCISE 2
For each example indicate your decision with a yes or no answer. If yougive a yes answer, indicate the training role it will play.
Recommendation regardingdesirability of having
aids availableYES NOCriterion Behavior
1. Using a slide rule for computations
2. Having a table of multiplication (products) on hand
3. Having a table of logarithms on hand for use whendoing computations with logarithms
4. Having a French dictionary on hand for studentswho must read scientific papers in French
5. Radar operator at air traffic control centeridentifying patterns and radioing instructions;having examples of possible patterns on hand as guide
6. Statistical clerk having formulas on hand forcomputation of all the various types of statisticshe is expected to compute
7. Opera singer performing in two or three differentoperas a week; having a prompter on hand in aprompter's box to aid recall (when necessary)
8. Secretary who types letters has a handbook withexamples and rules for how to address officialsin a variety of professional walks of life
9. A doctor must select from a range of available drugsthose suitable for conditions he encountersfrequently and infrequently
10. Worker on an auto assembly line has severaloperations to perform
0-8 SEE ANSWERS
ANSWERSEXERCISE 2
For each example indicate your decision with a yes or no answer. If yougive a yes answer, indicate the training role it will play.
Recommendation regardingdesirability of having
aids availableCriterion Behavior
1. Using a slide rule for computations X
2. Having a table of multiplication (products) on hand X
3. Having a table of logarithms on hand for use whendoing computations with logarithms X
4. Having a French dictionary on hand for studentswho must read scientific papers in French X
5. Radar operator at air traffic control centeridentifying patterns and radioing instructions;having examples of possible patterns on hand as guide
X
6. Statistical clerk having formulas on hand forcomputation of all the various types of statisticshe is expected to compute
X
7. Opera singer performing In two or three differentoperas a week; having a prompter on hand in aprompter's box to aid recall (when necessary)
X
8. Secretary who types letters has a handbook withexamples and rules for how to address officialsin a variety of professional walks of life
X
9. A doctor must select from a range of available drugsthose suitable for conditions he encountersfrequently and infrequently
X
10. Worker on an auto assembly line has severaloperations to perform X
D-9 END OF EXERCISE
After readingHandbook forsub-STEPS)
DOEXERCISED.1 .4 3
This exercise is designed to give you practice identifying situations
in which objectives should require practice in one or two performance
directions.
TURN TO NEXT PAGE FOR PROBLEMS
D--lo/D-11
2.
3.
4.
5.
6.
7.
8.
9.
10.
EXERCISE 3
For each of the examples below, put an X in the appropriate columnindicating your judgment (based on potential learning difficultiesinvolved) as to whether practice in one or two performance directionsshould be required.
Criterion Behavior INPUTS ACTION
OneDirection(forward)
TwoDirections(forward and
reverse)
Cleaning up stainsoccurring in thehome (home economics)
Type of stains Selection oftypes ofcleaners (fromperformance aid)
Translating from andwriting in Spanish
Spanish words Using Englishequivalents
Defining and illus-trating declarative,interrogative, andimperative sentences
Example of eachtype of sentence
Applyappropriatelabel
Diagnosing amalfunction in anautomobile fromsound of motor
Sound of enginerunning
Identifymalfunctiontype
Determining correctpostage from a scalewith rate chartsbuilt into it
Readings on scalefor differentclasses of mail
Determinepostage required
Given a physicsproblem, selectingand using rightformula to solve it
Problem requiringOhm's Law
Select and useOhm's Law
Contrasting thephilosophicalconcepts: "realism"and "nominalism"
Terms Give definitionand/or examples
Writing test itemsfor specificationsin a variety ofsubject matters
Specificationsfor test items
Create testitenis
Identifying vowelsand consonants
Terms "vowels"and "consonants"
Give letterscorresponding toeach category
Expanding abinomial
An example of abinomial to beexpanded
Expand
D-12 SEE ANSWERS
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE 3
For each of the examples below, put an X in the appropriate columnindicating your judgment (based on potential learning difficultiesinvolved) as to whether practice in one or two performance directionsshould be required.
Criterion Behavior INPUTS ACTION
OneDirection(forward)
TwoDirections(forward andreverse)
Cleaning up stainsoccurring in thehome (home economics)
Type of stains Selection oftypes ofcleaners (fromperformance aid)
X
Translating from andwriting in Spanish
Spanish words Using Englishequivalents
X
Defining and illus-trating declarative,interrogative, andimperative sentences
Example of eachtype of sentence
Applyappropriatelabel
X
Diagnosing amalfunction in anautomobile fromsound of motor
Sound of enginerunning
Identifymalfunctiontype
X
Determining correctpostage from a scalewith rate chartsbuilt into it
Readings on scalefor differentclasses of mail
Determinepostage required X
Given a physicsproblem, selectingand using rightformula to solve it
Problem requiringOhm's Law
Select and useOhm's Law X
Contrasting thephilosophicalconcepts: "realism"and "nominalism"
Terms Give definitionand/or examples X
Writing test itemsfor specificationsin a variety ofsubject ma r5
Specificationsfor test items
Terms "vowels"and "consonants"
Create testitems
Give letterscorresponding toeach category
X
XIdentifying vowelsand consonants
Expanding abinomial
An example of abinomial to beexpanded
ExpandX
D-13 END OF EXERCISE
After readingHandbook forsub-STEP(S)
DOEXERCISED.1.5 4
This exercise is designed to give you practice determining how much of
a sample of the total criterion behavior should be represented in a
statement of objectives.
TURN TO NEXT PAGE FOR PROBLEMS
D- iqi// D-15
2.
3.
4.
5.
6.
7.
8.
9.
10.
EXERCISE 4
For each description of INPUTS below, check either column a, b, or cindicating how much of the criterion situation should be represented ina statement of objectives.
Members to be included:a. b. c.
INPUTS
Elements in nature: There are 103 differentelements in nature. Each element representsa different class.
The Elephantidae family of mammals consistsof one member, the elephant.
There are four classes of musical notes to belearned: whole, half, quarter, and eighth.Each class includes multiple examples of notesheld for a fixed duration.
The class of INPUTS is "Baroque music." AllBaroque music is characterized by a repetitionand elaboration of a single line, overlap ofthematic entrance, and contrastin. movement.
The class of INPUTS is vertebrates: Anyanimal with a segmented spinal column.Members include mammals, birds, reptiles,amphibians, and fishes.
Bears - The many difficult classes of bearsare all characterized by their massive bodies,coarse, heavy fur, relatively short limbs, andalmost rudimentary tails.
-..
The classes of INPUTS involve audiovisualmethods in teaching; each class involves awide range of types.
Two classes of INPUTS are involved: (a)[x y], and (b) (x - (y)]. It is possibleto substitute a wide range of numbers inthese equations.
Two classes of INPUTS involve varied examplesof "transitive" and "intransitive" verbs.
There are twenty-six classes of INPUTS,one for each letter of the alphabet.
D-16 SEE ANSWERS
2.
3.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE 4
For each description of INPUTS below, check either column a, b, or cindicating how much of the criterion situation ,..hould be represented ina statement of objectives.
INFUTS
Members to be included:a. b. c.
All Lar e Sample Small Sample
Elements in nature: There are 103 differentelements in nature. Each element representsa different class.
X
the Elephantidae family of mammals consistsof one member, the elephant.
X
There are four classes of musical notes to belearned: whole, half, quarter, and eighth.Each class includes multiple examples of notesheld for a fixed duration.
X
The class of INPUTS is 1:.aroque music." AllBaroque music is characterized by a repetitionand elaboration of a single line, overlap ofthematic entrance, and contrasting movement.
X
The class of INPUTS is vertebrates: Anyanimal with a segmented spinal column.Members include mammals, birds, reptiles,amphibians. and fishes,
X
Bears - The many difficult classes of bearsare all characterized by their massive bodies,coarse, heavy fur, relatively short limbs, andalmost rudimentary tails.
X
The classes of INPUTS involve audiovisualmethods in teaching; each class involves a X
wide range of types.
Two classes of INPUTS are involved: (a)
(x y], and (b) (x (y)]. It is possibleto substitute a wide range of numbers inthese equations.
X
Two classes of INPUTS involve varied examplesof "transitive" and "intransitive" verbs. X
There are twenty-six classes of INPUTS,one for each letter of the alphabet. X
D-17 END OF EXERCISE
After readingHandbook forsub-STEP(SI 0.2.1
DOEXERCISE
Exercises 5A-5D are designed to give you practice in deciding on the
adequacy with which statements of objectives have been formulated.
TURN TO NEXT PAGE FOR PROBLEMS
-/S/D-19
EXERCISE 5A
Below are three statements of objectives written with varying degrees ofcompleteness for the same criterion behavior.
Check the number of the one which you judge to be the most complete.
Form 02111
LESSON 5 SPECIFICATION OF OBJECTIVES
1.
3.
GIVEN
Cr stemon Inputs
mode vosual/verbal/etc.
e number of examples from class
new and/or old warrept es
typical/al vprtal oondurons
wwlabrlire of performance suds
Given a novel which hasnot been used ininAtRuction
Given a novel which hasnot been used ininAtAvetion
Given a Fnench novelfin English tnanAtationf
STUDENT WILL
Criterion Actions
tamale recounitron. editing, production
alteenatnres new and /or old ...Pies
mock. perceptual/motor/voolhodeoce
The studentinteapRet the theme o6the novel
The student wilt statethe themes og the noveland AuppoRt hieintexpRetation
The student wittintenpRetwih auppontingmatexiat the theme o6the novel
RESULTING IN
Criterion Outputs
morJe. vowel/verbal/etc.
Ionnts. standerdt
duantnatove: amount /degree/time limns
Clualoatrve
A statement oi thecent/tat theme withauppoRting ne6exeneeA topensona. objeeta. ORevents in the text
A a tatement o6 thecent/vat and Aubotdinatethemes with auppottingexampleA (Rom the text.Citation o6 intenpneta-tiona o66ened ba atteaAt two ceitica
A aupponted atatement ogthe centhat theme
D-20SEE ANSWERS
ANSWERSEXERCISE 5A
Below are three statements of objectives written with varying degrees ofcompleteness for the same criterion behavior.
Check the number of the one which you Judge to be the most complete.
Form 0 2111
LESSON
1.
2.
5 SPECIFICATION OF OBJECTIVES
GIVEN
Cater on Inputs
mode uisual/verltsolietc.
numb., of swamp!. from OW.
new and/or old .samples
Wis....I/atypical conditions
availabilit of owl otrnanc-e aids
Given a novel which hasnot been aAed ininatAuction
Given a novel which hasnot been used ininstAuction
V
Given a French novel(in Engtish tAanstation)
STUDENT WILL RESULTING IN
Criterion Actions
r"..de recognition. editing. production
Iternateves new and /or old ...moles
MOO. Perceptual/motor/vocal/sub...I
The student willintenptet the theme o6the nova
The student witt elatethe themes oi the noveland Auppott hieintertputati.an
The student willinteApAet with suppottinmaterial the theme (315the novel
Criterion Outputs
rnode visulivetbalfetc
Iimits. standards
Ourtntitative amount /degree/time limit,
Quallitatsv
A statement o6 thecentAat theme withAupponting Aelienences topeAsons, objects, oneventA in the text
A statement o6 thecentAat and subordinatethemes with suppottin9examples titom the text.Citation o6 inteApneta-tionA obierted by atleast 44o cAitics
A euppokted statementthe cent/cat 411eme
D-21DO NEXT PROBLEM
EXERCISE 5B
Below are three criterion objectives written with varying degrees ofobjectivity for the same criterion behavior.
Check the number of the one which you judge to be the most objective.
co...02(11
LESSON 5 SPECIFICATION OF OBJECTIVES
GIVEN
C. merlon Inputs
mode vsuallvelballelc
number of examples Ions Class
new and /or old examples
tstOrCal,etvprcal condrPons
sparlaborty of performance aids
Given a ti.4t 04 6ivepas4ibte deAinitione
Given a tat 0.4 roabibtede iinitio
Given a tilt o4 vepo46ibte atteknativea
1).
STUDENT WILL
Cruet on Acpons
node rerognrtron. edurnsr, production
aiternatrues new and/or old en:artistes
smut, perceptualirnotottvocalisubvorai
Student will check o44the one which moatacounateen deseitibes thepot. itions 04 idle.dia chakg e pokta in theidle speed atiatem
Student wilt choase thebest deecitiption o4 idledischakge potts
Student (cite indicatethe one which bestdeseiLibee the idlespeed sus tem
RESULTING IN
Cr ttentOn Outputs
nnode ...suet/ye/bin/etc
Itmos. standards
quantuattve amount !degree/tune Irma.
oualrtatrve
Check atongaidestatement which deoutibesthe idle dizchange potte(le being to Bated jubtabove and betow thethkottee vatve
Selection 04 statementwhich descAibe,6 theidle discha/Loe
Selection o4 statementwhich deactibee theaccutate position o4 theidle discharge Ponta
SEE ANSWERSD-22
ANSWERSEXERCISE 5B
Below are three criterion objectives written withobjectivity for the same criterion behavior.
Check the number of the one which you judge to be
Form 0 2111
LESSON
.
V
2.
3.
5
varying degrees of
the most objective.
SPECIFICATION OF OBJECTIVES
GIVEN
Cater on Inputs
mode ,r,snalrverbalreic
number ot examples horn class
new end/Or Old arnpleS
tvorCallatyincal conthtions
rwadab.ntV Crl Performance a.ds
Given a list oti 6ivepossible
Given a list o4 possibtode tcinitions
Given a tilt oi Sivcpubskbier aiteknatives
STUDENT WILL
Cr;terron Act.om
rnode rer-09n.non edning, ptdduct,on
teener nattyet new and /Or old eemples
rnode perceptual/motor/vocal/sub vocal
Student will check c.,Athe one which mostace/etatau des cnibes thepositions o:;diz change pont:, in theidle speed zustem
Student wal choose Thebeet des crtiption oA idtedachakoe poets
Student wife indicatethe one tehch beatdeactibez Cite idtespeed 6116 tern
RESULTING IN
Cater on Outputs
mode snsualnrerbalietc
Inst.. standards
Cluant4atom amount rdegrwr,n,
rwan IdliVe
Check alongsidea tat anent wh.ich desma. esthe idte discharge portsas be.ing located justabove and belay thethnottle valve
Selec-tion (34 statementwhich de-scnibes theidte dis ch aka e
Setecti.on 0.lehich dee cki bes theaceuta te .noeition of theidte discharge pokte
DO NEXT PROBLEM
D-23
EXERCISE 5C
Below are three criterion objectives written varying in degree ofimplications they have for training with respect to the same criterionbehavior.
Check the one which is best in terms of its usefulness for prescribingtraining and testing.
Form 0 2111
LESSON 5 SPECIFICATION OF OBJECTIVES
1.
2.
3.
GIVEN
Criterion Inputs
mode visual/verbal/etc,
number of example, from class
new and/or old samples
typical/atypical conditions
orailability of performance aids
Given examptea o6 twotate, oi the same age,one baed on a westbalanced diet and onebred on a pooatuoatanced diet
Given photogtapha o6 two/cats, one baed on a weftbalanced diet and onebted on a pooatubalanced diet
Given photogtapha o6 twoants, one bted on a weltbatanced diet and onebaed on a pooatybalanced diet
STUDENT WILL
CotermnActiom
mode recognition, editing, production
elternatwes. new and/or old
mode perceptual/motor/vocal/sub...1
The student will Pietdi64etences in phllaicat4eatutes
The student witt fiatdi66enencea in phoaicatKeatutea o6 atance, boneat/Luc/ate, coat, andcondition o4 ,(set
The student will Gistdi66eaences in phyaicattieatutea olc stance, boneatnucturce, coat, andcondition o4 6eet
RESULTING IN
Gnerion OU13,11,
mode visual/verbal/etc
Iimitz, standards
quantittive amount /degree/time limits
qualitalive
Two tate identi6uingwett nounished andpooata nouaished
Two tiata: weftnourciahed - azza stance,welt pamed body, smooth,ahinu coat, smooth-shinned beet; poottmnoutiahed - &coopingstance, ,matt boneattuctute, thin, unevencoat, and scata, toughbeet
Two Bata identiOingwell nouaished and poontanouaished attaibutesstance, bone ettuctute,and coat
D-24SEE ANSWERS
ANSWERSEXERCISE 5C
Below are three criterion objectives written varying in degree ofimplications they have for training with respect to the same criterionbehavior.
Check the one which is best in terms of its usefulness for prescribingtraining and testing.
Ferns 13 2111
LESSON 5 SPECIFICATION OF OBJECTIVES
GIVEN
Criterion Inputs
mode visual/verbal/etc.
number of examples from class
snow and/Or old examples
typical/atypical conditions
availability of performance aids
Given examptee o4 twomate o6 the came age,one bmed on a wellbalanced diet and oneMed on a poolttybalanced diet
Given photographs n6 twonate, one bhed on a wellbalanced diet and onebled on a poontubalanced diet
Given photaghaphs o6 twomatA, one toted on a wellbalanced diet and onebmed on a poolaybalanced diet
1).
STUDENT WILL
Criterion Actions
osode recognition. editing, production
Itet nat Ivey new and/or old examples
'mode perceptual/motor/vocal/sub.vocat
The student will Listdi66e4ence6 in phoicat6eaturte4
The otudent will tiatdi66e4encea in phqsicat6eaturtes o6 stance, boneotnuctute, coat, andcondition o6 beet
The student will listdi66etence4 in phoicat6eatuheA oi stance, boneatAuctate, coat, andcondition 04 beet
RESULTING IN
Criterion Outputs
twode visual/verbal/etc
larnits. standards
Quantitative amount /degree/time limits
clualitative
Two Liete identi6qingwell nourished andpoo'th nouhiAhed
Two tihte: wellnouhiAhed - azixt stance,well iolumedbodu, smooth,shims coat, emooth-shinned beet; poolctunourished - &coopingstance, amatt boneatAuctune, thin, unevencoat, and seals, /coughbeet
Two Lists identigqingwell nourished and pooktanourished attAibutee o6stance, bone Atnuctune,and coat
D-25DO NEXT PROBLEM
EXERCISE 5D
This exercise is designed to give you practice developing a statement ofcriterion objectives, working from the results of task analysis, learninganalysis, competency analysis, and mode analysis.
Below are decisions already made concerning formulation of objectives.
On the next page is a completed A.5(4) form. Study the form and then writea statement of criterion objectives on page D-28a.
SUMMARY OF DECISIONS REGARDINGFORMULATION OF OBJECTIVES
Criterion behavior identified as self-containedtotal performance
Decision made to require TRANSFER
Decision made not to include use of aids in astatement of objectives
Decision to require forward direction only instatement of objectives
Decision to sample a relatively large number ofmembers belonging to each class of INPUTS representedin the task analysis diagrams
FOLD OUT THIS PAGE
D7 D-27
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1)-28
Form 0.2(11
LESSON SPECIFICATION OF OBJECTIVES
GIVEN
Criterion Inputs
mode: visual/verbal/etc.
number of examples from class
new and/or old examples
typical/atypical conditions
availability of performance aids
STUDENT WILL
Criterion Actions
rnode: recognition, editing, production
alternatives: new and/or old examples
mode: perceptual/motor/vocal/sub-vocal
RESULTING IN
Criterion Outputs
mode: visual/verbal/etc.
o limits, standards
',quantitative: amount /degree/time limits
qualitative
SEE ANSWERS.
D-28a
Form 0.211)
LESSON
GIVEN
ANSWERS
STUDENT WILL
SPECIFICATION OF OBJECTIVES
RESULTING IN
Criterion Inputs Criterion Actions Criterion Outputs
mode: visual/verbal/etc.
number of examples from class
new and/or old examples
typical/atypical conditions
availability of performance aids
mode: recognition, editing, production
alternatives: new and/or old examples
mode: perceptual/motor/vocal/sub-vocal
mode: visual/verbal/etc.
limits, standards
quantitative: amount /degree/time limits
qualitative
Given any subt&actionpltob.tem (new on. ad)invatving the zubtnac-tion positive ofnegative numbens tiltomthe minuend
Student wilt subtractthe two numb ens whenboth ate positive andWit add the two numbenswhen .the subtrahendnegative
A smatZet numbert (ox anegative numbelt) whenboth ate positive; atanget number when one
negative; wilt get at.east 90 petcent o6pflobZems calumet
D-29
FOLD BACK PAGE D-27
END OF EXERCISE
After readingHandbook forsub-STEP(S)
DOEXERCISE
This exercise is designed to give you practice preparing criterion and
preparatory objectives.
The student's capability to engage in practice of criterion behavior as
diagrammed on the next page is assessed as follows:
1. The student is not capable of producing a compound sentence
on request.
2. The student is able to write compound sentences when
provided with a model compound sentence.
All the analysis results for this lesson are presented on the next page.
Using the information above and the analysis on the next page, prepare
a criterion objective and a preparatory objective.
FOLD OUT THIS PAGE
0/0-31
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--a.
ALTIGIN
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OLNIOLYI
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0.1.471110CYAN ALYSIS
....L Li.1000 NALLLYPS
re letilMeaot a. ....1.§ANALYS4 M ANALYSIS
INPUT
-, 000.0. II
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........ ..... ...........
00.0t_L000...
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OSNIINALIZAT110010 001 0
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ty*
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D - 3 2
Form 0.2(1 )
LESSON
1.
1SPECIFICATION OF OBJECTIVES
GIVEN
Criterion Inputs
mode: visual/verbal/etc.
number of examples from class
new and/or old examples
typical/atypical conditions
availability of performance aids
3.
STUDENT WILL RESULTING IN
Criterion Actions
mode: recognition, editing, production
atternatives: new and/or old examples
mode: perceptual /motor /vocal /sub -vow
Criterion Outputs
mode: visuativerbz-Vetc.
Iimits, standards
quantitative: amount /degree/time limits
qualitative
SEE ANSWERS
D-32a
Form 0.2111
LESSON ANSWERS SPECIFICATION OF OBJECTIVES
GIVEN
Criterion Inputs
mode: visual /verbal /etc.
number of examples from class
new and/or old examples
typical/atypical conditions
"availability of performance aids
\°'s
1.
OR
Given any pai.A o6independent sentencesnot used duninginstnuction
Given any pa it o6independent sentences,a modet o6 a compoundsentence, and a tist o6att possibZeconjunctions
Given a taAge sampZe v6sentences, some being.compound sentences withconjunctions and somenot, and asked toidentip which Les .the"compound" and to ciAceethe conjunction
STUDENT WI LL
Criterion Actions
mode: recognition, editing, production
alternatives: new and/or old examples
mode: perceptual/motor/vocal/subvocal
The student wilt kowatethe sentences joiningthem with an appitoptiateconjunction
The student wilt itemitethe sentence joiningthem with one oi .theconjunctions on the tat
The student wiltidenti6y the compoundscntences t.-y checkingthem and theconjunctions by eiActingthem
RESULTING IN
Criterion Outputs
mode: visual/verbal/etc.
limits, standards
quantitative: amount /degree/time limits
qualitative
A compound sentenceconsisting oi twoindependent sentence.sjoined by a conjunction
A compound senten ----]which in holm matotesthe example and uses anyconjunction on the .gist
Checks and c.f./totesindicating connectidenti6ications on attcompound sentences0.e-suited
FOLD BACK PAGE D-31
D-33 END OF EXERCISE
After readtngHandbook forsub-STEP(S) D.2.3
DOEXERCISE 7
This exercise is designed to give you practice preparing statements of
objectives for students.
Your task is to write a statement of objectives for a student who is
learning to do various kinds of multiplication problems on a printing
calculator. The objectives will cover only the portion of the lesson
on accumulative multiplication, circled on the task analysis appearing
on page D-36.
Study the forms on the next page, and then write the student objectives
on FORM D.2(2) on page D-36a.
FOLD OUT TmIS PAGE
D-31// D-35
.._..Itr rasa I a I 771 I = tSTIO I = 1
115/ 011.51CM1.76001
pe.obtaw o.eateat.toh psovAled
.1
Canna out baatraatapt t ow paatedunt
ow eat...taloaSotuttow
I .
Set a a...tut numbewlad CSAIllf Out we e.4
mottrime%otA.tton
1.1,30 VCCI. if_ur Kora CO 0A CT oitS
C7"awe.. 4 O....44We...Woe, and it./ calave multtOtacalt,sutobtcue cnvOlvcnaateu.ututaVe ..tttapteca-teen not wedtau. Puna
ad 0126080
C.a.,. a 71414.0eateut47m, etve mate-Istecuton letobtmasuou1000.1 ate.tateve.urtapteention, hadgeve flutteo. oeta,uon.i out the[M..u
07180000 MIA 017114.11010 In
G..... an...
OA MS*
Tht tudent watt autoout At rt.ttaat 40gattunutatna twarlutt onthe cacao tog
The ttuJenl t cane°,out the PLOCCtiAt Cogaecsutaterto producte
raw eatalet oluteonto the haw r.ehte.wa than ofeve mina.
tavr clnect elute°to the et,. Peohtetettexrt 4. much (r,Accra tatty
D 3 6
Form D.2(2)
LESSONSTATEMENT OF OBJECTIVES
FOR !STUDENTS'
3.
GIVEN
Inputs
objects, people, events,words, symbols, etc.
their properties
examples:numbernew or old
availability of performance aids
typical/atypical conditions
problem formate.g., single input vs. multiplechoice
YOU WILLActions
select, edit, or produce
type of actione.g., point to, label, write,classify, etc,
RESULTING IN
Outputs
objects, events, words, symbols,etc.
their properties (quantity/quality)
o standards of acceptability
YOU MUST LEARN TO
distinguish betweenIexamples from
on the basis of
see similarityamong exampleswithin each of the
on the basis of
# input classes
# properties
input classes
At- properties
associate one ofwith each one of the # actions
input classesexhibit
exhibit the series ofassociations in the
At alternativeactions
chain
D-36a SEE ANSWERS
Form D.2(2)
LESSON ANSWERSSTATEMENT OF OBJECTIVES
FOR ISTUDENTS)
1.
3.
GIVEN YOU WILL YOU MUST LEARN TOInputs Actions distinguish between
examples from.
on the basis of
see similarityamong exampleswithin each of the
on the basis of
associate one ofwith each one of the
exhibit
exhibit the series ofassociations in the
objects, people, events,words, symbols, etc.
their properties
examples:numbernew or old
e availability of performance aids
typical/atypical conditions
problem formate.g., single input vs. multiplechoice
select, edit, or produce
type of actione.g.. point to, label, write,classify, etc.
# input classes
# properties
RESULTING IN#
input classes
Outputs properties
objects, events, words, symbols,etc.
their properties (quantity/quality)
standards of acceptability
actionsAt
#input classes
alternativeactions
chain
Given Iiive aecumutativemuttigication ptobtem4and a prtinting catcutatw
You witt petiokm theconnect pueedute on thecaecutaton which wit!.ne4utt in a wit/metan4wen Sot each oS thehive pnobtemis
you wit e have to .Leann .todistinguish aceumutativematiptication pubtem4Snom °then types o6 mut.-tipZication ptobtem4, toapply the ptocedune6 thatone used Son accumutativemuttipticat,ton but notSon °then mopes , and topettionm ate them p&oce-dute4 in connect sequence
FOLD BACK PAGE D-35
D-37 END OF EXERCISE
DO FINAL EXERCISE
#6
WHICH APPEARS IN THEFINAL EXERCISES VOLUME
FOLD BACK THE BLUE PAGE
D-39
FOLD OUT THIS PAGE AND
FOLLOW THE "C" SCHEDULE INSIDE
1.
2.
3.
After ReadingHANDBOOK Sections
OnHANDBOOK
U2.22.-....
C.1.1 1 - 25
C.1.2 - C.2.2 27 65
C.3.1 - C.3.2 67 - 85
EXERCISES FOR TASK C
DoWORKBOOKF r is s
OnWORKBOOKPa es
1 C-1 - C-3
2A - 2E C-5 - C-15
3 C-17 - C-19
Type of Practice
Assembling separatetaslc'analysis results
Sequencingsub-criterion behaviors
Identifying how much tctaught in an
Instructional hour
WHEN YOU HAVE COMPLETED ALL THE EXERCISES IN THIS SETTION OF THE WORKBOOK,4. PROCEED TO THE EXERCISES IN SECTION "B" OF THIS WORKBOOK. THERE IS NO
FINAL EXERCISE FOR "C."
After readingHandbook forsub-STEP(S) C.1.1
DOEXERCISE LJ
This exercise is designed to give you practice in assembling task analysis
forms for a single Sub-Criterion in an appropriate sequence.
TURN TO NEXT PAGE FOR PROBLEMS
C-1
EXERCISE I
Review the following illustration which represents forms collected for fourSub-STEPS which make updetailed levels of analysis
Using appropriate numberbottom of the page the order
a Sub-Criterion behaviorfor two of the
and collectedfour.
designations, indicateassemble the forms.
for more
at theand number/letterin which you would
Sub-STEP Sub-STEP Sub-STEP Sub-STEP#1 #2 #3 #4
FORM FORM FORM FORMA.5(4) A.5(4) A.5(4) A.5(4)
2a 4a
2b 14b
2c
INDICATE YOUR SEQUENCE HERE
C-2
SEE ANSWERS
ANSWERSEXERCISE 1
Review the following illustration wh1ch represents forms collected for fourSub-STEPS which make up a Sub-Criterion behavior and collected for moredetailed levels of analysis for two of the four.
Using appropriate number and number/letter designations, indicate at thebottom of the page the order in which you would assemble the forms.
Sub-STEP#1
FORMA.5(4)
SubSTEP#2
I- FORMA.5(4)
2a
4,
2b
4,
I 2c
Sub-STEP Sub-STEP#3 #4 .
FORMA.5(4)
INDICATE YOUR SEQUENCE HERE
FORM I
A.5(4)
Ita
4b
2c 2b 2a 2 3 4b 4a 4
C- 3
END OF EXERCISE
After readingHandbook forsub-STEP(S)
DOEXERCISEC.1.2-C.2.2 2
Exercises 2A-2E are designed to give you practice in sequencing all (the
forms for) Sub-Criterion behaviors which make up a criterion behavior.*
4R','ilar considerations are involved in sequencing separate criterionbehaviors (covered in STEP C.2).
TURN TO NEXT PAGE FOR PROBLEMS
/ C-5
EXERCISE 2A
Your task is to identify what the common element is which two Sub-Criterion behaviors share.
Put an X through the shared element, #1 or #2.
Sub-Critericn Behavior A
i.
Speaking words
2.
3.
4.
5.
Classifying types of
levers
Using the verb "to be"
with personal pronouns
Adding
Computing a mean
Sub-Criterion Behavior B
Understanding spoken
words
Defining mechanical
advantage of levers
Using the verb "to
have" with personal
pronouns
Subtracting
Computing a standard
deviation
Element #1
Correctly identifying
the sounds of
individual letters
Distinguishing between
singular and plural
personal pronouns
Distinguishing between
one-, two-, three,
etc., place digits
Associating the symbol
E with "summation"
Element #2
Correctly distinguish-
ing between the
concepts of vowels and
consonants
Distinguishing between
effort force and
resistance force
Distinguishing between
nouns and personal
pronouns
Identifying + and -
signs
Distinguishing between
"mean" and "standard
deviation"
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 2A
Your task is to identify what the common element is which two Sub-Criterion behaviors share.
Put an X through the shared element, #1 or #2.
2.
3.
Sub-Criterion Behavior A
Sub-Criterion Behavior B
Speaking words
Classifying types of
levers
Using the verb "to be"
with personal pronouns
1--
4.
Adding
5.
Computing a mean
Understanding spoken
words
Defining mechanical
advantage of levers
Using the verb "to
have" with personal
pronouns
Subtracting
Computing a standard
deviation
Element #1
Element #2
Correctly distinguish-
ing between the
concepts of vowels and
consonants
Distinguishing between
nouns and personal
pronouns
Identifying 4- and -
signs
Distinguishing between
"mean" and "standard
deViation"
DO
NE
XT
PR
OB
LEM
EXERCISE 2B
Your task is to identify what the OUTPUT is from one Sub-Criterion behavior which becomes an INPUT to another
Sub-Criterion behavior.
Put an X through the INPUT, #1 or #2, provided by Sub-Criterion behavior A to Sub-Criterion behavior B.
1
Sub-Criterion Behavior A
Computes an F-value
for the significance
of a difference between
multiple means
2.
Selects the formula for
pressure (P = T) as
suitable for a given
problem
3.
4.
5.
Identifying the type of
classroom misbehavior
being exhibited
Prepares a draft of a
report
Prepares an
instructional strategy
Sub-Criterion Behavior B
Obtains a probability
value from a table for
the obtained difference
between means
Substitutes obtained
values into the formula
Selects a management
strategy suitable to
type of misbehavior
Edits the draft report
Develops instructional
materials
INPUT
1
The size of the
difference between
means becomes the INPU
for the ACTION taken
:
The formula (P = Al
becomes the INPUT for
the ACTION taken in B
Identified type of
misbehavior becomes the
INPUT for the ACTION
taken in B
Editing policy becomes
the INPUT for ACTION
taken in B
Prescription for type
of prepared practice
becomes the INPUT for
the ACTION taken in B
INPUT #2
The obtained F-value
becomes the INPUT for
the ACTION taken in B
The obtained values for
Ifand A become the
INPUT for ACTION taken
in B
Management strategy
becomes the INPUT to
ACTION taken in B
Draft version becomes
the INPUT for the
ACTION taken in B
Rules for preparing
instructional materials
become the INPUT for
the ACTION taken in B
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 2B
Your task is to identify what the OUTPUT is from one Sub-Criterion behavior which becomes an INPUT to another
Sub-Criterion behavior.
Put an X through the INPUT, #1 or #2, provided by Sub-Criterion behavior A to Sub-Criterion behavior B.
2. 3.
5.
Sub-Criterion Behavior A
Sub-Criterion Behavior B
Computes an F-value
for the significance
of a difference between
multiple means
Selects the formula for
pressure (P =
Aas
suitable for a given
problem
Identifying the type of
classroom misbehavior
being exhibited
Prepares a draft of a
report
Prepares an
instructional strategy
Obtains a probability
value from a table for
the obtained difference
between means
Substitutes obtained
values into the formula
Selects a mar'gement
strategy suitable to
type of misbehavior
Edits the draft report
Develops instructional
materials
INPUT #1
The size of the
difference between
means becomes the INPUT
for the ACTION taken
in
Editing policy becomes
the INPUT for ACTION
taken in B
Pre-
.tion for
of prep
tice
becomes
efor
the
ION taken
Be
The obtained values for
f and A become the
INPUT for ACTION taken
in B
Management strategy
becomes the INPUT to
ACTION taken in B
Rides for preparing
instructional materials
become the INPUT for
the ACTION taken in B
DO
NE
XT
PR
OB
LEM
EXERCISE 2C
Your task in this exercise is to identify which of twoSub-Criterion behaviors (A or B)
is a prerequisite for the
other.
In the third column, write the letter (A or
B) which identifies the prerequisite Sub-Criterion behavior.
2. 3.
4. 5.
Defining "pressure" as
"force
area"
Judging distances between
cars
Identifying the subject
of a sentence
Adding
Dividing
B
Defiling "force"
Parking
Making a verb agree with
the subject of a sentence
Identifying numbers
Multiplying
Which is the Prerequisite
Sub-Criterion Behavior
SE
E A
NS
WE
RS
ANSWERS
EXERCISE 2C
Your task in this exercise is to identify which of two Sub-Criterion behaviors (A or B) is a prerequisite for the
other
In the third column, write the letter (A or B) which identifies the prerequisite Sub-Criterion behavior.
2. 3.
14.
5.
Defining "pressure" as
"force
:area
Judging distances between
cars
Identifying the subject
of a sentence
Adding
Dividing
Which Is the Prerequisite
8Sub-Criterion Behavior
Defining "force"
Parking
Making a verb agree with
the subject of a sentence
Identifying numbers
Multiplying
6 6
DO
NE
XT
PR
OB
LEM
2.
3.
4.
5.
6.
7.
8.
9.
10.
EXERCISE 2D
For each example below, indicate with an X the one or more relationshipswhich the Sub-Criterion behaviors probably bear to one another.
Sub-Criterion A Sub-Criterion BShareElements
One Provides One Is aan INPUT Prerequisite
to the Other for the Other
Sequencing sentencesto make an effectiveparagraph
Using commas toexpress correctmeaning in a sentence
Adding Multiplying
Identifying type ofmeasurement involvedin using researchinstruments
Selecting statisticaltest appropriate totype of measurementused
Defining and illus-trating "reinforce-ment"
Defining and illus-trating "extinguish-ing"
Mixing red andyellow to getorange (theoperation)
Mixing white andblack to get gray(the operation)
Threading a filmprojector
Adjusting the focusof the projector
Selecting a formulato use to solve aproblem in computingelectrical resistance
Substituting obtainedvalues into theformula
Perceiving thedifference betweenthe "f" sound andunvoiced "th" sound
Pronouncing "f" and"th" correctly
Formulating a hypo-thesis to accountfor observed problem
Proposing solutionto problem
Using an Englishdictionary
Using a Frenchdictionary
C-12 SEE ANSWERS
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE 2D
For each example below, indicate with an X the one or more relationshipswhich the Sub-Criterion behaviors probably bear to one another.
Sub - Criterion A Sub - Criterion B
One Provides One IsShare an INPUT Prerequisitelements to the Other_ forhe Other
Sequencing sentences Using commas toto make an effective express correctparagraph meaning in a sentence
X
Adding Multiplying X X
Identifying type of Selecting statisticalmeasurement involved test appropriate toin using research type of measurementinstruments used
X X
Defining and illus- Defining and illus-trating "reinforce- trating "extinguish-ment" ing"
X X
Mixing red and Mixing white andyellow to get black to get grayorange (the (the operation)operation)
X
Threading a film Adjusting the focusprojector of the projector X
Selecting a formula Substituting obtainedto use to solve a values into theproblem in computing formulaelectrical resistance
X X
Perceiving the Pronouncing "f" anddifference between "th" correctlythe "f" sound andunvoiced "th" sound
X
Formulating a hypo- Proposing solutionthesis to account- to problemfor observed problem
X X
Using an English Using a Frenchdictionary dictionary X
C-13 DO NEXT PROBLEM
EXERCISE 2E
Your task in this exercise is to indicate the order in which you wouldsequence forms for each of the Sub-Criterion behaviors (and shared elements)listed below.
At the bottom of the page identify the sequence you would create based onthe following set of conditions:
#1
Sub-Criterion Behaviors
#2 #3 #4
"All four Sub-Criterion behaviors share common elements, a, b, andc. (These elements are unrelated to one another.)
"Sub-Criterion Behavior #4 is a prerequisite for #1.
"Sub-Criterion Behavior #1 makes an INPUT to #2; and #2 makes anINPUT to #3.
INDICATE YOUR SEQUENCE HERE
C-14
SEE ANSWERS
ANSWERSEXERCISE 2E
Your task in this exercise is to indicate the order in which you wouldsequence forms for each of the Sub-Criterion behaviors (and shared elements)listed below.
At the bottom of the page identify the sequence you would create based onthe following set of conditions:
#1
Sub-Criterion Behaviors
#2 #3 #4
--All four Sub-Criterion behaviors share common elements, a, b, andc. (These elements are unrelated to one another.)
--Sub-Criterion Behavior #4 is a prerequisite for #1.
--Sub-Criterion Behavior #1 makes an INPUT to #2; and #2 makes anINPUT to #3.
INDICATE YOUR SEQUENCE HERE
a. b c 4 1 2 3
C-15
END OF EXERCISE
After readingHandbook forsub STEPS) C.3.1-C.3.2 I
DOEXERCISE 3
This exercise is designed to give you practice in identifying how much
can be practiced (learned) in an instructional hour.
TURN TO NEXT PAGE FOR PROBLEMS
C.-a,' if/ C-17
#1
#2
EXERCISE 3
Your task in this exercise is to select from the options provided the amountof time more likel-y to be required to teach the Sub-Criterion behaviorsrepresented below by the learning analysis portions of FORM A.5(4).
Sub-Criterion Behavior
M.1110 maw.
xX%8110....
- --- N=R010111
CIOUN.
13.1. IGEN-"'MEEMEE11111
slims wan
Sub-Criterion Behavior
OEMOMM007.
40..... mu,................--....o.....,
.7. ...".''.....
...........
...............
-----.---,
SEMMEM
iliFri.MOEMEM
....-:.......................
......0.......1...................Eto
.......-..-
............ i
......
MENNMnu.-..-...............
.............
---..-'---.MEMMEMEM
Orniraita Olt
.
C-18
15 minutes
2 hours
v1,1
Ontio112111
MEMMEM
01{11011a
lainLY0.01
EE*
MEMMEMUMW
D1014
MEP:M.
2 hours
6 hours
SEE ANSWERS
#1
ANSWERSEXERCISE 3
Your task in this exercise is to select from the options provided the amountof time more likely to be required to teach the Sub-Criterion behaviorsrepresented below by the learning analysis portions of FORM A.5(4).
Sub-Criterion Behavior
OMNI YA1,001
'
ME INNE j
x
Sub-Criterion Behavior
15 minutes
X 2 hours
#2 X 2 hours1
~
1.1110.
NMI
L
114.1 Wool
Kx
...13.1108A aess
0.110.11.0
C-19
Owl .11
MUMMOM
0.1011.1.4X1.4
NEMENOHEI
MEMME
11.11COMMINIATSMO
IIIINF211110MMEN
0111.1. MA ISM
6 hours
END OF EXERCISE
THERE IS NO FINAL EXERCISEASSOCIATED WITH VOLUME "C"
OF THE HANDBOOK.
PROCEED TO VOLUME "B"OF THE HANDBOOK AND ITS
ASSOCIATED WORKBOOK EXERCISES.
FOLD BACK THE BLUE PAGE
C-..20 // C-21
FOLD OUT THIS PAGE AND
FOLLOW THE "B" SCHEDULE INSIDE
2.
3.
4.
5.
6.
7.
8.
9.
10.
After ReadingHANDBOOK Sections
OnHANDBOOKPa es
B.2.1 59 - 67
B.2.2 69 - 79
8.2.3 81 - 87
1 8.3.1 - B.3.4 89 - 131
8.3.5 133 151
B.4.1 - B.4.2 153 - 201
8.4.3 203 - 209
B.4.4 211 - 231
8.4.5 233 - 245
8.5.1 247 - 265
8.1.1 - 8.1.5 I 57
EXERCISES FOR TASK B
DoWORKBOOKExercisesL.
OnWORKBOOKPages
IA - 1B -1 8-5
2A - 211 - - B-11
3 8-13 - B-15
4A - 4B B-17 - B-26
5A - 5F B-27 - B-45
6A - 6c B-47 - 8-57
7 B-59 - 8-61
8A - 8E B-63 - B-75
9 8-77 B-79
10 8-81 - B-89
L
Type of Practice
Selecting informants
Planning how much detailto seek in describing
criterion behaviorDetermining whether
repetition in analysisis necessary
Sub-dividingknowledge domains
Identifying performancerequirements for
knowledge domains
Doing a task analysts
Doing more detailedtask analyses
Doing a learning analysis
Doing a competency(performance) analysis
Doing a mode analysis
Collecting descriptionsabout critical elementsof criterion behavior
WHEN YOU HAVE COMPLETED ALL THE EXERCISES IN THIS SECTION OF THE WORKBOOK,12. PROCEED TO FINAL EXERCISES #7 AND #8 IN THE FINAL EXERCISES VOLUME.
B-i
After readingHandbook forsub-STEP(S)
DOEXERCISEB.2.1 1
This exercise is designed to give you practice in recognizing when it is
appropriate to rely on one expert as an informant for all the types of
analyses which must be performed and when it is important to seek the
expertise of more than one expert.
TURN PAGE FOR PROBLEMS
B-I
EXERCISE lA
Read the description of the instructional development requirements and ofthe qualifications of an available informant.
Indicate your judgment of the suitability of the available informant bychecking the appropriate option.
1 You are going to prepare a handbook to teach people how bodily functionsare improved as a result of eating organically grown food.
Mr. Bailey has been running an organic farm for twenty-five years andpublishes a journal on how to grow organic food.
Mr. Bailey is:
a. An unsuitable informant
b. Suitable for obtaining task description information
c. Suitable for obtaining information useful in conductinga task description, task analysis, learning analysis, andaudience analysis.
2. Your task is to train inner-city disadvantaged youth in techniques touse on job interviews.
Miss Miller conducts an orientation class for disadvantaged youth whoare poor and come from rural non-farm areas. She prepares them toconduct themselves properly during a job interview by instructing themon how to dress for an interview, how to respond to questions aboutthemselves, and general techniques to use during a job interview.
Miss Miller is unsuitable as an informant for obtaining informationwhich could be useful in performing:
A task description
A task analysis
A learning analysis
An audience analysis
SEE ANSWERS
B-2
ANSWERSEXERCISE IA
Read the description of the instructional development requirements and ofthe qualifications of an available informant.
Indicate your judgment of the suitability of the available informant bychecking the appropriate option.
1 You are going to prepare a handbook to teach people how bodily functionsare improved as a result of eating organically grown food.
Mr. Bailey has been running an organic farm for twenty-five years andpublishes a journal on how to grow organic food.
Mr. Bailey is:
a. An unsuitable informant
b. Suitable for obtaining task description information
c. Suitable ror obtaining information useful in conductinga task description, task analysis, learning analysis, andaudience analysis
2. Your task is to train inner-city disadvantaged youth in techniques touse on job interviews.
Miss Miller conducts an orientation class for disadvantaged youth whoare poor and come from rural non-farm areas. She prepares them toconduct themselves properly during a job interview by instructing themon how to dress for an interview, how to respond to questions aboutthemselves, and general techniques to use during a job interview.
Miss Milier is unsuitable as an informant for obtaining informationwhich could be useful in performing:
A task description
A task analysis
A learning analysis
An audience analysis
DO NEXT PROBLEM
B-3
EXERCISE 1B
Read the description of the type of criterion behavior to be analyzed and of the qualifications of an available
informant.
Indicate by checking the appropriatc box whether you would rely on the one expert or whether you would also seek
additional experts.
Use More
Use One
Than One
Criterion Behavior
Available Informant
Expert
Expert
2.
3.
4.
5.
Delivery of post-natal care to
A head nurse has had experience in
patients
delivering post-natal care
Providing vocational rehabilitation
counseling to disabled people
A trainer with ten years' experience
training others to provide vocational
rehabilitation counseling
Designing curriculum materials for
fourth grade math students
Curriculum specialist in elementary
school mathematics with teaching
experience
Terminal behaviors involving basic
bio-chemistry concepts and principles
for 12th graders
A Ph.D. bio-chemist who has taught
chemistry at the graduate level
Performing heart surgery
Cardiologist who has gone directly
from a residency into private practice
.4=
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 1B
Read the description of the type of criterion behavior to be analyzed and of the qualifications of an available
informant.
Indicate by checking the appropriate box whether you would rely on the one expert or whether you would also seek
additional experts.
Use More
Use One
Than One
Expert
Expert
2. 3.
4.
5.
Criterion Behavior
Available Informant
Delivery of post-natal care to
patients
A head nurse has had experience in
delivering post-natal care
Providing vocational rehabilitation
counseling to disabled people
A trainer with ten years' experience
training others to provide vocational
rehabilitation counseling
Designing curriculum materials for
fourth grade math students
Curriculum specialist in elementary
school mathematics with teaching
experience
Terminal behaviors involving basic
bio-chemistry concepts and principles
for 12th graders
A Ph.D. bio-chemist who has taught
chemistry at the graduate level
Performing heart surgery
Cardiologist who has gone directly
from a residency into private practice
END OF EXERCISE
After re...dingHendbook forsub-STEP(S)
DOEXERCISEB.2.2 2
Exercise 2A is designed to give you practice in distinguishing between
contingent and non-contingent tasks.
Exercise 2B is designed to give you practice in deciding whether to organize
information collection about performance at broad levels of detail or at
relatively specific levels of detail.
01.171,
TURN TO NEXT PAGE FOR PROBLEMS
(4, // B-7
EXERCISE 2A
In each of the following pairs of tasks described below, one is "contingent," and the other is "non-contingent."
Put an X through the task you think is an example of a contingent performance.
2.
3.
4.
5.
TASK I
TASK 2
Comparing and contrasting classical
and romantic music
Listing the properties of classical
music
Coding a document in three unrelated
ways; analyze for:
direct code,
indirect code, and superimposed code
Using a library:
search through card
catalog; identify document number; and
retrieve document from shelf
Preparing a wet mount:
clean slides
and cover slips; place drop of water
on slide; place sample on drop of
water
Evaluating structure of a paragraph by
checking for:
a topic sentence;
coherent arrangement of detail; and a
concluding statement
Labeling parts of a microscope
Performing long division
Rating a public speaker on:
appearance, platform deportment, and
effectiveness
Disassembling and cleaning a movie
projector
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 2A
In each of the following pairs of tasks described below, one is "contingent," and the other is "non-contingent."
Put an X through the task you think is an example of a contingent performance.
2. 3.
4.
TASK]
TASK 2
Compar
d contrasting
and romantic
cal
Listing the properties of classical
music
Coding a document in three unrelated
ways; analyze for:
direct code,
indirect code, and superimposed code
Using a
ary:
search t
:.
card
catalog; ident
nt number; and
retrieve d
from
Pr
a wet mount:
clean
s
and cover
place
.. of water
on slide; plat
on drop of
water
Evaluating structure of a paragraph by
checking for:
a topic sentence;
coherent arrangement of detail; and a
concluding statement
Labeling parts of a microscope
Perform
ng division
1...._
5.
Rating a public speaker on:
appearance, platform deportment, and
effectiveness
Disass
projector
and cleanin
vie
DO
NE
XT
PR
OB
LEM
2.
3.
4.
5.
EXERCISE 2B
Read the performance descriptions and then indicate by putting an X in theappropriate column whether information should at the outset be collectedat a broad or at a specific level of detail.
nformation Collection at:PERFORMANCE D RPN Broad Level Specific Level
Cutting holes in metal: setting drill press for slowspeed; and stopping and checking speed two or three timesto obtain correct size
Doing inductive writing (e.g., correctly alluding to givenfacts; observing grammatical conventions; and incorporat-ing conclusion based on facts)
Conducting a literature search
Identifying characteristics of food processing method:canning, salting, smoking, drying, and dehydrating
Writing the plural forms of singular nouns
8-10 SEE ANSWERS
2.
3.
5.
ANSWERSEXERCISE 2B
Read the performance descriptions and then indicate by putting an X in theappropriate column whether information should at the outset be collectedat a broad or at a specific level of detail.
PERFORMANCE DESCRIPTIONInformation Collection at:Broad Level Specific Level
Cutting holes in metal: setting drill press for slowspeed; and stopping and checking speed two or three timesto obtain correct size
X
Doing inductive writing (e.g., correctly alluding to givenfacts; observing grammatical conventions; and incorporat-ing conclusion based on facts)
X
Conducting a literature search X
Identifying characteristics of food processing method:canning, salting, smoking, drying, and dehydrating X
Writing the plural forms of singular nouns X
B-11 END OF EXERCISE
After readingHandbook forsub-STEP(S) B.2.3
DOEXERCISE 3
This exercise is designed to give you practice in identifying situations
in which it is or is not necessary to repeat analyses once you have done
an initial one. Your decision will be based on whether either the MODE
or the SKILLS involved in the criterion behavior throughout the range of
examples the performer is likely to encounter are essentially identical
to thos:: already analyzed in an initial set of examples.
TURN TO NEXT PAGE FOR PROBLEMS
B-13
2.
3.
5.
6.
7.
8.
9.
10.
EXERCISE 3
For each example below indicate by checking two boxes below whether MODEand SKILLS involved in the whole range of criterion behaviors to beanalyzed are repetitive or non-repetitive.
R 1. repetitive
NON-R non repetitive
You have already analyzed the mode and skills involved in:MODE
R NON-RSKILLSR NON-R
Doing addition and subtraction problems; other specificaddition or subtraction problems involve:
Using reinforcement to strengthen adaptive classroombehavior; another performance is extinguishingnon-adaptive behavior, which involves:
A secretary taking dictation; other examples of takingdictation involve:
Discussing the application of a theory to physicalphenomena; other behavior to be taught is performingexperiments which involve:
Oral use of rules relating to singular and plural nounsand forms of verbs; other behavior to be taught iswriting using the same rules, which involves:
Writing the "method" section of a research report; otherbehavior consists of writing the "results" and"discussion" sections, which involves:
Providing examples of a social science concept; otherbehaviors consist of providing examples of otherconcepts--which involves:
Paraphrasina received definitions of philosophicalconcepts; other behaviors consist of comparing andcontrasting concepts which involves:
Sight-reading piano music (for Chopin); other behaviorsight-reading (for Berg), which involves:
Stating objectives in the instructional materialsdevelopment process; other behavior--constructing verbaltests, which involves:
B-14 SEE ANSWERS
2.
3
4.
5.
6.
7.
8.
9.
10.
ANSWERSEXERCISE 3
For each example below indicate by checking two boxes below whether MODEand SKILLS involved in the whole range of criterion behaviors to beanalyzed are repetitive or non-repetitive.
R repetitive
NON-R a non-repetitive
MODE*You have already analyzed the mode and skills involved in R NON-R
SKILLSR NON-R
Doing addition and subtraction problems; other specificaddition or subtraction problems involve:
1
Using reinforcement to strengthen adaptive classroombehavior; another performance is extinguishingnon-adaptive behavior, which involves:
A secretary taking dictation; other examples of takingdictation involve:
Discussing the application of a theory to physicalphenomena; other behavior to be taught is performingexperiments which involve:
Oral use of rules relating to singular and plural nounsand forms of verbs; other behavior to be taught iswriting using the same rules, which involves:
Writing the "method" section of a research report; otherbehavior consists of writing the "results" and"discussion" sections, which involves:
Providing examples of a social science concept; otherbehaviors consist of providing examples of otherconcepts--which involves:
Paraphrasing received definitions of philosophicalconcepts; other behaviors consist of comparing andcontrasting concepts which involves:
Sight-reading piaro music (for Chopin); other behaviorsight-reading (for Berg), which involves:
Stating objectives in the instructional materialsdevelopment process; other behavior--constructing verbaltests, which involves:
B-15 END OF EXEF:7ISE
After reading
Handbook for
sub-STEP(S) B.3.1 -B.3.4DO
EXERCISE 4
This exercise is designed to give you practice sub-dividing "knowledge
domains" into areas, topics, and sub-topics. When you have completed
this exercise, you will be able to record on FORM A.5(8) "task descrip-
tion" results for knowledge domains at differing levels of generality.
Below is an illustrative example of FORM A.5(8) completed for the areas:
"magnetism" and "electricity." Your products in this exercise will look
like this example.
Form A.6 (0 FOR SOMAARY OFAREASTOPICS
A.1 The natuxt of magnets A. Hew `geed axe wade
A.2 Leo of magnetic atteaction A.7 How magnets lose theirs.magetaism
A.3 The magnetic ii.ad A.S The cant* a6 a magnet
A.4 The (out oi a ma/net A.9 The ante of magnets
A.S TkWall of 1.(1.31Itta.
LetztAmigiet24
MagnetiA can be obtainedpow atafacitsi
8.2 How an etectammagnet iAmade
8.3 Making eteettowagErl:44tAome.A.
8.4 SimilaniticA and di((exencexin magnetA and eteetkomagnetA
8.5 Wei of etee,t0.09Reta
FOLD OUT THIS PAGE
13B-17
EXERCISE 4A
An interview between an informant and a training analyst is presented below.Learning material on geology is to be prepared for sixth grade sciencestudents.
Read the interview results, and then fill in Form A.5(8) which appears onpages 18a and 19. Be sure to label areas and topics using letters and numbers.
Interview Between Informant and Training Analyst
Training Analyst: We need a big picture or an overview of the major areascovered in your geology course. What are the major areas you cover?
Here's an example of what I mean from another subject. For example,if I were teaching a course on the human body, some major areas wouldbe the skeletal system, the digestive system, the vascular system, etc.
Informant: The course is divided into three broad categories. First, I
tear', the composition of the earth; then, I talk about forces thatshape and change the earth's surface; finally, there's something I callthe history of the earth, which is really about the various stages ofthe earth's development.
Training Analyst: Now, let's go back and identify the major topics withineach area just listed. Using the example of the human body again, ifthe sense organs were a major area, major topics within it would be:the skin, the nose, the eyes, and so on. What are the major topicsunder "composition of the earth"?
Informant: Well, I begin with how the earth was formed because that seemsa good way to begin. Next, we study the layers of the earth; that is,the crust, mantle, and core. I spend a great deal of time on rocks andminerals. I would say they are actually two sub-topics--Rocks consti-tute one, and minerals the other.
Training Analyst: What are the major topics under "forces that shape andchange the earth's surface"?
Informant: That's a big part of the course. I begin with the fact that thesolid parts of the earth can move and present various theories of whythey move. Other topics are folding and faulting, earthquakes, mountains,plains and plateaus, volcanoes, and hot springs and geysers. That's it.
Training Analyst: O.K. What are the major topics in "history of the earth"?
Informant: Three major topics which are related are: (1) how geologistsstudy the earth; (2) how geologists calculate the age of the earth; and(3) the geologic timetable. Once I've covered that ground, I go intothe Cenozoic Era, the Mesozoic Era, the Paleozoic Era, the ArchrozoicEra, and the Azoic Era. I would consider each era a major topic.
B-18
Form A-5 (8) FOR SUMMARY OF 1 TOPICSAREAS II
B-18a
Form A-5 (8) FOR SUMMARY OFAREASTOPICS
B -19
Form A-5 (8) ANSWERS FOR SUMMARY OFAREASTOPICS
A. Compo4ition o6 the earth
A.1 How the ea nth Uta4 tfonmed
A.2 Layeu 06 the earth.
A.3 Rockh
A.4 M.ineitatz
B. Foime6 that 'shape and change the eanth'6 AuA6ace4
8.1 How movement 06 zolid pants06 the eatth occuu and why
B.6 Volcanoe4
B.2 Folding and liautting 13.7 Hot Oitingb and geyheAA
2.3 EaAthquake4
8.4 Mountain's
8.5 Hain6 and p9ateau6
B-20
Form A-5 (8) FOR SUMMARY OFAREASTOPICS
C. HiAstoty oi the earth
C.1 Now geoLogi6.t.6 4tudy theeatth J
C.6 The Pateozoic Eta
C.2 Caeca-eating the age theearth
C.7 The Atcheozoic Eta
AM,
C.3 The geotogic timetabte C.8 The Azoic Eta
C.4 The Cenozoic Eta
C.5 The Me4ozoic Eta
FOLD BACK PAGE B-17 DO NEXT PROBLEMB-21
EXERCISE 4B
Exercise 4B is designed to give you practice sub-dividing topics intosub-topics. When you have completed this exercise, you will know how torecord sub-topics in the knowledge domain on FORM A.5(9).
Below is an example of FORM A.5(9) with sub-topics completed for two topicsunder the major area, magnetism.
Form A 5 (91 for AREA A TOPIC 1, 2 FOR SUMMARY OF SubTOP1CS
A.1 Slatane 06 magnets
4.1.1 De6inition 06 a magnet
A.1.2 Natuta magnets
A.2 Lax o6 magnetic attAaetton
A.2.I Identi6aing the di66enent04ce4 06 a magnet
4.2.2 The tehutt 06 dA66e4ent604cee
FOLD OUT THIS PAGE
/ B-23
EXERCISE 4B
Now that you've completed Form A.5(8), your task is to complete Form A.5(9).
Transcribe all necessary information from Form A.5(8) to A.5(9) and labelaccordingly. Then read the continuation of the interview (See below) andcomplete Form A.5(9) based on it.
FOR FA.MMAR Y OFAPSASTOPICS
A 88.8.AitiAA 88 at math
A./ 0r the meth OW pommel I
4.8 lemmet .4 am .math
1
A.7 ItseleA
A.4 iAaAA0A
B. fABAA that WIN mot 8181Agt am cAatIOA oo.efete.o
8.1 000 AABAd BA Wand.areemot Ai .01.81
of thA eatth wed. mod .**
0.7 FoGiling rd Brit* 8.7 Not ApAim0 AAd 0010.0.
8.7 EAABAAfialuA
CI MmAtAlor
LS PGAiAA and pa4teAu6
B-24
Training Analyst: Now, let's takeeach topic and identify thesub-topics within it.
First, let me transcribe themajor topics onto this newform.
Now, what are the sub-topicstreated in the topic "how theearth was formed"?
Informant: I present this materialchronologically. There'sformation of the earth fromwhite hot gases; cooling ofthe earth; formation of theearth's crust; formation ofclouds around the earth;formation of bodies of water;formation of the earth'satmosphere.
Form A-5 (9) for AREA TOPIC FOR SUMMARY OF Sub-TOPICS
B-21+a
Form A-5 (9) for AREA A
ANSWERSTOPIC A.1, A.2 FOR SUMMARY OF Sub-TOPICS
A. 1 How the earth wa6 6ohmed
A.1.1 Fotmation o6 the takth6kom white hot ga4e6
A.1.6 Formation o6 the eatth'aatmoohete
A.1.2 Cooling o6 the earth
A.1.3 Formation o6 the earth'scruat
A.1.4 Formation o6 ctoud.6around the earth.
A.1.5 Formation o6 bodieh o6water
A.2 Layers o6 the earth
The training analyst would continue -elicit all sub-topics within each
to ask the same type of questions totopic previously identified.
FOLD BACK PAGE B-23 END OF EXERCISE
B-25
After readingHandbook forsub-STEP(S)
DOEXERCISEB.3.5 5
Exercises 5A-5F are designed to give you the following types of practiceinvolving "knowledge domain" terminal behaviors.
5A. Identifying specific INPUTS and INPUT classes
5B. Identifying when members belonging to an INPUT class are new or old
5C. Identifying when terminal behaviors involve RECALL or TRANSFER
5D. Classifying terminal behaviors for competency levels
5E. Identifying adequacy of descriptions of terminal behaviors
5F. Collecting information about terminal behaviors
TURN TO NEXT PAGE FOR PROBLEMS
.26
B-27
EXERCISE 5A
In each problem below one column contains an example which is a specific INPUT; the other contains an example of
a member of an INPUT class.
Write in the letter in the appropriate column indicating which example is a specific INPUT and which Is a member
of an INPUT class.
Member of
Specific an INPUT
2.
3.
4.
5.
AB
-The label to be attached to the INPUT
example is:
"gorilla"
-The INPUT example is:
any gorilla
-The label to be attached to the INPUT
example is:
"King Kong"
-The INPUT example is:
King Kong
-The label to be attached to the INPUT
example is:
"a city"
-The INPUT example is:
San Diego
-The ;abet to be attached to the INPUT
example is:
"San Diego"
-The INPUT example is:
a dot on the
map indicating San Diego
-The label to be attached to the INPUT
example is:
"Ohm's Law"
-The INPUT example is:
1=
V
-The label to be attached to the INPUT
class is:
"a law in physics"
-The INPUT example is:
I=
-The label to be attached to the INPUT
example is:
"Macy's"
-The INPUT example is:
Macy's
-The label to be attached to the INPUT
example is:
"department store"
-The INPUT example is:
Macy's
-The label to be attached to the INPUT
example is:
"27"
-The INPUT example is:
3 X 7
-The label to be attached to the INPUT
example is:
"a problem in multipli-
cation"
-The INPUT example is:
3 X 7
INPUT
Class
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 5A
In each problem below one column contains an example which is a specific INPUT; the other contains an example of
a member of an INPUT class.
Write in the letter in the appropriate column indicating which example is a specific INPUT and which is a member
of an INPUT class.
Member of
Specific an INPUT
AR
INPUT
Class
2. 3.
4.
-The label to be attached to the INPUT
example is:
"gorilla"
-The INPUT example is:
any gorilla
The label to be attached to the INPUT
example is:
"King Kong"
The INPUT example is:
King Kong
The label to be attached to the INPUT
example is:
"a city"
The INPUT example is:
San Diego
The label to be attached to the INPUT
example is:
"San Diego"
-The INPUT example is:
a dot on the
map indicating San Diego
-The label to be attached to the INPUT
example is:
"Ohm's Law"
-The INPUT example is:
I
-The label to be attached to the INPUT
example is:
"MaGy's"
-The INPUT example is:
Macy's
-The label to be attached to the INPUT
class is:
"a law in physics"
-The INPUT example is:
Ie
V
-The label to be attached to the INPUT
example is:
"department store"
-The INPUT example is:
Macy's
5.
-The label to be attached to the INPUT
example is:
"27"
-The INPUT example is:
3 X 7
-The label to be attached to the INPUT
example is:
"a problem in multipli-
cation"
-The INPUT example is:
3 X 7
BA
BA
AB
A13
AB
DO
NE
XT
PR
OB
LEM
EXERCISE 5B
For each problem below put an X in the appropriate column indicating whether the INPUT used in a TEST is a new
or old example of the class described.
Cri erion B h vior
1.
To identify data
classified by name or
label as "nominal data"
2.
3.
To identify right angle
triangles
To use (or not use)
commas for "restrictive
clauses and "non-
restrictive" clauses
4.
To expand the binomial
theorem
5.
To use the proper
present tense of verbs
for singular and plural
pronouns
Practice During Training
Involves These Examples
"Occupation"
"Gender"
"Marital status"
A man who is very short
cannot serve in the
army.
A man who is very short
spoke to us today.
I, you, he, she, it,
we, and they
walk(s)
run(s)
talk(s)
help(s)
Example of INPUTS
"Place of birth"
A man who is very short
spoke to us today
I, you, he, she, it,
we, and they
walks)
talk(s)
run(s)
help(s)
Old
New
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 5B
For each problem below put an X in the appropriate column indicating whether the INPUT used in a TEST is a new
or old example of the class described.
Criterion Behavior
i.
To identify data
classified byname or
label as "nominal data"
2.
3.
4.
To identify right angle
triangles
To use (or not use)
commas for "restrictivd'
clauses and "non-
restrictive" clauses
To expand the binomial
theorem
5.
To use the proper
present tense of verbs
for singular and plural
pronouns.
Practice During Training
Involves These Examples
"Occupation"
"Gender"
"Marital status"
A man who is very short
cannot serve in the
army
A man who is very short
spoke to us today.
I, you, he, she, it,
we, and they
walk(s)
talk(s)
run(s)
help(s)
Example of INPUTS
in a TEST
"Place of birth"
A man who is very short
spoke to us today
(x + y)4
(x + y)7
I, you, he, she, it,
we, and they
walk(s)
talk(s)
run(s)
help(s)
Old
New X X
X
X
X DO
NE
XT
PR
OB
LEM
2.
3.
4.
5.
EXERCISE 5C
Read each of the examples below and put an X in the appropriate columnindicating whether performance on a TEST is likely to require RECALLor TRANSFER
In a Test Situation:Likely to Require:
RECALL TRANSFER
An art student has to indicate what the primary colorsare, i.e., red, yellow, and blue
An art student has to identify any example of painting,sculpture, or architecture which is classified byhistorians as Baroque
The English student has to use "am" every time he uses"I," "are" for "you," and "is" for "he," "she," or "it"
A literature student must identify any example of ametaphor he comes across
The instructional developer has to prepare test itemsappropriate to the subject matter he is teaching
8-32 SEE ANSWERS
2.
3.
4.
5.
ANSWERSEXERCISE 5C
Read each of the examples below and put an X in the appropriate columnindicating whether performance on a TEST is likely to require RECALLor TRANSFER.
In a Test Situation:Likely to Require:RECALL TRANSFER
An art student has to indicate what the primary colorsare, i.e., red, yellow, and blue X
An art student has to identify any example of painting,sculpture, or architecture which is classified byhistorians as Baroque
X
The English student has to usn "am" every time he uses"I," "are" for "you," and "is" for "he," "she," or "it" X
A literature student must identify any example of ametaphor he comes across X
The instructional developer has to prepare test itemsappropriate to the subject matter he is teaching X
B-33 DO NEXT PROBLEM
After readingHandbook forsub-STEP(S) B.3.5
DOEXERCISE 5D
This exercise is designed to give you practice in classifying terminal
behaviors at the four levels of competency.
FOLD OUT THIS PAGE
8B-35
I
Form A.5(10)
For AREA TOPIC Sub-TOPIC FOUR COMPETENCY LEVELS
INPUT ACTIONTRANSFER I TRANSFER
new example of new example ofinputiclasst E action /chain {class
INPUT 4_ ACTIONTRANSFER RECALL
.new example ofinput -4-- action/chainIclassi
[specific
INPUT ACTIONRECALL 47 TRANSFER
ispecificl input
old example ofinput classj
new example ofaction/chain tclass{
new example ofaction/chain jc
INPUT ACTIONRECALL RECALL
ispecifici input
old example of
ecifsciaction/chain
specificinputiclassl action/chain
B-36
co
EXERCISE 50
Read the examples of terminal behaviors below and indicate at which competency level you would classify
each.
Refer to the fold out for the definition of levels.
DURING INSTRUCTION
the Student Practices:
ON A TEST
Identifying on a picture of a
thermometer (by inserting arrows)
where the boiling point and freezing
point are
The student makes the identical types
of identification
2.
Classifies cities (like Boston,
Ir7s7identclassifies
and provides
Chicago, New Orleans, Phoenix) as
a supporting list of properties for
being suitable or unsuitable transpor-
tation-15FITUFFT and lists their proper- the
cities:
Baltimore, San Francisco,
ties which qualify them as one or the
Reno, and Asheville
other
oN
3.
Stating the properties and advantages
of using a particular learning
taxonomy (e.g,. Bloom's)
Presented with a taxonomy formulated
by Gagne, compares and contrasts it
with the Bloom taxonomy
4.
Defining the concept "conduction"
Provides examples of the concept and
contrasts it with "convection"
COMPETENCY LEVEL
III
III
IV
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 5D
Read the examples of terminal behaviors below and indicate at which competency level you would classify
each.
Refer to the fold out for the definition of levels.
DURING INSTRUCTION
the Student Practices:
ON A TEST
Identifying on a picture of a
thermometer (by inserting arrows)
where the boiling point and freezing
point are
The student makes the identical types
of identification
Classifies cities (like Boston,
Chicago, New Orleans, Phoenix) as
being suitable or unsuitable transpor-
tationTErraTr and lists their proper-
ties which qualify them as one or the
other
The student classifies and provides
a supporting list of properties for
the cities:
Baltimore, San Francisco,
Reno, and Asheville
Stating the properties and advantages
of using a particular learning
taxonomy (e.g., Bloom's)
Presented with a taxonomy formulated
by Gagne, compares and contrasts it
with the Bloom taxonomy
Defining the concept "conduction"
Provides examples of the concept and
contrasts it with "convection"
FOLD BACK PAGE B-35
COMPETENCY LEVEL
III
III
IV
X
X
X
X
DO
NE
XT
PR
OB
LEM
EXERCISE 5E
For each of the five problems below, put an X through the one description among the three presented that you think
is the most objective and complete.
AB
The Student Will
The Student Will
Know what the properties are
which determine the
classification of a lever
Match nutrients and their
functions when given a list
of each
Produce the name commonly
associated with a land form
when given a verbal descrip-
tion or shown a pictorial
representation of it
Without assistance, contrast
six elements in the periodic
table
Solve addition problems
within a specified period of
time using a ten key adding
machine
Identify the class to which
pictorially presented levers
belong
Be able to identify the
functions of nutrients
Identify and name various
types of land forms
Without the aid of a periodic
table in front of him, list
the differences in numbers of
electrons and in atomic
weight of six elements
Solve addition problems
within twenty-five seconds
using a ten key adding
machine
C
The Student Will
Label pictorially presented
examples of levers (without
error) as belonging to
Class I,
II, or III
Know how to describe
nutrients and their functions
Identify a land form when
given a verbal description
or shown a pictorial
representation of it
In criterion fashion, explair
the relationship among
elements in a periodic table
Know how to add quickly
using a ten key adding
machine
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 5E
For each of the five problems below, put an X through the one
description among the three presented that you think
is the most objective and complete.
A
The Student Will
4.
Know what the properties are
which determine the
classification of a lever
Pr
associa
when given
tion or s
a
repres
ation of
e the name common
with a
1form
1 descrip-
ctorial
Without assistance, contrast
six elements in the periodic
table
Solve addition problems
within a specified period of
time using a ten key adding
machine
B
The Student Will
Identify the class to which
pictorially presented levers
belong
Be able to identify the
functions of nutrients
Identify and name various
types of land forms
Wit
table I
the differe
electrons
weigh
t the aid of a p
ront of
.
odic
,list
n numbers of
tomic
f six ele
s
C
The Student Will
Know how to describe
nutrients and their functions
Identify a land form when
given a verbal description
or shown a pictorial
representation of it
In criterion fashion, explain
the relationship among
elements in a periodic table
Know how to add quickly
using a ten key adding
machine
DO
NE
XT
PR
OB
LEM
EXERCISE 5F
This exercise is designed to give you practice inof terminal behaviors on FORM A.5(10).
Below is an example of FORM A.5(10) completed forSub-Topic 2 of the subject matter, "magnetism andin an earlier exercise. NOW, TURN THE PAGE.
331
31
Fern, A.5110)
For AREA A TOPIC Sub-TOPIC
recording descriptions
Area A, Topic 1,electromagnets," used
FOUR COMPETENCY LEVELS
INPUT _L_ ACTIONTRANSFER ' TRANSFER Sub-TOPIC 2 is "natanat magnets"
-When prtesented with examples 474 "tututat magnets," eithertthoe e identiti ten I/Ling ins trtuetia n o A now one4 . Canrtespond i.n a vartietu (a vartiz.tu o4 ACTIONS(:
Labeto them wt.:men/aLats thein pnapentiesCompartes them with other naturtat ma/gnat,
new "1"'P'e 0 f --... ,r,n, .x.rn, le 0 fmputlelassi -*- actionlchaln
INPUT j... ACTIONTRANSFER I RECALL
-When prtesented with excurintee not u.sed in inattaction.AA able to eta.4.si6q them aa rtatuAme magnet-a (the apeci4icACTION oa.ctieed dating inatnuetian)
new exempla of ...*o7-3''nowt dud ...-- .,,,,,,th..,
INPUT ACT /ONRECALL ± TRANSFER
l'Pecil° '''put --''-new
tac tor/chainexample
ifam(
old example of new example ofinput (class] .1- action /chain ,,a
INPUT i ACT /ONRECALL I- RECALL
t.F.'c't ',I 'null, kTSYld''.- action /chain
old example of _I. 4pecIficlil,Ouricimi ".- actIonicham
13 --JIG/
/ B-41
EXERCISE 5F
Your task in this exercise is to fill out FORM A.5(10) for the subjectmatter "the earth" used in previous exercises. For the purposes of thisexercise you will complete FORM A.5(10) for only one sub-topic, A.1.5(formation of bodies of water), indicated below by a check mark.
SEE OPPOSITE PAGE FOR INSTRUCTIONS.
A S . FOR SUMMARYAREASTOPICS
A. C,R,Ofi,tACA of the I0001
A .1 now flit emth mto 4mmed
A.: 500004 of LAE .00th
4.3 Roche
A . J .4 RE1AER
1
--1O. Foncna that shape and chanae din em eh ' au, 4 noon
15.1 nod movement of 6 a."( rantsof the each [IMOLA and who
8.6 Voteanota
8.2 Votdnd And iaatAna 0.1 Hot nt.inaa and 004WU
5. 5 1 an ChaaaocA
8.4 61ount.dans
8.5 Trouts and otattaan
Faun A S IBI Af. 14 IMniC. iSvA7DPICSI
A.1 How the math ums loaned
A.1.1 Fon/m.6ton 04 the watt,Atm Mute hot DataData
A.1.6 Fonnuttcon 04 01 t.'1...o-Ono6pheAt
1 6.1.2 Coot-nag o4 the oan..thi
4.1.3 P-04.0.taern 04 the tatth ' 6taus t
6.3.4 romnitcon o i cloud.mound the eadtth
/ 6.1.5 romataon 04 bodatao4 ...Can
5
4.2 lasicks o4 the e...,e).
1
1----
B-142
FOLD OUT THIS PAGE
Read the continuation of the interview from which the information containedon the forms on the opposite page was obtained. Record information obtainedfrom the informant onto FORM A.5(10) in the appropriate space (i.e., at theappropriate competency level). Be sure to continue your labeling system.
B -43
EXERCISE 5F
Training Analyst: New, for each of the sub-topics, let's identify how thelearner is expected to exhibit the fact that he has learned the facts,concepts, or principles involved. For example, after having learned aconcept, will he be expected to define it verbatim, or will he beexpected to give an example of the concept covered during instruction,or will he be expected to give a new example?
The analyst would begin with Sub-Topic A.1.1, "formation of the earthfrom white hot gases," and continue through the sequence for eachsub-topic. We enter the interview at Sub-Topic A.1.5.
Let's take the sub-topic, "formation of bodies of water." What arethe terms, concepts, facts, or principles you want the learner tolearn?
Informant: I want him to learn the process by which bodies of water wereformed. That process is that as rain fell causing the earth's crustto cool, some of the water, instead of evaporating, trickled down rocksto form small pools on the earth's surface. These were the beginningof the earth's lakes and oceans. For a long time it rained constantly,filling the earth's surface with bodies of water.
Training Analyst: For the process you mentioned, what kind of mastery doyou expect?
Informant: Oh, just to be able to explain the process in the student's ownwords. On a test I might ask, "Describe how the earth's lakes andoceans were formed." The child would then paraphrase the descriptionof the process learned during instruction.
B-1414
Form A.5110)
For AREA 1 TOPIC Sub-TOPIC FOUR COMPETENCY LEVELS
INPUT + ACTIONTRANSFER TRANSFER
new example of ..._... new example ofinput classi action/chain class]
INPUT 4- ACTIONTRANSFER RECALL
new example of WeCW.1_i,..input class -4-- action/chain
INPUT ACTIONRECALL + TRANSFER
new example of...ispecifici input -4-- action/chain iclaq
old example of new example ofinput 'class] -**-- action/chain Fc71.as:
INPUT ACTIONRECALL 4- RECALL
.. ....A OM NM
L ecificl[specific input ps
"4"-- action/chain
old example of 'specific_40.input 'class' action/chain
B-44a
Form A.5110)
For AREA TOPIC
ANSWERS
Sub-TOPIC FOUR COMPETENCY LEVELS
INPUT _L_ ACTIONTRANSFER i TRANSFER
new example of-y new example ofinput class] "'I-- action/chain class
INPUT + ACTIONTRANSFER RECALL
new example of ____... specific]4inputiclass] action/chain
INPUT ACTIONRECALL ± TRANSFER Sub-Topic 5 L4 "lioAmation ol6 bodies ol6 watch."
-When caked to descALbe how bodies oti waten. were lionmed,a question used tn instAuction, the atudent wil.t 'state.in hi...6 own wotds (pataphuue) the pxoce4s desuabeddating instAuction
new.... example ofI.specific input -41--- action/chain )class]
old example of new example ofinput 'class] action/chain r-cr,q
INPUT ACTIONRECALL RECALL
FOLD BACK PAGE B-43 END OF EXERCISE
'specific input 'specific'action/chain
old example of (specific]__1.-inputIclassi action/chain
B-
After readingHandbook forsub-STEP(S1
DOEXERCISEB.4.1-B.4.2 6
This exercise has three parts: 6A, 6B, and 6C. All are designed to
give you practice in diagramming task analysis results either on
FORM A.5(4) for "performance" Sub-STEPS or on FORM A.5(11) for
"knowledge domain" terminal behaviors.
FOLD OUT THIS PAGE
6-Y4B-147
EXERCISE 6A
This exercise is designed to give you practice in diagramming just INPUTSon task analysis forms.
Below are interview results for a performance Sub-STEP and for a knowledgedomain terminal behavior.
1. Read the examples below and fill in the INPUT blocks (only) on theappropriate forms, either Form A.5(4) or (11), on the adjacent page.
2. Fill in both task description blocks at the top of the form (a) andthe task analysis blocks on the lower portion of the form (b).
3. Make sure the diagramming for task description and task analysis iscross-referenced.
Knowledge Domain Example
The student must be able to discriminate between igneous rock formedfrom magma that reached the earth's surface as extrusive rock andigneous rock formed from magna that did not reach the earth's surfaceas intrusive rock.
Performance Example
in order to be able to do multiplication and division on a full-keyadding machine, a student must make discriminations between problemtypes, i.e., division problems and multiplication problems. Thestudent must also generalize across such types of division problemsas: whole numbers without remainders, whole numbers with remainders,and decimal problems with remainders; and must generalize across suchmultiplication problems as: simple multiplication, accumulativemultiplication, and three factor multiplication.
B-48
Ic I Zet,1 3 I
Nf I I !DPW
Lb SUP
C710..
e TSR AAAAA 545
iteSell..PfeTqfe
otan.;7 1
Sub INIC I IIleMAVION
I IOeelle ACTICIOI
e 0.5e.
B-148a
117Ata DISCAIeT.O.
OUTKA
SEE ANSWERS
Aerm A /al
40. ISK
0.0.15
Sri.
ANSWERS
r 3 I Soo MP1 3 1
DAY5AA0A04
onobtem to be o vedow a eateulaton
v
CTOft
vlll
15
iiS OISCINPrb00,AUT
111111/60/10.,
whole A470.44ptrn te....ndeu
Whole nubeIk...1.11ot Imatnrie.
Dturw 0.0bt0.S.urn to...aft:rev
v. .
5ILTIPLITAT1OA
S.moteoii.o.,n
,ecumutaXAveyil.p.2
F
Form A51111
M AREAI I ronc
r
L ISoo 1000C I I
NOV
1aneouo took
CTION
T515 515
'TAW DISCRIITIO1
Outta
I otRutvf A00.5I ... I
00004), +act
FOLD BACK PAGE B-147
B-1+9DO NEXT PROBLEM
rSu4STEPSI
EXERCISE 6B
In this exercise your task is to complete a task analysis diagram on FORMA.5(4) for Sub-STEP C.2.I, which is recorded on FORM A.5(3) below. Youcan obtain the information for the task analysis from interview resultswhich appear on the next page.
Be sure to transcribe any needed information from FORM A.5(3) below tothe blank FORM A.5(4) on page B-52a.
Form A5 (3)
for TASK I c STEP I 2 1
INPUT
Subtrucetion pkoblenesinvolving &tact-Zona
ofS &Asa than one
SUMMARY Of
ACTION
Pen4onm opmationto determinediC5enenee
OUTPUT
DiSiSeneneebetween two ktactitme
SubtAaction pnobtemconbiAting of
6/factionslose than one
SubtAaction lotoblemseithert withLike 04 unlikedenominatou
v
111.
ldentiliy thercelationahip bedueendenominatou in the
AubtAahend andminuend
Find di46eAeneeand exprcese it
it lowest tennis
FOLD OUT THIS PAGE
F3 - -SD
B-51
Identigiration oAlike cm unlikedenominators
III
Diblekeneein /meet te/ms
vi
EXERCISE 6B
Read the results of the interview and then fill in the diagram on theadjacent page.
Training Analyst: Let's get your details about Sub-STEP #1. When you areteaching children to subtract fractions, what are the different kindsof problems with fractions of less than one that require you tosubtract in a different way?
Informant: There are only tto types of problems. The simple kind like3/4 minus 1/IA where the denominators are the same, and the kind whichhave different denominators, such as 3/4 minus 1/3.
B-52
Form A-5 (4)
for TASK STEP Sub-STEP . TASK DESCRIPTION
INPUT ACTION OUTPUT
b. TASK ANALYSIS
B-52a
Form A-5 (4)
for TASK C STEP 2
ANSWERS
Sub-STEP 1 a. TASK DESCRIPTION
INPUT
Subtxaction pkobtemcona.ating oti
inactionzte64 than one
ACTION
Identitiy .theheZation4hip betweendenominatom in the
zubtnahend andminuend
ii
OUTPUT
Identigcationtike on untikedenominatou
Fnaction4 withtike denaminatou
I.a.n
3 1
i.b.1
2 1
Fnaetiono withuntike denominatou
i.b.n
b. TASK ANALYSIS
Identitiie6 identityin denominatou
ii.a
identige4 non-identityin denominatou
ii.b
FOLD BACK PAGE B-51.
B-53
Identi4ication ob .type4,6 netattonAhip between
denominatou in4ubtnahend and minuend
i 1 .a
Identitiication oti topeO nelation6hip between
denomination4 inAubtAahend and minuend
iii.b
DO NEXT PROBLEM
EXERCISE 6C
In this exercise your task is to fill in a task analysis diagram onFORM A.5(11) for Sub-Topic A.4.2, which is recorded on FORM A.5(10) below.You can obtain the information for the task analysis from the interviewresults which appear on page B-56.
73t
DI
Form A.5110)
For AREA A TOPIC L 4 i Sub-TOPIC FOUR COMPETENCY LEVELS
I INPUT _i_ ACTIONTRANSFER I TRANSFER
new example of new example of....---inpore4 4---- actionlchainiclassi
INPUT + ACTIONTRANSFER I RECALL When pteeented with a minenaf (not laed in inatAuction).
the student wilt name the type o6 mineltat and etatethe attrtibutes o that mineAat.new example of ___...---irk]
inPuticlassi .4-- action !chain
INPUT ACTIONRECALL + TRANSFER
7- ..j7-1 - new example of
FOLO OUT THIS PAGE
8-5Y// B 55
SECTION 6C
Read the interview results below, and then fill in both Section (a) taskdescription and Section (b) task analysis on the form on the adjacent page.
Training Analyst: Now we want to get specific details about the contentand terminal behavior expected for each concept you Just identified.
Let's take minerals. What will the learner be given when you testhim?
Informant: I have samples of minerals which I show the students. Theyhave to label each mineral as either "silicious," "non-metallic,"or "metallic," and state the attributes of the mineral that qualifyit for that label.
Training Analyst: Let's take the samples of minerals. What are the typesof minerals which the learner must classify as silicious?
Informant: That's a very large group containing about twenty-five of theearth's minerals. Some common ones are quartz, feldspar, mica, andolivine.
Training Analyst: What are the types of minerals which the learner mustclassify as non-metallic?
Informant: Well known examples of this group are calcite, dolomite, sulfur,rock salt, gypsum, and graphite. There are many more.
Training Analyst: What are the types of minerals which the learner mustclassify as metal ore minerals?
Informant: Such metals as gold, silver, iron, copper, and lead are foundin the minerals of this large group.
B-56
Form A-5 (11)
for AREA TOPIC Sub-TOPIC BEHAVIOR a. TASK DESCRIPTION
INPUT ACTION OUTPUT
b. TASK ANALYSIS
11
SEE ANSWERS
B-56a
I A I TASK DESCRIPTION
Form A-5 MI
for AREA
ANSWERSTOPIC I 1 f Sub-TOPIC 5 BEHAVIOR I
INPUT ACTION
Name the mine/tatand state atttibute4
that minetat. ---411.
OUTPUT
Minetat
b. TASK ANALYSIS
Quantz
Fad.6pan
--Mica
--Etc.
Cacite
sat flan.
- -Dotomite --Gyjo4um
- -Rock satt --Gkaphite--Etc.
Go.ed
--Ikon- Lead
Copper:.
Etc.
I--
Identiliy as 4iticiou4because they
contain ziticon
IdentiO_aAnon-metattic becauseo6 ab4ence oi6 metat
Identitiy as metatbecause they containeftment4 called mztat6
FOLD BACK PAGE B-55
Minexat identitiied
Kiltenat identi.6ied
Mine/tat identi6ied
END OF EXERCISE
B-57
After reading
Handbook for
sub-STEP(S)DO
EXERCISEB.4.3 7
r
This exercise is designed to give you practice in getting more detailed
task analysis information when needed.
In the example below the technologist has determined that the target
learner population is not able to perform simple multiplication. Upon
further questioning of the informant, the technologist is told that in
order to perform simple multiplication the student has to discriminate
between three classes of situations (and generalize within them); i.e.,
multiplication involving: (a) only one digit numbers; (b) a mixture of
two and one digit numbers; and (c) a mixture of three, two, and one
digit numbers.
Diagram this lower level analysis on the next page.
ForrnA.501
for TASK A STEP 2 Sub-STEP1 3 I a. TASK DESCRIPTION
INPUT ACTION OUTPUT
Muff/pi:ea/Ionpkobtem6
I v
PeagOAmMatipltcatianmaceduAce
v
Product
v I
b. TASK ANALYSIS
5 X 9Iv.a.1
25 X 34
iv.a.2
FeAlionm 4impLemattirtjration
v.a
PAoduct
vl.a
a X b
Iv.a.3
5 X 9 X 7
fv.b.i
25 X 34 X 61
Iv.b.2
PeA6oAm muttiptEcatiDnda4Re a44ociative
wwprAtie4v.b
PAIN:fact
vl.b
--.... ---.4..
aXbXcIv.b.3
6 -5rB-59
1
Form A-5 (4)
for TASK STEP1
Sub-STEP1
a. TASK DESCRIPTION
b. TASK ANALYSIS
B-60
Form A5 (4)
for TASK STEP
ANSWERSSub-STEP a. TASK DESCRIPTION
INPUT ACTION OUTPUT
b. TASK ANALYSIS
5 X 9
a X b
25 X 34
17 X 9
ac X bd
258 X 347
176 X 22
ace X bd6
Muttiptiesone digit numbela
Muttipties two digitnumbeks by one ok two
digit number
katiptieA tknee digitnumbeks by one, two,
ok thkee digit nambeu
Pkoduct
Pkoduct
Product
END OF EXERCISE
B-61
After readingHandbook forsub-STEP(S)
DOEXERCISEB.4.4 8
Exercises 8A-8E are all designed to give you practice in performing
learning analyses. Your task will be to make judgments about the
difficulties learners are likely to experience in acquiring the
component skills: discriminations, generalizations, associations, and
chains.
TURN TO NEXT PAGE
FOR PROBLEMS
13- tp-37B-63
2. 4.
EXERCISE 8A
For each problem put an X through the situation
in which learning to discriminate among
INPUTS is likely to be
more difficult.
In the last column, tell why.
SITUATION #1
SITUATION #2
A teacher has to rank the
essays of five students
A teacher has to rank essays
on the basis of:
content,
organization, syntax, and
interest level of writing
Automobile parts are being
produced 1/64 of an inch off
a standard
Having to select the low
intensity blue, given a low
intensity and a high
intensity blue
5.
Distinguishing such mammals
as horses, cows, and pigs
from such reptiles as snakes
and alligators
A teacher has to rank the
essays of fifteen students
A teacher has to rank essays
on the basis of:
organization
Automobile parts are being
produced
1 /100 of an inch off
a standard
Having to select the lowest
intensity blue, given two
low intensity blues of almost
equal intensity
Distinguishing such mammals
as whales and porpoises from
such reptiles as crocodiles
and alligators
WHY?
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 8A
For each problem put an
X through the situation in which
learning to discriminate among
INPUTS is likely to be
more difficult.
In the last column, tell why.
SITUATION #1
SITUATION #2
......
...,
A teacher has to rank the
essays of five students
Automobile parts are being
produced 1/64 of an inch
off
a standard
Having to select the low
intensity blue, given a low
intensity and a hie
intensity blue
Distinguishing such mammals
as horses, cows, and
pigs
from such reptiles as snakes
and alligators
A teacher has to rank essays
on the basis of:
organization
Aut
produce
a standard
bile parts are be
1/100 of
nch off
g to select the
low
blue, give
nten
bl
of a
Di
nguishing such ma
as wha
such re ti
and alliga
and porp
es from
crocodiles
WHY?
Having to rank more essays
makes seeing the differences
among them harder
The more attributes to
attend to, the harder the
discrimination
The smaller the deviation
from the standard, the
harder the discrimination
The more similar the
intensities, the harder it
is to tell them apart
In #2 they all live in water
(have similarities) and
therefore can become more
easily confused
DO
NE
XT
PR
OB
LEM
EXERCISE 88
For each problem put an X through the situation in which
learning to generalize across INPUTS is likely to be
more difficult.
In the last column, tell why.
SITUATION 1
SITUATION #2
1.
Categorizing as blue a range
of blues varying only in
intensity
4. 5.
Identify horses, pigs, cows,
porpoises, and whales as
mammals
Classifying three varieties
of rock as quartz
Matching five tenors for a
chorus based on:
intonation,
tone quality, and phrasing
Use spray paint to paint
under:
shutters, ratan
furniture, and picket fences
Categorizing as blue a range
of blues varying in mixture
with other colors (i.e. gray
blues, green blues, purplish
blues)
Identify snakes, lizards,
and chameleons as reptiles
Classifying twenty-two
varieties of rock as quartz
Matching five tenors for a
chorus based on:
phrasing
Use latex house paint on:
clapboard, wood shingle, and
asbestos shingle
WHY?
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 8B
For each problem put an X through the situation in which learning to generalize across INPUTS is likely to be
more difficult.
In the last column, tell why.
2.
3.
4.
SITUATION #1
Categorizing as blue a range
of blues varying only in
intensity
Wen
porpoise
mammals
horses, pigs
and wh
s as
ows,
Classifying three varieties
of rock as quartz
Use
under:
furniture,
ray paint to pai
utters,
an
cket fences
SITUATION #2
Cat
of blue
with other
blues, gre
blues)
Identify snakes, lizards,
and chameleons as reptiles
Cla
fying twenty-two
varlet
of rock
quartz,
Matching five tenors for a
chorus based on:
phrasing
Use latex house paint on:
clapboard, wood shingle, and
asbestos shingle
WHY?
The greater apparent
dissimilarity makes it harder
to see the similarity among
greenish and other types of
blues
Whales and porpoises bear a
surface dissimilarity to
horses, pigs, and cows
Harder to see a large number
of varieties as belonging to
the sane class
More difficult to keep
several properties in mind
The greater apparent
dissimilarity makes it harder
to see their similarity
DO
NE
XT
PR
OB
LEM
EXERCISE 8C
For each problem put an X through the situation in which learning to associate or to chain INPUTS and ACTIONS
is likely to be more difficult.
In the last column, tell why.
2.
3.
4. 5.
SITUATION #1
Threading an open-reel
tape recorder
Associating twenty
labels with twenty
styles of painting
Teacher has to
associate ten faces
and ten names
Taking apart a TV set,
piece by piece, replac-
ing faulty component,
and assembling
Mechanic has to
associate ten different
types of pliers with
ten different uses
SITUATION #2
Inserting a tape
cassette in a cassette
deck
Associating five labels
with five styles of
painting
Teacher has to
associate twenty-five
faces and twenty-five
names
Replacing intact
modules in a TV set
Mechanic has to
associate two types of
wrenches with their
uses
WHY?
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 8C
For each problem put an X through the situation in which learning to associate or chain INPUTS and ACTIONS
is likely to be more difficult.
In the last column, tell why.
2.
3.
4.
5.
SITUATION #1
Thre
ng
tape rec
an op
11
eel
Teacher has to
associate ten faces
and ten names
Me
nic has to
associ
to
ferent
types of
with
ten * ferent us
SITUATION #2
Inserting a tape
cassette in a cassette
deck
Associating five labels
with five styles of
painting
Replacing intact
modules in a TV set
Mechanic has to
associate two types of
wrenches with their
uses
WHY?
There are more steps
to be learned in the
sequence
It is harder to learn
to associate twenty
labels than five
The larger the number
of associations, the
harder it is to learn
There are more steps
to be learned in the
sequence
It is harder to learn
a large number of
associations
DO
NE
XT
PR
OB
LEM
EXERCISE 8D
For each example below, put an X through the ACTION generalization which is likely to be more difficult.
Background of Performer
Students in beginning French
have had practice in
recognizing (selecting from
options) which of two
pronunciations is the better
(for a series of words)
A training specialist has
had prior experience in
writing textbooks in physics
A student who has completed
only an introductory course
in statistics
Elementary grade students
who are in a beginner's
course in sex education;
they have practiced labeling
and defining elements of the
reproductive system
English students in high
school have had considerable
experience editing paragraphs
ACTION Generalization Ni
In anew practice or test
situation, they are given
examples of the same words
(one at a time) and asked to
correct each word--if the
pronunciation is wrong
He has to prepare a
programmed, verbal text on
"heat and energy"
On a test he is required to
select and use any one of
several equally applicable
techniques:
(1) t-test for
difference between means;
(2) t-test for mean differ-
ences; (3) F-test
On a test they are required
to state in their own words
and compare and contrast the
functions served by elements
of the reproductive system
On a test they are required
to state verbally what is
wrong with paragraphs and to
indicate what needs to be
done
ACTION Generalization #2
In a new practice or test
situation, they are given
examples of the same words
(one at a time) and asked to
indicate if they are right
or wrong
He has to prepare a
programmed film, using
primarily visual examples,
on "heat and energy"
On a test he is required to
select and use any one of
several equally applicable
techniques:
(1) t-test for
difference between means;
(2) t-test for mean differ-
enrec
On a test they are required
to give examples of
comparable elements in
animals
On a test they are required
to produce original
paragraphs (which are accept-
able with respect to the
problems they have been
previously dealing with)
SE
E A
NS
WE
RS
AN
SW
ER
SEXERCISE 8D
For each example below, put an X through the ACTION generalization which is likely to be more difficult.
2. 4.
5.
Background of Performer
Students in beginning French
have had practice in
recognizing (selecting from
options) which of two
pronunciations is the better
(for a series of words)
A training specialist has
had prior experience in
writing textbooks in physics
A student who has completed
only an introductory course
in statistics
Elementary grade students
who are in a beginner's
course in sex education;
they have practiced labeling
and defining elements of the
reproductive system
English students in high
school have had considerable
experience editing paragraphs
ACTION Generalization #1
In
new practice or tes
situat
,they are
en
examples o
the
words
(one at a ti
.nd asked to
correct
word- 'f the
pron
ation is wron
He has to prepare a
programmed, verbal text on
"heat and energy"
test he is required
sele
and use any on
several
all
a!cable
techniques:
t-test for
different
etwe
means;
(2) t-
st for mean
fer-
;(3) F-test
test they are requir
to st
in their ow
ords
and compa
and
rast the
functions se
by elements
of the r
oducti
system
On a test they are required
to state verbally what is
wrong with paragraphs and to
indicate what needs to be
done
ACTION Generalization #2
In a new practice or test
situation, they are given
examples of the same words
(one at a time) and asked to
indicate if they are right
or wrong
On a test he is required to
select and use any one of
several equally applicable
techniques:
(1) t-test for
difference between means;
(2) t-test for mean differ-
ences
On a test they are required
to give examples of
comparable elements in
animals
On
test they are requ
to pro
ce original
paragraphs
whi
are accept-'
able with r
to the
problem
ey hay
een
pre
usly dealing wi
DO
NE
XT
PR
OB
LEM
EXERCISE BE
This exercise is designed to give you practice in performing a learninganalysis.
Your task is to review the task analysis results presented below onFORM A.5(4) and the results of an interview presented on the next page.Then, on the basis of both sets of results, put X's in the appropriateboxes on the learning analysis form appearing on page B-74a.
Farrel A -6 14)
f TASK A STEP Sub-STEP 5 1 a. TASK DESCRIPTION
INPUT
&aerates o6vatious hypes of
manuals
ACTION
Name the stimeateand give atteibateo
of that mincoat
OUTPUT
Alinexatidentigedby name and
atttibuteo given
b. TASK ANALYSIS
A sample 064IrazAtz
A sante 1
fetdoat
Etc.
A oampte 1,6calcite F
A Amp& oisutgua
Etc.
A emote of.gold
A sample o6ailvex
Etc.
Identify as 441.4.4.4.0414because they
contain oiticon
Identiiy asnon - meta /fie because06 absence o6 metals
identi6y as metal oaeabecause they containelements calttd metals
111.
Mintoal identifiedby name and
attributes given
Mine at identifiedby some and
atteibuteo giver
Mine al identifiedby name and
atticibuteo given
FOLD OUT THIS PAGE
/3 -7yB-73
INTERVIEW RESULTS
Re: INPUTS
Discriminations: Geologists classify minerals into groups, depending uponthe kinds of chemicals in them and also the structure of the crystalsthey form. Most rocks are made up of more than one mineral; and thereare hundreds of different kinds of minerals which are classified intofour groups. Some minerals in the non-metallic group are difficult totell from the metallic group because they contain chemical elements,such as calcium or magnesium, which chemists call metals.
Generalizations: The number of minerals within each class are numerous.For example, the silicious minerals contain about 25 percent of allthe known minerals on earth, and some are seemingly quite dissimilar,despite the essential similarity in crystal structure and chemicalcontent.
Re:
This is a new action to be learnedIt has never been performed beforesimilar actions. (Inspect diagramdifficulty levels for chains.)
ACTIONS
(i.e., correctly labeling minerals).nor have the students performed otheron preceding page for determining
Re: OUTPUTS
The output is the mineral correctly identified by name.
B-74
c. LEARNING ANALYSIS
inlevel of difficulty acquiring
DISCRIMINATIONSdue to hi med 10V
. similarity
No. of properties
No. of inputs
11
1 IGENERALIZATIONS
hi mod lo
dissimilarity
No. of properties
No. of inputsIt
ASSOCIATIONSdue to
hi med luVNo. of associations
associative strength of other actions
III
GENERALIZATIONS"IVO 111
integrative strength of action
CHAINStit med to
length of chain
output discrimination problems
associative strength of other actions
DISCRIMINATIONSdue*,
hi med loV
similarity
No. of properties
No. of inputs
GENERALIZATIONShi med lo
dissimilarity
No. of properties
No. of inputs
B-Via
SEE ANSWERS
ANSWERS
c. LEARNING ANALYSIS
inlevel of difficulty acquiring +
DISCRIMINATIONSdue to hi med lo
7similarity
No. of properties
No. of inputs
X
X
X
GENERALIZATIONShi med lo
dissimilarity X
No. of properties X
No. of inputs x
ASSOCIATIONSdue to hi meld 13
VNc. of associations
associative strength of other actions
[ XX
GENERALIZATIONShi mod I,
integrative strength of action 1i
Ji
CHAINShe med lo
length of chain X
output discrimination problems X
associative strength of other actions X
DISCRIMINATIOMcitif to hi med lo
Vsimilarity
No. of properties
No. of inputs
X
X
X
GENERALIZATIONShi med lo
dissimilarity MI X
No. of properties IIINo. of inputs OM X
B-75
Fni-n BACKpaiw R-73
END OF EXERCISE
After readingHandbook forsub-STEP(S) B.4.5
DOEXERCISE 9
This exercise is designed to give you practice performing a competency
analysis.
FOLD OUT THIS PAGE
-7 VB-77
EXERCISE 9
Your job task is first to inspect the task analysis results below and thelearning analysis results on the adjacent page.
Then, based on these results, decide whether there is likely to be recallor transfer requirements.
Indicate your decision by putting an X in either the recall or transferboxes for INPUTS, ACTIONS, and OUTPUTS.
Form A6 (4)
Far TASK STEP Sub-STEP 5 a.
INPUT ACTION
&capita o6 Name the minenatAvalciouA types 06 and give atitnbutee
mineAats 06 that minereat
1TASK DESCRIPTION
OUTPUT
Minenat identigedby name and
attn.ibutea given
b. TASK ANALYSIS
A eampte o6Quartz
A 4ampte o6Setdapax
Etc.
1---A 4ampte o6
ratpir.
A 4ampte vi4ut64k
Etc.
A 4amptt o6gold
A 4ampte 06Aitven
Etc.
Identigy aA AitichouAbecause they
contain 4iticon
Identiiy a4non - metallic because06 abAence 06 metml%
Identi64 a6 metal oneAbecause they containetementA caned metatA
Minetat identi6iedby name and
attaibutu given
Mineral identiiiedby name and
attnibuteA given
Miry at identi4iedby name and
attnibuteA given
B -78
COMPETENCYANALYSIS c. LEARNING ANALYSIS d. MODE ANALYSIS
level of difficulty in acquiring i
INPUT
recall
transfer
DISCRIMINATIONSdue to hi med 10
symbolic verbal environmental
realistic
VISUAL
reproduced/fabricated
IN7
similarity
No. of properties
No. of inputs
X
X
X
GENERALIZATIONS
hi med lorealistic
AUDIO
reproduced/fabricated
dissimilarity x
No of properties X
No. of inputsOTHER: Kin:zesthctic, melt, taste
ACTION/CHAIN
recall
transfer
ASSOCIATIONSdue to
V hi med it) perceptual motor vocal sub/vocal
No. of associations
associative strength of other actions
X
recognition
editing
production
X
GENERALIZATIONSh. .7,t41 hi
integrative strength of actionI
CHAINShi med lo
length of chain X
output discrimination problems X
associative strength of other actions
OUTPUT
recall
transfer
DISCRIMINATIONSdue to
hi med losymbolic verbal environmental
realistic
VISUAL
reproduced/fabricated
N7
similarity
No. of properties
No. of inputs
X
A
X
GENERALIZATIONShi med lo
realistic
AUDIO
reproduced/fabricated
dissimilarity X
I
No. of properties X
No. of inputs XOTHER: Kinaesthetic, smell, taste
B-78e SEE ANSWERS
ANSWERS
COMPETENCYANALYSIS c. LEARNING ANALYSIS
level of difficulty in acquiring --+
d. MODE ANALYSIS
UPP'
iNPUT
recall
transfer Ig
DISCR:MiNATiONSdue to hi med lo
symbolic verbal environmental
realistic
VISUAL
reproduced/fabricated
..., - Vsimilarity
No. of properties
No. of inputs
X--,
J X
X
GENERALIZATIONS
hi med lo realistic
AUDIO
reproduced/fabricated
dissimilarity X
.F.
No. of properties-.,
X
No. of inputs X WPM.
OTHER: Kinaesthetic, smell, taste
ACTION/CHAIN
recall (X.I
transfer
ASSOCIATIONSdoe 10
et, ?red 10 perceptual motor vocal sub/vocoi7No. of associations
associative strength of other actions
X
recognition
edit Mu
production
X
GENERALIZATIONS
integrative strength of action 1 I
CHAINShi men lo
length of chain X
output discrimination problems X
associative strength of other actions X
OUTPUT
recall lg
transfer
DISCRIMINATIONSdue to hi med Io
symbolic verbal environmental
realistic
VISUAL
reproduced/I abricated
Vsimilarity X
No. of properties X .
No. of inputs X
GENERALIZATIONShi med lo
realistic
AUDIO
reproduced/fabricated
dissimilarity
No. of properties
No, of inputs
X
X_X .OTHER: Kinaesthetic, mall, taste
B-79 FOLD BACK PAGE B-77 END OF EXERCISE
After readingHandbook forsubSTEP(S)
DOEXERCISEB.5.1 10
Exercises 10A and 108 are designed to give you practice identifying the
different types of INPUT, ACTION, and OUTPUT modes.
TURN TO NEXT PAGE FOR PROBLEMS
-81
EXERCISE 10A
For each example below put an X in the appropriate cell identifying theMODE of the INPUT or OUTPUT described in the problem.
1. Bar chart showing net corporate earnings foreach month in a 12 month period.
The mode of this INPUT is:
2. Student tunes his Guitar to the sound of anote on a pitch pipe.
The mode of this INPUT is:
3. Student must identify mineral from drawingrepresenting crystal formation.
The mode of the INPUT is:
4. During a singing lesson, student is givensheet music and must sing from it.
The mode of the INPUT is:
8-82
a 0301 ANALYSIS
W.... ma. omodommomis
01.1* doe
0 MOE ANALYSIS
oda.. moomr amodmommow
10Cid.dO woo mod
a Y001 ANALYSIS
VOUA
fool.da.!
Woe... medal
dud.
Odimml
01.4111 dom.., wed rem
a MOOS ANALYSIS
1.1U.41.
mmoodmosr
mod. owewavw,..
rem
&,d.
'071. Odoommade omm. No.
SEE ANSWERS
ANSWERSEXERCISE 10A
For each example below put an X in the appropriate cell identifying theMODE of the INPUT or OUTPUT described in the problem.
1. Bar chart showing net corporate earnings foreach month in a 12 month period.
The mode of this INPUT is:
2. Student tunes his guitar to the sound of anote on a pitch pipe.
The mode of this INPUT is:
a NODE ANALYSIS
111.61
MOIR 1./.mg. nap
a. MOOF ANALYSIS
VIS1.1.41.
117111111 10111111 *On
xJ0 r.411 1uftwerher.t. 11. ere
3. Student must identify mineral from drawingrepresenting crystal formation.
The mode of the INPUT is:
a NODS ANALYSIS
.1111an
V11.1.11.
p/.1011C
Mao..
A1/1,10
mil14/1.110,40 a a woognow+ InuLI
4. During a singing lesson, student is givensheet music and must sing from it.
0 MOM ANALYSIS
nml//e1c OWNPVIO
The mode of the INPUT is:V /1111
111411
LYNOAPYOmmyfaarva*
07.11 11tor. Ion. lime
DO NEXT PROBLEM
B-83
EXERCISE 10A
(Continued)
5. Student decodes Morse Code by writingtranslation on paper.
The mode of the OUTPUT is:
6. A student records a lecture given byinstructor.
The mode of the OUTPUT is:
7. Students in audiovisual course producea video tape.
The mode of the OUTPUT is:
8. Sign painter produces narrowing linesfor highway signs indicating thehighway is going from 4 to 2 lanes.
The mode of this OUTPUT is:
B-84
a MOOS ANALYSIS
UAL
no,hill
*be
010=1116,
OT. a . Woe
a I/00t ANALYSIS
ovnifila .0110
.,01. 1.1 woo Iv..
a la0Of ANALYSIS
11.4 INFIM
.1010003
1...4 ..10, tows
el &COI ANALYSIS
.101. *.
910.00=0/
AIJO0
wareelowe
01 Nil 1.
SEE ANSWERS
ANSWERSEXERCISE 10A
(Continued)
5. Student decodes Morse Code by writingtranslation on paper.
The mode of the OUTPUT is:
6. A student records a lecture given byinstructor.
The mode of the OUTPUT is:
7. Students in audiovisual course producea video tape.
The mode of the OUTPUT is:
8. Sign painter produces narrowing linesfor highway signs indicating thehighway is going from 4 to 2 lanes.
The mode of this OUTPUT is:
B-85
a MODE ANALYSIS
1.11A1Vat
Moseamedi..*el
x
UPION/f/00analCa war.
OTNaa SmAANvome. 01.1.0.
a 111001 ANALYSIS
ovAINA 10.0
werOvAassi
OISIsyvv.1.111.41 x
a MOOS ANALYSIS
INaNalal
IL=0 7. A . ono* AMA
a MOOS ANALYSIS
x
N1101,42 14.4*.tivnn O.., roe
DO NEXT PROBLEM
EXERCISE 108
Put an X in the appropriate cell indicating the mode of the ACTIONSdescribed in the problems.
I. Statistician draws graph plotting incomeby years.
2. Lab technician compares color of bloodsmear with that of standard sample.
3. Child is shown a hammer, a saw, ascrewdriver, and a board. Asked whichobject does not belong with the others,he says, "the board."
4. From a temperature map of the WesternHemisphere, completes a chart by writingin information about the climate,season, and geographical factors whichaffect the climate for five cities.
B-86
We.11.1. Ire. sub ',sat
IMen71,0r nallota, .err 1./vor.
"opt* motet *hoe.
Owe.... meta Oubhrecs,
SEE ANSWERS
ANSWERSEXERCISE 10B
Put an X in the appropriate cell indicating the mode of the ACTIONSdescribed in the problems.
1. Statistician draws graph plotting incomeby years.
2. Lab technician compares color of bloodsmear with that of standard sample.
3. Child is shown a hammer, a saw, ascrewdriver, and a board. Asked whichobject does not belong with the others.he says, "the board."
1+. From a temperature map of the WesternHemisphere, completes a chart by writingin information about the climate,season, and geographical factors whichaffect the climate for five cities.
B- 87
0111../.1111.
.1101100
1.0.0.1101 Mb./
Pmemnal mow .ti saloheaml
...O., Motet b.abtrocal
x
deauctlen
MOM. woo. luls/vocS
x
DO NEXT PROBLEM
EXERCISE 10B
(Continued)
5. Given examples of ordinal and cardinalnumbers, the student will read themand identify for each example the typeof number it is.
6. Demonstrate in order the proceduresfor putting a slide in place on amicroscope and adjust the view.
7. A drawing of a microscope has theparts incorrectly labeled. Thestudent must correct the labeling.
8. Given a drawing for an organismrepresentative of a certain phylum,the student will orally name thephylum to which it belongs.
B -88wy
Iwo. tool motet weal IthrecO
Owwouoi mato. vocal Tub/ow.
OWTWOol MOW row" oTbhowl
SEE ANSWERS
ANSWERSEXERCISE 106
(Continued)
5. Given examples of ordinal and cardinalnumbers, the student will read themand identify for each example the typeof number it is.
pwaptuall Tavel rocs, lublreuri
6. Demonstrate infor putting amicroscope and
order the proceduresslide in place on aadjust the view.
poceorus. moato pw
7. A drawing of a microscope has theparts incorrectly labeled. Thestudent must correct the labeling.
8. Given a drawing for an organismrepresentative of a certain phylum,the student will orally name thephylum to which it belongs.
bob/veal.,
nopber..."
oweepta mom MOW 1."/004
.pt voeol NAN..
After readingHandbook forsub-STEPS) B.5.1
DOEXERCISE 10C
This exercise is designed to give you practice classifying INPUT, ACTION,
and OUTPUT modes based on the task analysis diagram.
FOLD OUT THIS PAGE
t3-q0,/a-91
EXERCISE 10C
Inspect the task analysis diagram below for mode of INPUTS, for mode ofACTIONS, and for mode of OUTPUTS. Record the mode analysis results byputting X's in the appropriate cells on the right-hand side of Form A.5(4).
Form n4 ist
for TASK A STEP 1 Sub-srEP $ ITASK DESCRIPTION
INPUT
Samptes o6vaaiouA .types oi
minenalA
ACTION
Name the minenatAand give attnibuteA
al§ that minexat
OUTPUT
Kinenat identi6iedby name and
attnibutts given
b. TASK ANALYSIS
A Amp/a oiquantz
A sample oitietdsPaa
Etc.
A sample o6poiti.te
A sample oiAut6un
Etc.
A sample oicgold
F
A sample oiAitven
Etc.
rden.tik as 4i.a.P-i4u4becau,Ae they
contain Ail-icon
Identiiy asnon-metattie becauseoi absence o6 metat4
Identipi aA meta[ onesbecause they containmoments tatted metals
Ignetat identilfiedby name and
attnibutes given
Minenat identiiicdby name and
attlibutes given
Mine/tat identiiedby name and
attnibutes niven
B-92
COMPETENCYANALYSIS c. LEARNING ANALYSIS d. MODE ANALYSIS
.*- level of difficulty in acquiiing
INPUT
recall 0
transfer gi
DISCRIMINATIONSdire to hi med 10
symbolic verbal environmental
realistic
VISUAL
reproduced/fabricated
Vsimilarity X
No. of properties X
No. of inputs X
GENERALIZATIONS
hi med lorealistic
AUDIO
reproduced/fabricated
dissimilarity
No. of properties
No. of inputs
X
xOTHER: Kinaesthetic, smell, taste
ACTION/CHAIN
recall irl
transfer 0
ASSOCIATIONSrho to
V hi med IC perceptual motor vocal sub/vocal
No. of associations
associative strength of other actions
X
recognition
editing
production
X
GENERALIZATIONS1$. 4neii in
integrative strength of action
CHAINShi med to
length of chain
output cliscrunindtion problems X
associative strength of other actions,.._
X
OUTPUT
recall DO
transfer 0
DISCRIMINATIONSdue to hi med lo
symbolic verbal environmental
realistic
VISUAL
reproduced/fabricated
similarity
No. of properties
No. of inputs
X
X
X
GENERALIZATIONShi med lo
realistic
AUDIO
reproduced/fabricated
dissimilarity X
No. of propertiesX
No. of inputsX OTHER: Kinaesthetic, mell, taste
B-92a SEE ANSWERS
ANSWERS
COMPETENCYANALYSIS c. LEARNING ANALYSIS
level of difficulty in acquiring,
d. MODE ANALYSIS
.N.*"
INPUT
recall
transfer XI
DISCRIMINATIONSdue to hi med lo
symbolic verbal environmental
realistic
VISUAL
reproduced/fabricated
X
Vsimilarity
No. of properties
No. of inputs
X
X
X
GENERALIZATIONS
hi med lo realistic
AUDIO
repioduced/fabricated
dissimilarity X
No. of properties X
No. of inputsOTHER: Kinaesthetic, mell, taste
ACTION/CHAIN
recall Xl
transfer
ASSOCIATIONSdue to
hi med io perceptual motor vocal sub/vocalVNo. of associations
associative strength of other actions
X
recognition
editing
production
X
GENERALIZATIONSh. ,,,,,I 1,,
integrative strength of action
CHAINShi med lo x
length of chain X
output discrimination problems X
associative strengtn of other actions X
OUTPUT
recall I
transfer
DISCRIMINATIONSdue to hi med lo
symbolic verbal environmental
realistic
VISUAL
reproduced/fabricated
Vsimilarity
No. of properties
No. of inputs
X
X
X
GENERALIZATIONShi med lo
realistic
AUDIO
reproduced/fabricated
Xdissimilarity X
No. of properties X
No. of inputs X OTHER: Kinaesthetic, mell, taste
B-93 FOLD BACK PAGE B-91 END OF EXERCISE
DO FINAL EXERCISES
#7 and #8
WHICH APPEAR IN THEFINAL EXERCISES VOLUME
FOLD BACK THE BLUE PAGE
8-9Y//B-95
Recommended