Communication of Goalsand Creating Behavioral

OBJECTIVES

UNIT # 5

Dr. Martha Pelaez

Communicating Expectations

One of the best ways to manage behavior in the classroom is through explicit communication of expectations

Remember, effective classroom management is comprehensive

It includes• Organizing classroom space

• Time management

• Positive classroom rules

• Explicit communication of expectations

Communicating expectations

A teacher communicates her expectations through words as well as actions

Classroom rules

Student goals and objectives

Your daily objectives for each lesson should be written on the chalkboard so student will know what they are going to learn

GoalsGoals are broad statements about the direction of change in behavior

David will learn to read at a second grade level

Sara will add two digit numbers

ObjectivesObjectives identifies a proposed change in behaviorDescribe a level of performance and serve as the basis for evaluation

During science class David will read a paragraph orally in two or less minutes with less than two omissions or substitutions on 5 of 5 occasions Given a set of 25 two digit additions problems Sara will write the correct sum to 23 or more problems on 5 of 5 occasions

Components of a behavioral objective

Identify the learner Identify an observable target behavior Identify the conditions under which the

behavior is to be displayed Identify criteria for acceptable

performance

Observability of action wordsAction words that are directly observable

Cover witha cardUnderlineChooseShade

DrawPressSayPut on

PlaceCross outWriteName

MarkCircleCount orallyLabel

Cross outRepeatorallyReadorallyRemove

Action verbs that are not directly observableThinkThinkcriticallyInfer

DiscoverDiscriminateAppreciate

KnowFeelAnalyze

UnderstandDiscriminateDeduce

PerceiveGenerateConclude

STOs

Short term objectives (STO) are smaller, more workable components used in writing lesson plans

During a small group activity in science class David will construct a model of 3 planets and assist in the construction of a model of the solar system by cutting or pasting, or directing other students to do so

Good Objective?John will improve writing skills.Ashley will correctly answer "wh" questions in conversation with peers and adults with 80% accuracy.Given typed sentences, Leo will use a period or question mark appropriately at the end of a sentence.Mary will compose two complete sentences with the correct punctuation every day in her Daily Journal during writing class.

Good Objective?When Larry is in a situation in which he feels that someone else is in his personal space, he will move to a comfortable distance while remaining on task.

Sue will understand the causes of the civil war after 3 lectures on the civil war with 100% accuracy.

Joe will correctly identify his nose when asked by the teacher 3 out of 4 times.

Good Objective?

During math class Sparky will reduce the number of inappropriate comments in class to no more than 3 per class period

While presenting, Sara will say "um" less than 30 times during a hour presentation.

Selecting Goals and ObjectivesAll goals and objectives should be based on the relevant assessment data obtained beforehand

For GoalsIdentify broad areas of need

For ObjectivesIdentify observable behaviors to achieve the goalIdentify smaller target behavior accomplishments for STOs (task analysis may be helpful)

Translating your goals and objectives into student

learning

The learn unit

The Lean Unit

Stimulus control and active student responding

The three term contingency

The three term contingency represents the point of contact between the teacher and the learner(s) behaviorIt is through the three term contingency that learning (stimulus control) occursThe three term contingency consists of three parts

Antecedent (S)Response (R)Consequence (S)

In education, no concept is more important than the three term contingency

Some definitions

Stimulus- an environmental event

Antecedent- an environmental event that occurs immediately before a behavior and set the occasion for a response to occur

Consequence- an environmental event that occurs immediately after a behavior and determines whether or not a behavior will occur

Behavior/response- movement that produces a change in the environment

Choral responding

Me: an environmental event is a…

You: Stimulus

Me: You are so smart!

Me: An environmental event that occurs before a response and that sets the occasion for responding is an…

You: Antecedent

Me: Well done!

More choral respondingMe: An environmental event that occurs immediately after a response and determines whether or not a behavior will occur

You: Consequence

Me: Right on the money!

Me: Movement that produces a change in the environment is…

You: behavior/response

Me: You are correct!

DefinitionsStimulus class- a range of stimuli that control the occurrence of a single response which results in reinforcement

• Dog: German Shepard, Cha wow wow, Cocker Spaniel, Beagle, Mastiff, Poodle, Bull dog, Rhodesian Ridgeback

Response class- a single stimulus controls the occurrence of a range of response topographies which result in reinforcement

• Meeting someone: Hello, howdy, g’day, hi, how do you do, what’s up?, Hey, Welcome, Good to meet you, My name is…, hola, Aloha

DefinitionsStimulus control/discrimination- the process by which antecedent stimuli come to set the occasion for responding by being paired with a reinforcing consequence

Stimulus generalization- the process by which similar antecedent stimuli come to set the occasion for responding by being paired with a reinforcing consequence

Concept formation- stimulus generalization within stimulus classes and discrimination between stimulus classes

• The development of conceptual behavior is the primary goal of education

An example of concept formation (triangle)

Is a triangle(generalization)

Is not a triangle(discrimination)

Choral respondingMe: The process by which similar antecedent stimuli come to set the occasion for responding by being paired with a reinforcing consequence

You: Stimulus generalization

Me: Way to go!

Me: the process by which antecedent stimuli come to set the occasion for responding by being paired with a reinforcing consequence

You: Stimulus control/discrimination

The learn unit

The learn unit is a set of interlocking three term contingencies between a teacher and students’ behavior

The learn unit includes:The teacher’s response (student’s Sd)

Student(s) response (teacher’s Sr+ or Sp+)

Teacher’s response (students’ Sr+ or Sp+)

The Learn Unit

Teacher’s Antecedent Teacher’s behavior Teacher’s consequence Teacher’s antecedent Students’ antecedent Students’ behavior Students consequence

Get out your response boards

Students get out response boards

Everyone is ready to learn. 50 cents goes in the pizza party jar

Students looking at the teacher

“Spell utopia” Students write

u-t-o-p-i-a

Well done class, five more correct and no homework

Students looking at the teacher

The learn unitLearn units can be different based on the stage of learning

During the acquisition stage almost every correct response should be reinforced

Learn units should be presented more quickly time =

During the practice stage LU’s should be designed to develop fluency (accuracy + speed), so reinforcement should be provided after a number of responses

“Class, what is 4 X 7? “28” “Yes, 4 X 7 is 28” Next LU

Class get ready for a 1 minute time trial on math facts. Please begin

Students write answers

Tally your score and chart it on you graph

The big idea

“Students learn by doing”- John Dewey

The more LUs the teacher presents the more the students are respondingThe more the students are responding the faster they are learningThe key to learning is active student responding (ASR)

When all other variables are equal: A high-ASR lesson will produce better achievement than one in which

students make few active responses to the lesson's content.