Term
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Definition
get learner's attention.
ex. - "Everybody, watch me." |
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Term
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Definition
an orienting direction, directing to a specific part of a stimulus.
ex. - "Look at this state" |
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Definition
the stimulus for the given task
ex. - holding up a map of the intermountain states |
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Definition
calls attention to a critical feature of the stimulus
ex. - "See, it is shaped like a step." |
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Term
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Definition
a prompt which aids in the learner's response. Could be modeling, partial physical prompt, verbal prompt, examples.
ex. - "This is Utah." |
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Definition
directs the learner it is time to respond
ex. - "Now." |
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Definition
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Term
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Definition
what you give back to the student after a response
Ex. - "Good, that state is Utah." |
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Term
| differentiated instruction |
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Definition
| adjusting instruction to address the individual needs of diverse learners |
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Term
| elements of instructional programs |
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Definition
| trials, task or sequence, program |
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Term
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Definition
| one opportunity to respond, an opportunity to make a discrimination |
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Term
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Definition
| teaching that addresses a specific concept of skill. Usually include initial learning and guided practice. |
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Definition
| a sequence of tasks taught one at a time |
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Term
| which parts of an instructional trial can be adjusted to differentiate how much assistance a learner is receiving? |
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Definition
| stimulus prompt, response prompt |
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Term
| Which element of an instructional trial can be adjusted to differentiate on materials? |
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Definition
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Term
| Which element of an instructional trial can be adjusted to differentiate the response? |
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Definition
| Response direction or adding interference between the stimulus direction and the response direction |
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Term
| 5 ways to modify demand in an instructional trial |
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Definition
1.) Change task stimulus (concrete, representational, abstract)
2.) Change response direction (yes/no, mult. choice, etc.)
3.) Remove or insert response and stimulus prompts
4.) Remove or insert interference between response prompt and response direction
5.) Clearly align stimulus direction and response direction. |
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Term
Label the following parts of a trial:
Everybody, watch me.
*Teacher holds up a "b"
Look at this Letter.
The sound of this letter is "b"
Everyone, what sound?
*"B"*
Good. |
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Definition
Attention signal
Task Stimulus
Stimulus Direction
Response Prompt
Response Direction
Response
Feedback |
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Term
| Attributes of Faultless Instruction |
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Definition
1.) Assume the learner's behavior is lawful.
2.) Assume the learner has the capacity to learn any quality shown through examples.
3.) Assume the learner has the capacity to generalize (class) to new examples on the basis of "sameness." |
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Term
| list the 5 juxtaposition principles |
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Definition
| the wording principle, the set-up principle, the difference principle, the sameness principle, the testing principle |
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Term
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Definition
| To make the sequence of examples as clear as possible, use the same wording on juxtaposed examples. This prevents the learner from thinking a difference in wording is the distinguishing feature. |
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Term
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Definition
| To minimize the number of examples needed to demonstrate a concept, juxtapose examples that share the greatest possible number of features |
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Term
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Definition
| To show differences between examples, juxtapose examples that are minimally different and treat the examples differently |
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Term
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Definition
| to show sameness across examples, juxtapose examples that are greatly different and indicate that the examples have the same label. |
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Term
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Definition
| to test the learner, juxtapose examples that bear no predictable relationship to each other. |
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Term
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Definition
makes trials predictable.
Applies to positive examples which fall into the range previously presented.
Dynamic. |
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Term
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Definition
makes trials predictable.
applies to negative or nonexamples that are more negative than those previously presented.
Static. |
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Term
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Definition
refers to the concept boundaries implied by the range of examples or type of responding used in the sequence.
Initial sequences are highly stipulated. |
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Term
Comparative Sequence
Critical features for Wording Principle |
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Definition
| Wording in the demonstration section and the response direction in the test section should be consistent |
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Term
Comparative Sequences
Critical features of Set-up Principle |
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Definition
1.) Example should be constructed as a continuous conversion
2.) Sequence should retain the general organization evident in a negative first or positive first sequence. |
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Term
Comparative Sequences
Critical features of the Difference Principle |
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Definition
1.) Change from one example to the next should show a minimum difference
2.)Change from one example to the next should show a "no change"
3.) The way an example is labeled must change |
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Term
Comparative Sequences
Critical features of Sameness Principle |
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Definition
1.) Examples must be positive exemplars of the concept
2.) Change across examples must be in unequal intervals |
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Term
Comparative Sequences
Critical features of Testing Principle |
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Definition
1.) Sequence of test examples must be random
2.) Test set must include at least one minimum difference test. |
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Term
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Definition
single dimension concept
has one distinguishing feature
there is a precise boundary between positive and negative examples
Purpose is to communicate a relative change |
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Term
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Definition
learner can see, hear or smell the difference trial to trial
acts as a stimulus prompt to draw attention to the critical features |
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Term
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Definition
nouns are labels for object classes
multiple dimension concepts
share a set of features and there is no precise minimum difference between positive and negative examples |
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Term
Noun Sequences
Critical features of Wording Principle |
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Definition
1. Wording in the demonstration section and the response direction in
the test section should be consistent |
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Term
Noun Sequences
Critical features of Set-up Principle |
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Definition
1.) Sequence should retain the general organization evident in a noun sequence.
Begin with positive examples, nonexamples should be presented in order of feature, name, name and feature; nonexamples are distributed throughout the test set. |
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Term
| Noun Sequences the Difference Principle |
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Definition
1.) Example sequence should include nonexamples that are part of the learner's repertoire
2.) Minimal difference examples refer to those that are least different from the target concept in terms of feature; name; and name and feature AND are part of the learner's repertoire |
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Term
Noun Sequences
Critical features of Sameness Principle |
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Definition
1.) Examples must be positive exemplars of the concept
2.) Change across examples must be in unequal intervals |
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Term
Noun Sequences
Critical features of Testing Principle |
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Definition
| 1.) Sequence of test examples must be random. |
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Term
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Definition
| how knowledge is presented (concrete? representational? abstract?) |
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Term
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Definition
| is the knowledge presented in a form that is representative of a large number of examples? Abstract is the most economical, then representational, concrete. |
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Term
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Definition
| does the instructional strategy produce broad, rapid results? |
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Term
| 4 rules for teaching to mastery |
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Definition
1.) hold the same standard for high and lower performers - doesn't put much stock in style or multiculturalism, kids with same skills will exhibit same learning styles
2.) At beginning of year, place continuing students who have been taught to mastery no more than 5 lessons from the previous year.
3.)Always place students appropriately for rapid mastery
4.) Move students ahead as quickly as their performance permits. |
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Term
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Definition
| using a sequential approach to solve problems. Can see the steps of the process. |
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Term
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Definition
| provides initial experiences with high levels of support that produce low demand on learners and later experiences with less support that produces increased demand on learners. |
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