Communication of Goals and Creating Behavioral OBJECTIVES

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Communication of Goalsand Creating Behavioral
OBJECTIVES

• UNIT 5
• Dr. Martha Pelaez

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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

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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

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Goals

• Goals 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

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Objectives

• Objectives identifies a proposed change in
  behavior
• Describe 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

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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

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Observability of action words
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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

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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.

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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.

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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.

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Selecting Goals and Objectives

• All goals and objectives should be based on the
  relevant assessment data obtained beforehand
• For Goals
• Identify broad areas of need
• For Objectives
• Identify observable behaviors to achieve the goal
• Identify smaller target behavior accomplishments
  for STOs (task analysis may be helpful)

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Translating your goals and objectives into
student learning

• The learn unit

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The Lean Unit

• Stimulus control and active student responding

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The three term contingency

• The three term contingency represents the point
  of contact between the teacher and the learner(s)
  behavior
• It is through the three term contingency that
  learning (stimulus control) occurs
• The 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

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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

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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!

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More choral responding

• Me 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!

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Definitions

• Stimulus 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, gday, hi, how do
  you do, whats up?, Hey, Welcome, Good to meet
  you, My name is, hola, Aloha

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Definitions

• Stimulus 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

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An example of concept formation (triangle)
Is a triangle (generalization)
Is not a triangle (discrimination)
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Choral responding

• Me 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

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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 teachers response (students Sd)
• Student(s) response (teachers Sr or Sp)
• Teachers response (students Sr or Sp)

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The Learn Unit
Teachers Antecedent Teachers behavior
Teachers consequence Teachers
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
Well done class, five more correct and no homework
Students looking at the teacher
Spell utopia
Students write u-t-o-p-i-a
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The learn unit

• Learn 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 LUs should be designed
  to develop fluency (accuracy speed), so
  reinforcement should be provided after a number
  of responses

Class, what is 4 X 7?
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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
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The big idea

• Students learn by doing- John Dewey
• The more LUs the teacher presents the more the
  students are responding
• The more the students are responding the faster
  they are learning
• The 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.