Some Common Teaching Mistakes and What To Do Instead William L. - PowerPoint PPT Presentation

Advantages of Pre-printed RC ★ Provide the highest rates of ASR. ★ Students can build repertoires with few errors by beginning with 2 cards and adding more. ★ Easy for the teacher to see. ★ Students can learn by watching others. 6 Teaching Mistakes W. L. Heward - 2016

Limitations of Pre-printed RC ★ Limited to the responses printed on the cards. ★ Limited to recognition tasks. ★ Not appropriate for lessons with a large number of different concepts/answers. 6 Teaching Mistakes W. L. Heward - 2016

Advantages of Write-on RC ★ Flexibility: multiple correct answers and creative responses are possible. ★ Require a recall response, rather than simpler recognition-type discrimination. ★ Spelling can be incorporated into the lesson. ★ Students can learn by watching others. 6 Teaching Mistakes W. L. Heward - 2016

Limitations of Write-on RC ★ Lower ASR rate compared to pre-printed RC because students must write and erase answers. ★ Error rates may be higher than with pre- printed RC. ★ Variations in students' writing can make some responses difficult to see. 6 Teaching Mistakes W. L. Heward - 2016

Comparing RC to Hand Raising: 4th-Grade Social Studies Narayan, J. S., Heward, W. L., Gardner, III, R. Courson, F. H., & Omness, C. (1990). Using response cards to increase student participation in an elementary classroom. Journal of Applied Behavior Analysis, 23, 483-490. 6 Teaching Mistakes W. L. Heward - 2016

Results ✓ Number of student responses per 20-minute lesson (ASR): ➢ HR = <2 responses per student ➢ RC = ~30 responses per student ✓ Using RC 20 minutes per day over a 36-week school year: more than 5,000 additional active responses per student. ✓ Mean score on 10-item same-day quizzes: ➢ HR = 6.9 (69% or D+ or C-) ➢ RC = 8.0 (80% or B-) Narayan, J. S., Heward, W. L., Gardner, III, R. Courson, F. H., & Omness, C. (1990). Using response cards to increase student participation in an elementary classroom. Journal of Applied Behavior Analysis, 23, 483-490. 6 Teaching Mistakes W. L. Heward - 2016

Results ✓ 19 of the 20 students in the class scored higher on quizzes following lessons taught with RC than they did on quizzes after HR lessons. ✓ Students prefered RC over HR Narayan, J. S., Heward, W. L., Gardner, III, R. Courson, F. H., & Omness, C. (1990). Using response cards to increase student participation in an elementary classroom. Journal of Applied Behavior Analysis, 23, 483-490. 6 Teaching Mistakes W. L. Heward - 2016

RC in Secondary Earth Science ✶ large suburban high school ✶ 32 students enrolled in two Earth science classes ✶ 7 students with disabilities in each class ✶ classes co-taught by science teacher & special education teacher Reynolds, C.M. (2003). Opportunities to respond through the use of response cards . Master ’ s thesis, Buffalo State College, Buffalo, NY. 6 Teaching Mistakes W. L. Heward - 2016

RC in Secondary Earth Science Student comments: ✶ Wow, I’m actually getting smarter! ✶ These things are more fun than what we did the first part of the year, plus my grades are better. ✶ I feel more confident. ✶ They are helping me remember more. ✶ I’m a believer. Reynolds, C.M. (2003). Opportunities to respond through the use of response cards . Master ’ s thesis, Buffalo State College, Buffalo, NY. 6 Teaching Mistakes W. L. Heward - 2016

Suggestions for Using RC ★ Model several learning trials and provide students with practice using them . ★ Maintain a lively pace during lesson (keep intertrial intervals short). ★ Provide a clear and consistent cue for students to hold up and put down their cards. 6 Teaching Mistakes W. L. Heward - 2016

Suggestions for Using RC ★ If a question/problem results in too many errors, repeat it in a few trials . ★ Remember that students can benefit and learn from peers ’ responses . Don't let students think that looking at classmates' response cards is cheating. 6 Teaching Mistakes W. L. Heward - 2016

Using Pre-printed RC ★ Make the cards easy to see (consider size, 
 print type, color codes). ★ Make the cards easy for students to manipulate and display. ★ Put answers on both sides of cards so students can see what they're showing the teacher. 6 Teaching Mistakes W. L. Heward - 2016

Using Pre-printed RC ★ Make the cards durable (heavy cardboard, lamination). ★ Start with a small set of cards (perhaps only 2) and gradually add more cards as students' skills improve. 6 Teaching Mistakes W. L. Heward - 2016

Using Write-on RC ★ Limit length of responses (e.g., 2-3 words). ★ Be sure students do not hesitate to respond because they are concerned about spelling; consider using: ➢ the "don't worry" procedure, ➢ writing new/key/technical terms and words on the board, and/or ★ pre-practice. 6 Teaching Mistakes W. L. Heward - 2016

Using Write-on RC ★ Students enjoy drawing and doodling on their response cards; allow them to play for a few minutes after a good lesson. ★ Keep a few extra markers on hand. 6 Teaching Mistakes W. L. Heward - 2016

Handouts: Response Cards ✓ Everyone participates in this class: Using response cards to increase active student response ✓ How to Get Your Own Set of Write-On Response Cards ✓ Designing a Lesson that Uses Choral Responding and/or Response Cards 6 Teaching Mistakes W. L. Heward - 2016

Mistake #2: 
 Asking, "Do you understand?" Students often answer "Yes;" when, if fact, they don’t understand. Because . . ➢ teachers smile when students say "Yes.’ ➢ they don't want to look bad. Their peers all seem to understand. ➢ to avoid aversive consequences (e.g., disappointed looks from the teacher, recommendations to "pay better attention," re-teaching). 6 Teaching Mistakes W. L. Heward - 2016

Instead of making Mistake #2: 
 Have students actively respond throughout the lesson. With frequent ASR throughout a lesson, a teacher never need ask, "Do you understand?” ASR: ★ provides immediate and ongoing feedback on students' learning ★ guides instructional changes during the lesson 6 Teaching Mistakes W. L. Heward - 2016

Do You Understand? She keeps saying, "Do you understand? Do you understand?" So finally, I say, "Yes, I understand." But I don't--not really. If you tell her you understand, then usually she lets you sit down. Maybe something's wrong with me. Other people seem to understand. From What If the Teacher Calls on Me? by Alan Gross, 1980, Children's Press, Chicago.

Instead of making Mistake #2: 
 Have students actively respond throughout the lesson. Some methods for increasing ASR: ➢ choral responding ➢ response cards ➢ structured worksheets ➢ guided lecture notes ➢ fluency-building activities ➢ classwide peer tutoring 6 Teaching Mistakes W. L. Heward - 2016

Structured Worksheets Structured worksheets (SWS) consist of a series of problems/items or a sequence of steps that each student completes during teacher-led group instruction. 1. Unlike worksheets that students complete independently, SWS are designed so that every student actively responds to a series of teacher-directed learning trials. 6 Teaching Mistakes W. L. Heward - 2016

Structured Worksheets 2. SWS can be very effective during the acquisition stage of learning. Because students receive feedback after each response, the likelihood that they will repeat errors is greatly reduced. 3. Choral responding and/or response cards can be used with SWS to give students ASR in addition to their written responses on the SWS. 6 Teaching Mistakes W. L. Heward - 2016

6 Teaching Mistakes W. L. Heward - 2016

Guidelines for Using 
 Structured Worksheets ★ Include completed problems/models for students to refer to while responding. Remember, SWS are used primarily in the acquisition stage of learning when students are trying to learn how to do something new. The models and prompts can be withdrawn in subsequent lessons after students begin to respond correctly. 6 Teaching Mistakes W. L. Heward - 2016

Guidelines for Using 
 Structured Worksheets ★ Have students respond to single items with feedback and self-correction before they attempt a series of items or problems. ★ Build multi-step skills in chain-like fashion. After students have learned to perform the first step with high accuracy, learning trials can be expanded to include the next step, and so on. 6 Teaching Mistakes W. L. Heward - 2016

Guided Notes handouts that "guide ” students through a lecture, presentation, or demonstration with background information and visual cues that indicate where to write key facts, points, and relationships 6 Teaching Mistakes W. L. Heward - 2016

Rationale for Guided Notes 1. Lecturing is one of the most widely used methods to present academic content to students. 2. Successful students take notes . 3. Many students do not know how to take good notes . 6 Teaching Mistakes W. L. Heward - 2016

Rationale for Guided Notes 4. Some students with disabilities have language and/or motor skill deficits that make notetaking difficult . 5. Teachers sometimes get side-tracked from main points students need to know. 6 Teaching Mistakes W. L. Heward - 2016

Advantages of Guided Notes ★ Students must actively respond to and interact with the lesson's content (i.e., ASR is increased). ★ Because the location and number of key concepts, facts, relationships are highlighted, students are better able to determine if they're "getting it. ” 6 Teaching Mistakes W. L. Heward - 2016

Advantages of Guided Notes ★ Students produce a standard set of accurate notes for subsequent study. ★ Teachers must prepare the lesson carefully. ★ Teachers are more likely to stay on-task with the lesson. 6 Teaching Mistakes W. L. Heward - 2016

The Most Important Advantage ★ Students at all achievement levels earn higher scores on quizzes and tests over curriculum content taught with GN (compared to scores over content taught when the students took their own notes). 6 Teaching Mistakes W. L. Heward - 2016

Guidelines for Using Guided Notes ★ Include background information so students' notetaking focuses on important facts, concepts, and relationships. ★ Use consistent visual cues that show where, when, and how many concepts to record. ★ Don't require students to write too much . ★ Make sure the GN include all facts, concepts, and relationships that students are expected to learn . 6 Teaching Mistakes W. L. Heward - 2016

Guidelines for Using Guided Notes ★ Make sure the GN include all facts, concepts, and relationships that students are expected to learn . ★ Consider gradually fading out the GN to help students learn how to take good notes on their own. ★ Build in follow-up activities and contingencies for students' completion and study of GN. 6 Teaching Mistakes W. L. Heward - 2016

Teachers’ and Parents’ Opinions Twelve teachers & were interviewed. Each teacher ranked GNSC RSC as the one they thought could help students learn the most, and ON as the one that could help the least. Teachers’ comments regarding GNSC & RSC: “I love it! It looks very interactive!” “Very hands-on! Great way to study!” 
 (Gen. Ed. 7th Grade Science Teacher) (Middle School Resource Room Teacher) Five parents were interviewed via telephone conversations. Each parent responded favorably to the idea of GNSC. Parents’ comments regarding GNSC & RSC My son told me that his class had a game about words.” “I used the cards to give practice quizzes to [“Oliver”].” One parent mentioned that she helped her daughter every night with her homework. She said, “I quizzed her with the paper notes all the time, but when she had the cards, she said she didn’t need my help. I kept offering to help her, but she said she could do it on her own. I’m glad that she’s gaining independence. That’s been one of our goals this year.” 6 Teaching Mistakes W. L. Heward - 2016

Mistake #3: Teaching too slowly . 6 Teaching Mistakes W. L. Heward - 2016

Conventional Wisdom ➢ Students with disabilities can learn, but they learn more slowly than typical children. ➢ Therefore, instruction should be conducted at a slower pace and the students given extra time to respond. 6 Teaching Mistakes W. L. Heward - 2016

Conventional Wisdom Is Flawed Results from a line of research on pacing shows that slowing down instruction makes things worse, not better. 6 Teaching Mistakes W. L. Heward - 2016

WHEN TEACHERS TEACH AT A LIVELY PACE, THEIR STUDENTS . . emit more responses respond with higher accuracy engage in less off- task and disruptive behavior Carnine, D. W. (1976). Effects of two teacher presentation rates on off-task Lambert, M. C., Cartledge, G., Lo, Y., & Heward, W. L. (2006). Effects of response cards on behavior, answering correctly, and participation. Journal of Applied disruptive behavior and participation by fourth-grade students during math lessons in an Behavior Analysis, 9 , 199-206. urban school. Journal of Positive Behavioral Interventions, 8 , 88-99. 6 Teaching Mistakes W. L. Heward - 2016

Slow Teacher vs. Fast Teacher: 
 Pre-K Children Slow Teacher – Teacher read lesson script at 35 – 59 WPM with 5-sec inter-trial interval (ITI). Fast Teacher - Teacher read lesson script at 82 – 104 WPM with 1-sec or less ITI. Tincani, M., Ernsbarger, S., Harrison, T. J., & Heward. W. L. (2005). Effects of two instructional paces on pre-K students' participation rate, accuracy, and off-task behavior in the Language for Learning program. Journal of Direct Instruction, 5, 97-109. 6 Teaching Mistakes W. L. Heward - 2016

Instead of making Mistake #3: 
 Teach at a lively pace. 1. Simply picking up the pace at which items are presented for student response can generate more ASR. 2. When instruction is fast-paced, students are much less likely to be off-task. 6 Teaching Mistakes W. L. Heward - 2016

Teaching at a lively pace 
 does not mean . . ➢ Presenting curriculum content in a hurried or frantic manner ➢ rushing students in terms of the time they are given to respond ➢ rushing or eliminating feedback to students. 6 Teaching Mistakes W. L. Heward - 2016

A rapid presentation pace means teaching with short intertrial intervals. � Reducing intertrial intervals ITI’s is one of the easiest and most effective ways to improve instructional pacing. 6 Teaching Mistakes W. L. Heward - 2016

A rapid presentation pace means teaching with short intertrial intervals. � Reducing intertrial intervals ITI’s is one of the easiest and most effective ways to improve instructional pacing. � Because they mark the spot where many lessons have floundered and been lost, long ITI’s can be called the Bermuda triangle of instruction. 6 Teaching Mistakes W. L. Heward - 2016

Instructional Trials During the Acquisition Stage of Learning 6 Teaching Mistakes W. L. Heward - 2016

Two Other Causes of Slow Teaching ➢ Insufficient preparation. ➢ Time-consuming error correction. 6 Teaching Mistakes W. L. Heward - 2016

Five Ways to Increase Your Pace 1. Prepare and practice beforehand. 2. Develop a system of cues to mark your place during the lesson, provide needed details, indicate the next step, etc. 3. Limit transition times during the lesson. 4. Use short intertrial intervals. 5. Correct students' errors directly and efficiently. 6 Teaching Mistakes W. L. Heward - 2016

Mistake #4: Providing practice on a different skill than students must demonstrate in the future. In an effort to add variety to instructional activities, teachers often end up providing indirect instruction. Common examples in spelling: • selecting the correctly spelled word • finding and circling hidden spelling words • unscrambling mixed-up words 6 Teaching Mistakes W. L. Heward - 2016

Instead of making Mistake #4: 
 Be sure students receive lots of ASR on the target skill. ★ Don’t sacrifice direct and repeated practice of the target skill when adding variety to lessons. ★ Include drill and practice exercises. 6 Teaching Mistakes W. L. Heward - 2016

6 Teaching Mistakes W. L. Heward - 2015

Instead of making Mistake #4: 
 Be sure students receive lots of ASR on the target skill. ★ Don’t sacrifice direct and repeated practice of the target skill when adding variety to lessons. ★ Include drill and practice exercises. 6 Teaching Mistakes W. L. Heward - 2016

Instead of making Mistake #4: 
 Be sure students receive lots of ASR on the target skill. ★ Don’t sacrifice direct and repeated practice of the target skill when adding variety to lessons. ★ Include drill and practice exercises. ★ Make sure all instructional activities provide ASR relevant to the lesson ’ s objective(s). 6 Teaching Mistakes W. L. Heward - 2016

Where there’s fire, there is smoke A short, funny story is called a joke coke A well-known soft-drink is called a albumen The white of an egg is called the Oops!! Be sure to check your instructional materials for faulty stimulus control. 6 Teaching Mistakes W. L. Heward - 2016

More ASR for hard working students! Let’s test your reading comprehension. 6 Teaching Mistakes W. L. Heward - 2016

6 Teaching Mistakes W. L. Heward - 2016

Mistake #5: Using instructional materials that let students be right for the wrong reason. ➢ Instructional materials should provide meaningful practice with the skill or knowledge they are intended to teach. ➢ Correct responses should indicate student competence with that skill or knowledge. ➢ Some materials "give away" the correct answers; letting the student be "right for the wrong reason." 6 Teaching Mistakes W. L. Heward - 2016

Instead of making Mistake #5: Be sure that the instructional materials you assign require students to attend to critical stimuli and to use the target skill. The stimulus control problems in many materials are easily identified. 1. Observe students as they work. 2. Use the "blackout technique.” 6 Teaching Mistakes W. L. Heward - 2016

The Blackout Technique Blocking students ’ access to the critical portions of an instructional material can be used to: ➢ Assess the stimulus control properties of some materials. If correct answers are made with critical content omitted, the student must be responding some other aspect of the materials. 6 Teaching Mistakes W. L. Heward - 2016

The Blackout Technique Blocking students ’ access to the critical portions of an instructional material can be used to: ➢ Repair the faulty stimulus control in some instructional materials. Removing or replacing elements that give away the answers, requires students to use the skill(s) the materials are intended to teach. 6 Teaching Mistakes W. L. Heward - 2016

6 Teaching Mistakes W. L. Heward - 2016

Mistake #6:Disuse and misuse of contingent teacher praise and approval. ➢ Used skillfully, contingent praise and attention may be the most powerful instructional and classroom management tool available to teachers. ➢ Teacher praise and attention is especially critical for students with learning and behavior problems. 6 Teaching Mistakes W. L. Heward - 2016

Teacher Praise: A Scarce Commodity White (1975) reported the results of a large-scale study of 104 teachers in grades 1-12: ➢ Rates of teacher praise decreased with each grade level. Secondary teachers praised students at extremely low rates. ➢ In every grade after second, the rate of teacher disapproval exceeded the rate of teacher verbal approval. 6 Teaching Mistakes W. L. Heward - 2016

Some Reasons for Low-Rates of Teacher Praise in the Classroom ★ Teachers worry that students will expect to be praised and students should learn for "intrinsic" reasons. ★ Some teachers feel praising students takes too much time away from teaching. ★ It's not natural to praise; students will think its not genuine. ★ Today ’ s teachers hear frequently that it ’ s wrong, even harmful, to praise their students ’ accomplishments. 6 Teaching Mistakes W. L. Heward - 2016

Five Reasons to Stop 
 Saying "Good Job!” by Alfie Kohn* Kohn contends that praise from teachers and parents: 1. manipulates children, 2. creates praise junkies, 3. steals a child ’ s pleasure, 4. causes child to lose interest, and 5. reduces achievement. * Published in Young Children (Sept. 2001) and in Parents Magazine (May 2000) under the title "Hooked on Praise." 6 Teaching Mistakes W. L. Heward - 2016

Instead of making Mistake #6: Praise your students' good academic and social behavior and do it often! 6 Teaching Mistakes W. L. Heward - 2016

Instead of making Mistake #6: Praise your students' good academic and social behavior and do it often! 1. Don't worry about over-praising. ➢ Always be on the lookout for student behavior worthy of praise. ➢ Better yet, arrange opportunities for students to earn praise. 6 Teaching Mistakes W. L. Heward - 2016

Improving My Praising Skills 1. Don't worry about over-praising . Always be on the lookout for student behavior worthy of praise. Make a list of praise statements. Write 5 positive 2. things you can say to students in an attempt to reinforce their achievements and performance improvements. 6 Teaching Mistakes W. L. Heward - 2016

Improving My Praising Skills 1. Don't worry about over-praising . 2. Make a list of praise statements. Write 5 positive things you can say to students. 3. Be specific with your praise . Tell students precisely why you're so pleased. Very good Traci. Two quarters equal 50 cents. ➡ Chris, I am delighted with your improved work habits. You ➡ answered every problem and showed all of your work. Wow, Shari! 128 words in 1 minute! You just achieved a new ➡ personal best! 6 Teaching Mistakes W. L. Heward - 2016

Improving My Praising Skills 1. Don't worry about over-praising . 2. Make a list of praise statements. Write 5 positive things you can say to students. 3. Be specific with your praise . Tell students precisely why you're so pleased. 4. Practice praising. Don't worry if you sound a bit wooden at first. You'll get better with more ASR! 6 Teaching Mistakes W. L. Heward - 2016