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| How to Improve Learning in Every Classroom |
| Sunday, May 28, 2017 |
| 8:00 AM–8:50 AM |
| Convention Center 403/404 |
| Area: EDC/PRA; Domain: Translational |
| Chair: Greg Stikeleather (Los Angeles, CA) |
| CE Instructor: Janet S. Twyman, Ph.D. |
| Abstract: Education is a basic human right. How can behavior analysis best help the worlds 60 million teachers and 1.4 billion students? How would you answer a teacher who asks, Show me how I can improve learning in my classroom right now? This symposium will feature hands-on tactics derived from behavior analytic research any educator use to improve learning regardless of students age, skills, curriculum content, or budget. Dr. Heward will show three low-tech tools teachers in unwired classrooms can use to improve learning. Dr. Twyman will demonstrate three high tech counterparts that maximize the effectiveness of digital technologies in the classroom. |
| Instruction Level: Basic |
| Keyword(s): ASR, high-tech, low-tech, teaching practices |
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| How Low Can You Go? Effective Group Instruction on the Cheap |
| (Service Delivery) |
| WILLIAM L. HEWARD (The Ohio State University) |
| Abstract: Group instruction presents teachers with five major challenges: maintaining students’ attention, ensuring high rates of active student responding (ASR), providing feedback for students’ responses, monitoring students’ learning, and preventing and dealing with disruptive behavior. Three low-tech tactics (i.e., inexpensive, easy to use, no equipment to breakdown or software to maintain) with which teachers from preschool to graduate school can meet these challenges will be presented. |
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| How High Can You Go? Effective Group Instruction Using Digital Technologies |
| (Service Delivery) |
| JANET S. TWYMAN (Center on Innovations in Learning) |
| Abstract: Digital technologies for the classroom are increasingly available and used across student ages, skill levels, and curriculum domains. Powered by the capacity and reach of the Internet, educational hardware and software (apps) have an interesting potential to improve learning, a potential that is enhanced when the technology is built upon behavioral concepts/principals (or when teachers select and use digital tools based on their own knowledge of behavioral principles). Several “high tech” teaching tools that promote the same elements of effective instruction—high rates of relevant ASR, instructional feedback, and ongoing assessment of student learning—inherent in the “low tech” tactics described earlier will be presented. |
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| Some Closing Thoughts on Learning Technologies |
| (Theory) |
| RONNIE DETRICH (The Wing Institute) |
| Abstract: Learning technology, whether it is high-tech or low-tech, has to meet certain design requirements if it is to be effective. Some of those design features are frequent opportunities to respond, a sequence of instruction that builds on previously developed skills/knowledge, and mechanisms for immediately reinforcing correct responses and correcting errors. In addition to these design features, instructional technologies also must be usable by those responsible for instruction and those instructors must have the necessary skills and training to effectively implement these methods. Education has largely failed to attend to the issues of usability and the necessary supports to assure high quality implementation. Education can be conceptualized as a human rights issue or as a public health issue. Students with poor educational outcomes are much more likely to experience a number of social and health related problems such as increased risk of obesity, smoking, and substance abuse problems. In addition, students with poor outcomes are more likely to be incarcerated and live in poverty. If we are to solve these problems we must have effective instructional technologies, that any teacher can use, that are implemented with sufficient quality to produce in beneficial outcomes for all students. |
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