Effective Teaching & Instruction Methods PDF

EFFECTIVE TEACHING & INSTRUCTION: METHODS USED TO STRENGTHEN OR MAINTAIN BEHAVIOURS Sherrill, C. (2004). Adapted physical activity, recreation, and sport: Crossdisciplinary and lifespan. Boston: McGraw-Hill. EFFECTIVE ‘INSTRUCTION’ − Send in your responses to the following questions for participa...

EFFECTIVE TEACHING & INSTRUCTION: METHODS USED TO STRENGTHEN OR MAINTAIN BEHAVIOURS Sherrill, C. (2004). Adapted physical activity, recreation, and sport: Crossdisciplinary and lifespan. Boston: McGraw-Hill. EFFECTIVE ‘INSTRUCTION’ − Send in your responses to the following questions for participation marks. − Reflect on your favorite coaches, teachers, trainers, program directors etc. • Why did you enjoy your time in their program? • Can you recall a specific moment that they made a positive impact on you? “You may not remember what a person said or did to you, but you will never forget how they made you feel” – Maya Angelou EFFECTIVE ‘INSTRUCTION’ − We have learned that good ‘instructing’ may involve adapting. − Adapting should lead to the following indicators: ­ Warm and positive climate ­ Ensuring success-oriented activities ­ Time spent on lesson objectives ­ On-task behaviors that are linked to lesson objectives ­ Shared responsibility for learning and demonstrated self-determination (choice making) INPUTS THAT INFLUENCE TEACHING − People (both students and teachers): age, gender, socioeconomic class, culture, self concept, attitudes, knowledge, actual and perceived competence, creativity, expectations, perceptions, emotions, fears etc. − Environment: class size, facilities, equipment, school, home and community recourses, lighting, sounds, smells etc. INPUTS THAT INFLUENCE TEACHING − Time: can include things such as instructional time, time spent on activities, prep time, time of day, willingness of the participant to ‘put in the time’ to learn a skill, etc. − Opportunity: can be broken down into family, school and community (positives and negatives) in relation to individual students. Is largely determined by cultural, economic, and moral variables. LEVELS OF ASSISTANCE − In performing a task or a sequence of tasks, participants require different levels of assistance: physical, visual, verbal, or a combination of these. Prompting Continuum and Instructor Behaviors Physical Prompts Visual Prompts Verbal Prompts No Prompts Instructor Assistance Student Independence BEHAVIOR − Behaviorists assume that human behavior is conditioned by consequences that result from our actions − Human behaviors are automatic Requires 3 elements (ABC’s of Behavior) I. Antecedent (Stimulus) II. Behavior (Response) III. Consequence (Reinforcer) METHODS USED TO STRENGTHEN OR MAINTAIN BEHAVIOURS Reinforcement: − Purpose of any reinforcement is to increase or strengthen behaviour or response over time − The contingent presentation of a consequence or event immediately following a specified response that increases the likelihood of that behaviour occurring again. METHODS USED TO STRENGTHEN OR MAINTAIN BEHAVIORS Positive Reinforcement (R+): −Presentation of a favourable event (reward) Negative Reinforcement (R–): −Omission or removal of an unfavourable event (escape) WHAT IS THIS…? 1. Athlete comes to practice all week, so coach puts him on the starting line 2. Young athlete displays great sportsmanship, so coach says he doesn’t have to wash the team jerseys this week. 3. Participant tries really hard throughout the duration of the program so the program coordinator lets him choose the next activity. METHODS USED TO STRENGTHEN OR MAINTAIN BEHAVIORS What is Punishment? Punishment designed to prevent or stop a behaviour from occurring Positive Punishment − An event that decreases the probability that a response will be repeated in the future − Don’t jump off cliff to avoid injury − Don’t steal because fear of punishment Negative Punishment − Weakening of a response by the omission of favourable stimulus − Lose license for reckless driving (license is the favourable stimulus) RELATIONSHIP BETWEEN FOUR BASIC PROCEDURES USED TO INFLUENCE BEHAVIOR Stimulus Presented Stimulus Removed (+) Valued Stimulus Reinforcement (-) Punishment (-) Valued Stimulus Punishment (-) Reinforcement ISSUES TO CONSIDER WHEN USING R+ − Reinforce every behaviour when teaching something new − Reinforcers should be functional, age-appropriate, individual and easily provided − Opportunity for a higher probability behaviour will reinforce any lower probability behaviour • Don’t get dessert unless you eat your vegetables at dinner ISSUES TO CONSIDER WHEN USING R– −The word negative means the event has been contingently removed or taken away −It does not mean the consequence is negative PROCEDURES TO ELIMINATE OR DECREASE A BEHAVIOUR Punishment −Unlike Reinforcement, punishment is used to decrease a behaviour Issues to Consider: −Does not build a positive relationship −Emotional responses are likely −Potentially addictive to punisher −Teaches people what NOT to do PROCEDURES TO ELIMINATE OR DECREASE A BEHAVIOUR Time Out(s) −Extension of punishment concept −Based on assumption that some R+ in the environment is maintaining behavior −Removal from the opportunity to receive R+ PROCEDURES TO ELIMINATE OR DECREASE BEHAVIOR Signal Interference −Use of a signal to communicate disapproval −1-2-3 Magic Proximity −Think about the individual’s social groups PRINCIPLES FOR MANAGING THE ENVIRONMENT 1. Use optimal structure 2. Reduce space 3. Eliminate irrelevant stimuli 4. Highlight relevant stimuli