Can someone help me figure out what's causing the problem described below by
one of my subscribers?
Thanks,
Pat Williams
_____
From: Gary Bernfeld [mailto:[log in to unmask]]
Sent: Wednesday, May 25, 2005 4:04 AM
To: Pat Williams
Subject: Fwd: [TBA] Plans for teaching
Pat:
can you help me out on this 2003 email that keeps 'repeating'...usually just
a few repeats of this per week, but it got so bad lately ,that I had to
screen it out using my spam filter...and had received 30+ emails in last 2
days!
gary
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Date: Thu, 11 Sep 2003 16:46:34 +0100
Reply-To: Teaching Behavior Analysis <[log in to unmask]>
Sender: Teaching Behavior Analysis <[log in to unmask]>
From: Carl Hughes <[log in to unmask]>
Subject: [TBA] Plans for teaching
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Hi all,
Please can I have your feedback on what I'm planning for my teaching this
next semester.
I've also sent this to the PT / Standard Celeration SClist.
This is building on what I tried last year in my module on ABA.
Background
We have two ABA modules running this coming semester as part of our MSc in
ABA, Bangor, Wales. Module 1: Basic principles of BA that I teach, Module
2: Applied BA, my colleague Steve Noone teaches. Both modules run
concurrently. Each session is 3 hours. Estimated 20-25 students.
I plan to include SAFMEDS into both modules with daily charting - aim - to
develop fluent repertoires on the basic facts and also to introduce the SCC,
data based decisions, and PT in general (these come later in the course in
more detail but I want to get students familiar with them at the start).
Steve likes the idea of the SAFMEDS but has not used them in teaching before
- so we are planning to run each module in a similar format.
The instructional procedure I am thinking about.
Hour 1
0 - 5min: Give out the cards (packs of approximately 24) at the beginning
of each session and have students do a 1 minute timing and chart their
scores with each other. This will give me a baseline of before session
scores on the content. I can chart these on SCC for the whole class
(Cooper, kubina and Malanga, 1998, JPT&C, Vol XV, 2,56-73) as well as the
students charting their individual timings on repeated timings sheets
(learning within sessions) and Daily SCC of best daily score (celeration).
5 - 25 min: Some instruction, usually via PowerPoint slides (maximum of 20
minute blocks).
25 - 35 min: Each instructional block followed by OH slide delivered MCQ
tests on content just covered (I used this method in last years module and
it really lets you know whether your instruction is effective). Usually
about 5 -7 questions. Students have different coloured cards for the
answers and they raise their card to indicate their selection - learned this
one from the Teaching BA list, I think, and I really like it). Chart
correct/incorrect for each question to give some data on class understanding
of that concept (or the quality of your MCQ questions!).
35 - 40 SAFMEDS - second 1 minute timing. Drop dots on individual
performance and group data also. Hopefully learning is evident!
40 -60; Instruction 2.
Hour 2
0 -10: MCQ 2.
10 -15: SAFEMEDS 3
15 - 40: BREAK
40 -60: Paper review session (students have read a key paper prior to the
session). I usually break the paper into about 10 questions and give one to
a group of three students to answer and then randomly pick a few to present
to the class for discussion - I manage the discussion and offer feedback.
Hour 3
0 - 20: paper discussion continued.
20 -40: Instruction 3
40-50: MCQ 3
50 -55: SAFMEDS timings 4
My questions for discussion
1 I am thinking of following the SAFMED procedure outlined in Graf and
Lindsley 2002 (Part 4, Chapter 16). After each session add the new pack of
cards to the existing pack. The pack will eventually get to approx 250
cards after the 12 sessions. For each days timings shuffle and take a
session off the top of the pack. I suppose the alternative is to keep
separate packs for each session. For the within session timings I was
thinking of only using the cards for that session and getting students to
add them to the pack for their extra-session timings. Comments please.
I have also just started thinking of research questions that I could address
with this. Maybe the issue of separate packs v one large pack. I guess
though that this has already been researched?
Any comments welcome.
Best regards
Carl
--------------------------------------------------------
Dr. Gary Bernfeld,
Coordinator and Professor,
Bachelor's Program in Behavioural Psychology,
School Of Human Studies and Applied Arts,
St. Lawrence College,
King & Portsmouth, Kingston, ON Canada K7L 5A6
w:(613) 544-5400, ext.1676; fax:(613) 545-3900
h:(613) 634-7200; fax:(613) 634-8458
e-mail: [log in to unmask]
http://www.sl.on.ca/fulltime/bachelor/index.htm
<http://www.sl.on.ca/fulltime/bachelor/index.htm>
http://gary.bernfeld.com/ <http://gary.bernfeld.com/>
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