Assignment on pinpoint and Direct instruction
Dr. Kerri Milyko, BCBA-D, LBA
Applied Behavior Analysis
Module 7:
Mathetics & Direct Instruction
EDF 6229
Mathetics
Has nothing to do with MATH! ;)
Systematic methods of planning the course of human learning
A form of instruction with various steps:
Demonstrate/Model
Prompt/Lead
Test/Release
Mathetics
“My Turn” - or the SO (observing stimulus)
Learners look to the teacher for the model
Teacher demonstrate mastery
Focuses learner to the SD
Model
“Our Turn” - prompted SD
Therapist/Teacher practices with the learner
Help learners to perform accurately
Often when they identify the boundaries of the concept
Lead
“Your Turn” - Freely perform the skill; spontaneous completion
Learner demonstrates mastery
No guidance
Learner is released to perform on his own
Release
What are the 3 phases of Mathetics?
Lecture Verification #1 out of 2
Direct Instruction
Siegfried Englemann (1970s)
Purpose
Build consistency across teachers
Methods for students to “grasp” concepts
Scope/sequence of skills
Component/composite relations
Applications of Mathetics
Choral Responding
Learners actively respond
Identifies errors
Paced instruction
Avoid the void
Signals
When to respond
Paced instruction
Scripts
Consistency
Provide models
Sensitivity to the Learner
Modifications if needed
Model prompts
Scope & Sequence
First things first
Master pre-reqs
Concept Learning
Clear rules
Examples/Non-examples
Instruction until reliable responding
Modified instruction to fit learner
Instructor Flexibility
Use scripts, but flexible within the scripts
Different examples/non-examples
Building listening comp
Features of DI
Level 1: Verbatim MODEL
Run script as-is, in order, but with different examples/nonexamples
Level 2: Flex LEAD
Run script in different order with “curve balls”
Level 3: Student Teach RELEASE
Student can act like the instructor
Student can just give a Free/Say everything he/she knows about the topic
Application of Mathetics to DI
DI Script: FLEX/ “Our Turn”
DI Script: Student Teach/ “Your Turn”
Actually “di” because “DI” is a brand
Select your concept
Break it down into “learned parts”
RULEG
Creating your own DI
“The RULEG system is based on the premise that the verbal subject material which appears in a program can be classified into 2 classes of statements which we call RUs (for RUles)and EGs (for examples).”
Markle (1978)
RULEG
Statements that you can DO something with, show, and apply
Definitions
Laws
RU
The Mississippi is the largest river in North America.
Is this an RU? (1)
The Mississippi is the largest river in North America.
No - can’t DO anything with this (a statement but cannot be applied)
Is this an RU? (1) Answer
In a CVC”e” word, the “e” at the end of the word makes the vowel say its name.
Is this an RU? (2)
In a CVC”e” word, the “e” at the end of the word makes the vowel say its name.
Yup - it is a statement that can be applied
Is this an RU? (2) Answer
George Washington was the first president of the United States of America.
Is this an RU? (3)
In a CVC”e” word, the “e” at the end of the word makes the vowel say its name.
Nope - can’t apply this statement
Is this an RU? (3) Answer
When multiplying/dividing integers, two negatives make a positive.
Is this an RU? (4)
When multiplying/dividing integers, two negatives make a positive.
Yup! You can apply this to multiple math problems.
Is this an RU? (4) Answer
The prefix “re” means “to do again”
Is this an RU? (5)
Is this an RU? (5) Answer
In a CVC”e” word, the “e” at the end of the word makes the vowel say its name.
Yup - you can DO something with this statement by applying to words
Example (EG)
application of rule to a particular target
Nonexample (NEG)
when that application DOESN’T work
EGs and NEGs
A: “Re” is a prefix meaning “again”
B: Reapply
C: Read
Pick out the EG and NEG
A: “Re” is a prefix meaning “again”
B: Reapply
C: Read
Label RU, EG, NEG (1)
RU: “Re” is a prefix meaning “again”
EG: Reapply
NEG: Read
Label RU, EG, NEG (Answer 1)
A: -4 x -4 = 16
B: -4 + -4 = -16
C: Two negatives make a positive
Label RU, EG, NEG (2)
Label RU, EG, NEG (Answer 2)
EG: -4 x -4 = 16
NEG: -4 + -4 = -16
RU: Two negatives make a positive
DI Script Forumula
Script Formula:
RU + RU
EG + EG
RU + EG
NEG + NEG
RU + EG + EG + EG….
Phonemic DI Review
Give an example of an RU, EG, and NEG for one of the following:
making coffee
using APA format
answering an email
Lecture Verification #2 out of 2
Take Home
Summary
Greater concepts can also be taught via good instructional design
Mathetics is a systematic process that guides the teacher to fade out involvement
Mathetics is applied in Direct Instruction
Direct Instruction uses rules, examples, and nonexamples to teach concepts
Similar to concept formation of bunny, but at a more sophisticated scale
Assignment
If applicable to your pinpoint or not, write a direct instruction script using the RU, EG, and NEG formula
Pick any concept that you like
Make the duration of the script no longer than 2-3 min when read aloud
Color code your RU (blue), EG (green), and NEG (purple)