400907 Lecture Notes - Lecture 6: Proprioception, Institute For Operations Research And The Management Sciences, 8 Seconds
22 Jun 2018
School
Department
Course
Professor
Week 6 - Instructional Strategies: Stages of Learning &
Cues, Prompts and Reinforcement
LEC
Stages of learning
Acquisition Stage
New skill
Focus on achieving accuracy
E.g. cross pedestrian crossing with button to press + green/red man signal -> independently with no
errors on 5 consecutive occasions
Fluency Stage
Quality still needs improving
Focus on proficiency
E.g. cross pedestrian crossing with button to press + green/red man signal -> within 8 seconds
Maintenance Stage
Focus on placing the task into the learner's daily routine
E.g. cross pedestrian crossing with button to press + green/red man signal -> on their way to school
Generalisation Stage
Focus on achieving the task with variations to task material and environments
E.g. cross pedestrian crossing with button to press + green/red man signal, zebra crossing, and busy
back to back crossing -> on their way to school, during shopping, on a weekend outing
Stages of learning
Help focus on different aspects of a task
Relates to the criteria and conditions of goals
Helps ensure that learned tasks are performed within appropriate timeframes, in daily
routines, and generalised across different environments
Learning and teaching process
find more resources at oneclass.com
find more resources at oneclass.com
Instructional strategies
Artificial cue - what you do as an instructor to trigger a behaviour
Prompt - information about the required behaviour
Reinforcer - increases likelihood that the learner will perform the desired behaviour
Artificial cue
Factors that may influence the appropriate response to a stimulus are:
Knowledge
Routine - e.g. get dressed before shower
Design or desire - choice of how you may respond to a particular stimulus
You need to have knowledge about a stimulus to be able to respond in a desired way
Should be:
Understood by learner provided only when the learner is paying attention
Given in such a way that the natural cue is presented and highlighted
Be faded in favour of the natural cue
Types of artificial cues
Verbal cues
= verbal instruction which informs that student of the natural trigger to the behaviour (stimulus)
Gestural/visual cue
= non-verbal action which informs the student of the stimulus
Auditory cue
= an auditory signal used to highlight the stimulus
Fading of artificial cues
= decreasing the number and strength of artificial cue as soon as possible
Decrease volume
Decrease length
Increase distance of gestural prompt
Latency
= length of time between presentation of stimulus/cue and the performance of behaviour
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Week 6 - instructional strategies: stages of learning & E. g. cross pedestrian crossing with button to press + green/red man signal -> independently with no errors on 5 consecutive occasions. E. g. cross pedestrian crossing with button to press + green/red man signal -> within 8 seconds. Focus on placing the task into the learner"s daily routine. E. g. cross pedestrian crossing with button to press + green/red man signal -> on their way to school. Focus on achieving the task with variations to task material and environments. E. g. cross pedestrian crossing with button to press + green/red man signal, zebra crossing, and busy back to back crossing -> on their way to school, during shopping, on a weekend outing. Help focus on different aspects of a task. Relates to the criteria and conditions of goals. Helps ensure that learned tasks are performed within appropriate timeframes, in daily routines, and generalised across different environments.
