EDUC754 Chapter Notes - Chapter 5: Critical Role, Goal Setting, Reinforcement
12 Nov 2020
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Document Summary
Directly teach self-regulation strategies as a skill in the classroom. Most powerful when used/taught in combination with content-area strategies. Self-assesses whether or not a target behavior has occurred and records the occurrence, frequency, or duration. Select a target variable - specific, observable, appropriate, personal match. Appropriate = alters existing behaviors, under student"s control, occur frequently. Students should understand relationship between graph and work done. Obtaining willing cooperation - optimistic and realistic. Discrimination of target behavior -- discriminate between target behavior and other behaviors. Self-assess and self-record rating of a behavior at set intervals. Self-assessments are compared to a standard or criterion. Usually receive reinforcement based on accuracy or self-assessments. Ratings at set intervals are graphed and shared with students. Teacher and student compare ratings - if ratings are close student receives points for accurately self-assessing. Student shifts to oral assessments and external reinforcement is gradually faded. Task specific - aimed at a particular situation.
