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| Using Behavior Systems Technology in Teacher Education Programming: Principles, Practice, and Hands-on Applications |
| Saturday, May 27, 2006 |
| 8:00 AM–11:00 AM |
| Roswell |
| Area: EDC; Domain: Applied Research |
| CE Instructor: Thomas L. Sharpe, Jr., Ed.D. |
| THOMAS L. SHARPE, JR. (University of Nevada, Las Vegas), DANIEL W. BALDERSON (Weber State University), MATTHEW R. MARTIN (Illinois State University) |
| Description: This workshop will provide introduction to, and hands on application of, a data supported protocol for the (a) comprehensive description, (b) discrete and sequential analysis, and (c) feedback and goal-setting activities necessary to effective teacher training in postsecondary classroom and on-site K-12 deliberate practice environments. Workshop activities include (a) introduction to the importance of a behavior systems approach to teacher training, (b) hands-on observation system construction, and (c) simulated data collection and analysis activities designed for instructional purposes. Additionally, detailed explanation and hands-on interaction with protocols designed for a range of logically sequenced training activities are provided, including (a) classroom video observations, (b) on-site data-based assessment and immediate feedback and goal-setting, and (c) research and development into effective educational practice. Workshop participants will leave with a conceptual and applied familiarity with behavior systems educational protocols designed for effective professional training practice. Participants will be provided with a complimentary copy of the complete software tools and methods procedures on CD ROM, and MSWORD files of all necessary illustration materials in relation to the educational protocols discussed as a function of workshop participation. ***While some computer hardware will be provided, it is recommended that workshop participants bring their own IBM compatible laptop hardware to facilitate hands-on workshop interactions. |
| Learning Objectives: Workshop participants will exit with technologically-based instructional skills in the area of applied behavioral teacher training. Skills include the ability to (a) design observation systems that match with training objectives, (b) construct video-based observational learning laboratory experiences in relation to training objectives, (c) implement on-site data-based feedback and goal-setting experiences to determine if training objectives have been met, and (d) develop a set of applied research activities to document the relative effectiveness of professional training activities. Learning Objective 1: Participants will be able to discuss in conceptual and applied ways the principles and practice of applied behavior systems analysis in relation to professional teacher training. Learning Objective 2: Participants will be able to construct observation systems relevant to their particular professional teacher training objectives. Learning Objective 3: Participants will be able to design and implement video-based observational learning activities in relation to educational objectives for professionals in training. Learning Objective 4: Participants will be able to understand and apply a range of computer-based data collection and analysis techniques in relation to recommended data-based on-site feedback and goal setting instructional protocols. Learning Objective 5: Participants will be able to develop an applied research agenda in relation to professional training objectives to determine the relative effectiveness of instructional efforts. |
| Activities: Activities include: 1. Review of applied behavior systems analysis in relation to professional training activities. 2. Hands on application of observation system construction designed as compatible with professional training objectives. 3. Hands-on application of observational laboratory development in relation to the classroom instruction of relevant behavior analytic professional training objectives. 4. Hands-on application of data-based on-site feedback and goal-setting protocols in relationship to deliberate practice activities of professional trainees. 5. Introduction and review of recommended research activity development in relation to determining the relative effectiveness of recommended professional training activities. |
| Audience: Advanced graduate students and behavior analysts working in the area of professional teacher education in specific, and in the area of postsecondary training for professional competencies in general. Those working in postsecondary educational settings where focus is on the education, on-site training, and assessment of professional practice competencies, and who are challenged with how to teach, describe, and analyze highly interactive behavioral transactions should find the workshop experience and complimentary materials particularly appealing to a wide range of professional training, assessment, and applied research applications. |
| Content Area: Practice |
| Instruction Level: Basic |