Denapoli (1993) -- ABA session notes re DI (fwd)

[Guest guest]

Thought that some might be interested. Joe

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Date: Thu, 4 Jan 2001 01:46:17 EST

From: Eshleman <JWESHLEMAN@...>

Reply- " Behavior2000: Behavior and Digital Technology List "

<BEHAVIOR2000@...>

BEHAVIOR2000@...

Subject: Denapoli (1993) -- ABA session notes re DI

(These are notes that I took during a presentation by Janie Denapoli

at ABA in Chicago in May 1993. The presentation dealt with Direct

Instruction (DI).) -- JE

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What's the Very Latest in Direct Instruction? An Interactive Presentation

Janie Denapoli

J/P Associates, Inc.

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REFERENCE:

Denapoli, J. (1993). What's the very latest in direct instruction? An

interactive presentation. Invited Address presented at the 19th

Annual Convention of the Association for Behavior Analysis, Chicago,

Illinois. Presented on Friday, May 28, 1993, at the Downtown Chicago

Marriott in the Iowa Room on the 6th floor from 11:00-11:50 AM.

Session #326. Session Code: EDC. Joanne Robbins session Chairperson.

(Note: My notes started approximately 5 minutes into the session.)

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" If you teach 10 words, you get 10 words. But if you teach 10 sounds,

you get 21,650 words. " -- Look at the instructional time of accelerating

learning.

" All learning is a function of instruction, not the learner. "

2 + 4 = [ ]

2 + [ ] = 6

" Students learn the " rule " of taking the two numbers and putting them

in the box. In the second example, they put 8 instead of 4 in the

box. "

" In DI math we prevent that error from ever happening. Teach the

rule that what you end up with on one side of the = sign you must

also have on the other side. "

(An instructional tool: Draw a ring around the side that you count on.

And start counting at a number other than 1.)

Examples:

2 + 4 = [ ] (Draw a ring around the 2 + 4 side.)

^ |||| ||||||

Start counting at 2.

Draw 4 |'s under the four.

Draw 6 |'s under the other side's box.

2 + [ ] = 6

Draw a ring around the 6. On the other side, start the count at 2,

and under the box complete the count until you get up to 6. ||||

( " three, four, five, six " ). Count up the number of lines you've drawn

and put this number in the box.

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Curriculum Design

Strategies and Subskills

" (1) The way instruction is designed: AVOID STIPULATION. "

" If you give too many repetitions in a narrow strategy then the

students will misgeneralize. "

E.g., a worksheet with four rows of problems:

Row 1 is addition problems.

Row 2 is addition problems.

Row 3 is addition problems.

Row 4 is subtraction problems.

" But, guess what? When the students get to row 4 they work the problems

as if they're still doing addition -- which has been stipulated. "

" Stipulation comes from life, and you can find examples from everyday

life. " E.g., when Janie was at a conference the coffee, decaf and tea

[hot water] dispensers were lined up in a particular order (and were

labeled). The next day they were in the same order. And the same with

the next day. But on the fourth day, someone had switched the order

of the dispensers, and people who wanted decaf were getting hot water.

The order of the beverages had ben stipulated, and the labels had

ceased to exercise stimulus control:

Stipulation Example:

Day 1: [ Decaf ] [Coffee ] [ Hot water ]

Day 2: [ Decaf ] [Coffee ] [ Hot water ]

Day 3: [ Decaf ] [Coffee ] [ Hot water ]

Day 4: [ Hot water ] [Coffee ] [ Decaf ]

" (2) Metacognition

" Know when you know, and know when you don't know. "

" (3) Never teach two new similar concepts at the same time. "

Causes confusion.

" (4) Language of Instruction. "

Can't think of just examples only.

Think of how you say things.

The more concise and consistent the language of instruction,

then the faster the kids will learn.

1. Power -- most generalizable effect.

2. Economy -- say in fewest words possible.

" Can't say 'minus' on Wednesday and 'subtract' on Thursday. "

A student was taught to " simplify " fractions, but later was asked

to " reduce " fractions -- and couldn't, even though she knew how

to simplify them. Didn't know, or respond to, the inconsistent

language of instruction.

" This is the only reason why DI programs are scripted -- to ensure

that the language of instruction is consistent, powerful, and

economical. "

" (5) Schema Theory. "

How are subskills built to teach?

Schema refers to background knowledge.

The more schema a student comes with, then the faster that

he or she will learn.

E.g., teacher doing a lesson on geography of Florida, and asked

class questions about its climate, its cities, and so on, and

only one girl consistently raised her hand or could answer

the questions, until finally the teacher asked, " You have a

grandmother who lives in Florida, don't you? " The point being,

this one student had the " schema " of Florida that the other

students lacked.

In American education schema is simply assumed.

How often do we blame the victim for their lack of schema?

" (6) Teaching and Non-teaching Examples. "

(Glerp demonstration.)

" (7) Specified Sequence of Skills. "

Means an author designs a sequence that will prevent errors

from happening.

" (8) Object Integrity. "

When you reposition a stimulus it stays the same. We learn that

in real life. If you turn a cup upside down, it's still a cup and you

can still recognize it as a cup. So, when we teach reading, kids

expect 'object integrity' and thus the stimuli d and b are the same,

and p and q are also the same stimulus in a different position.

" If the learner hasn't learned, then the teacher hasn't taught. "

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Notes taken by W. Eshleman, Ed.D. on May 28, 1993. Copied

on June 7, 1993, into WordPerfect 5.1 file. Transferred to email and

posted to SC List on Thursday, January 4, 2001. (All typos and spelling

errors are mine, as well as any mis-transcribing and misconstruing of

any points the speaker was making.)

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