not quiz 6 OtR(?) (just kidding its the videos on blackboard)

academic engagement

A broad term referring to time when students are paying attention or
actively engaged in work (i.e. trying to learn)

time-on-task

The time students spend complying with teacher requests, which includes
engagement in academic material but also a broader constellation of behaviors (e.g., organizing
materials)

academic learning time (AET)

The amount of time students are successfully engaged in
learning relevant, academic content

OTRs

The presentation of a response stimulus (e.g. teacher prompt or cue) followed by a
student response and response contingency (e.g. feedback)

what is an implication of limited OTR

You can have a well managed class with orderly students and lots of time-on-task with very little
learning occurring.

how can behavioral engagement be measured directly?

Academic engaged time
◦ The amount of time students spend productively and successfully engaged with educationally meaningful content.

What’s not AET?

Incorrect responding on math work sheet
Cutting paper for a science project, but clueless as to why
Using I-Pad during reading time, but not reading
Each of these might appear to be “on-task” by behavioral observation, but are not academic engaged time

Four questions for cultivating AET

What skills are required for the task?
Can students perform the skills?
If not, what accommodations are necessary to increase student performance of the skills?
What motivates each student to choose AET over the other options (e.g. talking, acting out, disrupting)?

Kids have choices, whether or not we want them to

Is AET a viable choice for children?
◦ If they can’t conjugate verbs, they won’t be doing PALS
◦ Skills are necessary for students to choose AET
Is AET reinforced at a competitive rate and quality?
◦ Can children reliably obtain more payoffs from AET relative to other choices?
Are other behaviors reinforced at higher rate and quality?
◦ How can we reduce the competition?

Strategies for response/contingency
pairings

Clearly defined success for request
Varied focus of feedback
Confirmation of understanding
◦ (avoiding word calling, etc.)

examples of opportunities to respond

verbal

• cold call

• choral response

written

• individual whiteboards, slates

• guided notes

• worksheets

signal

• preprinted (e.g. yes/no, agree/disagree, noun/verb) or different colored response cards

• hand gesture (e.g., thumbs up/thumbs down)

4 can’t do causes

missing materials, does not understand, needs more time, lack prerequisite skills

can’t do: missing materials

give students the needed materials and devise other consequences for irresponsible behavior (e.g., coming to class unprepared)

can’t do: Does not understand

• encourage students to ask for help (clarification)

• during ISW of small-group activities, circulate around the room to ensure students are engage in AAA responding

• review and reteach when students do not understand

• 
  

can’t do: needs more time

• provide more time

• assignment briefer, but multiple assignments

• set time limits, provide more work than they can complete, and positively reinforce for amount of work completed

can’t do: lack prerequisite skills

• remedy skill deficits

• implement accommodation procedures that allow students to learn, even with these deficits