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The message is ready to be sent with the following file or link attachments: PT vignette 10282008 Note: To protect against computer viruses, e-mail programs may prevent sending or receiving certain types of file attachments. Check your e-mail security settings to determine how attachments are handled. The r = .9 for stage of performance on the stage built into the stories. Michael Lamport Commons ----------- Here is an assessment and teaching tool we have use to teach teaching.?We present the numbered stories on one side of a card and the stage name on the other.?First we do them in order.?Then we have the student shuffle the cards. Note that to use for testing the order needs to be randomized first. Albert.?The student shows no improvement.?The rate of responding is low and flat The teacher looks at the chart?and sees something new?has to be done The teacher decides to form the class into teams of 4 to 5 students The material is put on flash cards with the question on 1 side the answer on the other side The students count how many cards they can do in one minute trials The students chart their performance All the students who showed no improvement now show acceleration after the intervention The increase in performance indicated by the charts inspired the students. Each day, the team that had the most cards won a prize. The teacher decided to base he decision on the teaching method and observed motivation of the students. The teacher thought long and hard, worried a good deal and then decided to adopt the new method of teaching Metasystematic Bower. The student shows no improvement.?The rate of responding is low and flat The teacher looks at the chart and sees something new has to be done The teacher decides to form the class into teams of 4 to 5 students The material is put on flash cards with the question on one side and the answer on the other side The students count how many cards they do in one minute trials The students chart their performance All the students who showed no improvement now show acceleration after the intervention The teacher observed the increase in student performances The teacher reviewed the new teaching method. The teacher thought long and hard, worried a good deal and then decided to adopt the new method of teaching Systematic Carey. The students show no improvement.?The rate of responding is low and flat The teacher looks at the chart and sees something new has to be done The teacher looks for alternative methods of teaching Studies have show that this method of teaching works well The teacher also considered using the discovery method The teacher read some articles on intrinsic motivation that were very interesting The teacher says that not everyone has had a positive outcome with this method The teacher reads a description of how the teaching method works The teacher asks the students if they understand the new method The teacher thought long and hard, worried a good deal and then decided to adopt the new method of teaching. Formal Dance. The students show no improvement.?The rate of responding is low and flat The teacher looks at the chart and sees?the students rate of responding The teacher recently completed training on many alternative method of teaching The teacher also considered using the discovery method The teacher read some articles on intrinsic motivation that were very interesting The teacher says that the best instructors regularly recommend this method The teacher explains the alternative method of teaching The teacher asks the students if they have any questions The students did not have any questions The teacher thought long and hard, worried a good deal and then decided to adopt the new method of teaching Abstract Evans. The students show no improvement.?The rate of responding is low and flat The teacher looks at the chart and sees a long flat line with some ups and downs The teacher told the students that they know someone who uses some alternative methods of teaching The teacher also considered using the discovery method The teacher read some articles on intrinsic motivation that a colleague had given to the teachers The teacher then brought in a colleague who also knew a couple of people who use similar methods With great concern, the teacher asked if the students would like to hear a third person talk about the method The teacher thought long and hard, worried a good deal and then decides to adopt the new method of teaching. Concrete How good was each method of teaching? Extremely Extremely Poor Good Albert 1 2 3 4 5 6 Bower 1 2 3 4 5 6 Carey 1 2 3 4 5 6 Dance 1 2 3 4 5 6 Evansg 1 2 3 4 5 6 PT vignette instrument #2 Teacher Corey Corey looks at the chart and sees the students rate of responding The students rate of responding was good Corey thought about whether they should choose a new method Corey recently completed training on this current method of teaching Corey knows that the best instructors regularly recommend this method Corey explains the current method of teaching to the students Corey asks the students if they have any questions The students do not have any questions After thinking about it for a long time, Corey decided to keep the current method of teaching Teacher Smith The students rate of responding was increasing Smith thought about whether or not they should choose a new method In the current method, students had been divided into teams The teams were equally matched Students charted their performance Sometimes one team would win and get very excited and sometimes another team would win The students loved seeing the progress they were making on the charts Looking back over the student’s experience and the teaching method, the Smith thought about what to do After thinking about it for a long time, Smith decided to keep the current method of teaching Teacher Green The students?showed improvement Green looked at the chart Green thought about whether they should choose a new method Green told the students that the teacher knows someone who uses their current method Green says that person like the method and was happy with it Green then brought in a colleague who also knew some people who use this method Green was concerned, and asked if the students would like to hear a third person talk about the method After thinking about it for a long time, Green decided to keep the current method of teaching Teacher Riley The students rate of responding was increasing Riley thought about whether they should choose a new method Riley looks at other various methods of teaching Riley considers using the intrinsic motivation method of teaching Research shows that the current method of teaching worked well Riley acknowledges that not everyone has had positive results with this method Riley read a description of how the current method works to the students Riley asked the students if they understood what had been said After thinking about it for a long time, Riley decided to keep the current method of teaching Teacher Young The students rate of responding was increasing Young thought about whether they should choose a new method In the current method, students had been divided into teams The teams were equally matched in their performance Sometimes one team would win and get very excited and sometimes another team would win The students loved the progress they were making on the charts Young observed how the students reacted to the method Young focused on the student’s experience when thinking about what to do After thinking about it for a long time, Young decided to keep the current method of teaching How good was each teacher’s method of teaching? Extremely Extremely Poor Good Corey 1 2 3 4 5 6 Smith 1 2 3 4 5 6 Green 1 2 3 4 5 6 Riley 1 2 3 4 5 6 Young 1 2 3 4 5 6