Assume you want to teach an individual how to use a public telephone. You conduct a task analysis of the skill and end up with the following steps:
i. Locate the telephone
ii. Find the telephone number
iii. Choose the correct change
iv. Pick up receiver in left hand
v. Put receiver to ear and listen for dial tone
vi. Insert first coin
vii. Insert second coin
viii. Dial 7-digit number
ix. Wait for telephone to ring a minimum of 5 times
x. If someone answers, initiate conversation
xi. If telephone is busy or no one answers, hang up and collect money
Carefully describe how you would implement forward, backward, and total-task chaining for this task analysis.
When describing the forward chaining procedure, the student should have the learner begin by completing Step 1, then 1 and 2, and so on. When describing backward chaining, the student should have the learner begin by completing the last step, then the last two steps, and so on. When describing total-task chaining, the student should have the learner completing all steps, with the necessary level of assistance from the trainer on each step.
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A split-half reliability coefficient of .60 means
a. 60 percent of the students can be expected to vary from their true score. b. on retesting, 60 percent of the students can be expected to vary about 68 percent from their true score. c. the measurements are 60 percent reliable. d. 40 percent of the measurements are reliable. e. none of these are true.
This theorist believed that, while the ages at which children mature vary somewhat, all children go through four stages of cognitive development that occur after certain neurological changes
A) Jean Piaget B) B. F. Skinner C) Jerome Bruner D) Robert Gagné
Which type of modulation are finicky eaters likely to have?
A. tactile B. auditory C. olfactory and gustatory D. vestibular-proprioceptive
Mr. Blackmore says, "I've heard the term ‘active eyes' before with regard to monitoring student behavior, but I'm not sure exactly what it means. What does it mean to you?"
a. Teachers' eyes are always on their studentsthey can't ever look away from the whole group, because as soon as they do, misbehavior or disengagement will likely occur. b. Teachers monitor behavior by seating themselves where they can see all students and then make a conscious effort to scan the room frequently, checking each student's behavior and task engagement. c. As part of their classroom procedures, teachers make sure students know that they are expected to make eye contact with the teacher regularly; in this way, the teacher knows the student is still aware of his/her authority in the classroom. d. Teachers should sneak a peek now and then to make sure that all students are in compliance with rules and procedures.