Improve Learning for Every Student

CCBS 10th Annual West Coast Autism Conference - April 2017

&

Association for Behavior Analysis International - May 2017

(featuring Dr. Ronnie Detrich)

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Education Today...


  • 1 in 5 school children worldwide do not learn basic literacy and numeracy.
  • If all students had basic reading skills there would be a 12% reduction in world impoverishment.
  • What teachers do matters more to student achievement than any other aspect of schooling.

Sources: RAND (2012); UNESCO (2013)

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Evidence-based Kernels

(Click above for a link to the paper)

6 Easy Ways to Improve Learning

3 "Low Tech" ASR Strategies

3+ "High Tech" ASR Tools

Janet's CIL EdShelf Collection

Click above to see additional "high tech" tools for active student responding, data collection, & more.

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References and Additional Resources

Axelrod, S. (1992). Disseminating effective educational technology. Journal of Applied Behavior Analysis, 25, 31-35.


Blackwell, A. J., & McLaughlin, T. F. (2005). Using guided notes, choral responding, and response cards to increase student performance. The International Journal of Special Education, 20(2), 1-5.


Bushell, D., Jr., & Baer, D. M. (1994). Measurably superior instruction means close, continual contact with the relevant outcome data: Revolutionary! In R. Gardner III, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 3-10). Monterey, CA: Brooks/Cole.


Chance, P. (2008). The teacher’s craft: The 10 essential skills of effective teaching. Long Grove, IL: Waveland Press. [Chapter 6: Provide Practice, Practice, and More Practice]


Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.


Finn, C. & Wright, B. 2015. Failing Our Brightest Kids. Harvard Education Press. Cambridge, MA. http://hepg.org/hep-home/books/failing-our-brightest-kids


Haydon, T., Mancil, G. R., Kroeger, S. D., McLeskey, J., & Lin, W. Y. J. (2011). A review of the effectiveness of guided notes for students who struggle learning academic content. Preventing School Failure: Alternative Education for Children and Youth, 55, 226-231.


Haydon, T., Marsicano, R., & Scott, T. M. (2013). A comparison of choral and individual responding: A review of the literature. Preventing School Failure, 57, 181-188.


Heward, W. L. (1994). Three low-tech strategies for increasing the fre­quency of active student response during group instruction. In R. Gardner, III, D. Sainato, J. O. Cooper, T. Heron, W. L. Heward, J. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurable superior instruction (pp. 283–320). Pacific Grove, CA: Brooks/Cole.


Heward, W. L. (2001). Guided notes: Improving the effectiveness of your lectures. Columbus, OH: The Ohio State University Partnership Grant for Improving the Quality of Education for Students with Disabilities. http://ada.osu.edu/resources/fastfacts/Guided-Notes-Fact-Sheet.pdf


Heward, W. L. & Wood, C. L. (2015, April). Improving Educational Outcomes in America: Can a Low‐Tech, Generic Teaching Practice Make a Difference?

http://www.winginstitute.org/uploadedFiles/News_And_Events/Summits/2013WingSummitWH.pdf


Jimenez, B. A., Lo, Y., & Saunders, A. F. (2014). The additive effects of scripted lessons plus guided notes on science quiz scores of students with intellectual disability and autism. Journal of Special Education, 47, 231-244.


Konrad, M., Joseph, L. M., & Eveleigh, E. (2009). A meta-analytic review of guided notes. Education and Treatment of Children, 32, 421-444.


Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco: Jossey-Bass.


Moore, G. A. (2014). Crossing the Chasm: Marketing and Selling Disruptive Products to Mainstream Customers (3rd ed.). New York: HarperBusiness.


Randolph, J. J. (2007). Meta-analysis of the research on response cards: Effects on test achievement quiz achievement, participation, and off-task behavior. Journal of Positive Behavioral Interventions, 9, 113-128.


Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York: Free Press.


Mahon, K. (2014). Mobile Devices in the Classroom. Center on Innovations in Learning. Philadelphia, PA. http://www.centeril.org/publications/MobileAppsInTheClassroom.pdf


Tincani, M. & Twyman, J. S. (2016). Increasing Student Engagement Through Active Response. Center on Innovations in Learning. Philadelphia, PA. http://www.centeril.org/publications/Active%20Student%20Response%20(Final).pdf


Twyman, J. S. (2014, Oct. 9-Nov. 4). The 7 habits of super hero teachers. [Web log series]. Retrieved from http://theglintblog.wordpress.com/2014/10/09/the-7-habits-of-super-hero-teachers-superpower-1/Adams, G. L., & Engelmann, S. (1996). Research on Direct Instruction: 25 Years beyond Distar. Seattle, WA: Educational Achievement Systems.


Twyman, J. S. & Heward, W. L. (2016). How to improve student learning in every classroom now. International Journal of Educational Research. doi:10.1016/j.ijer.2016.05.007. http://www.sciencedirect.com/science/article/pii/S0883035516301082


UNESCO (2014). Education for All Global Monitoring Report 2013

http://unesdoc.unesco.org/images/0022/002256/225654e.pdf