TEACHING AND LEARNING

Behavioural and Interactive Approaches

By the end of the day you should be able to:

• Use behavioural and interactive approaches in your teaching

• Use SMART and SCRUFFY targets

Approaches to Teaching and Learning

Behavioural Approaches

Learning is explicit

Operant Conditioning

The response following the behaviour makes that behaviour likely to be repeated

Behavioural approach to learning

• Observable behaviour• Change the behaviour• Positive reinforcement• Negative reinforcement

(removal of a reward)• Punishment• Extinction• Measurement• Individualised learning

Tangible rewards

How do you use behaviouralapproaches in your life?

Behavioural Teaching

• Skills-based approach• Task/ functional analysis• Chaining (backwards and

forwards)• Prompting• Fading• Shaping• Generalisation

Precision Teaching

Short energetic practice sessions

Collect data to showprogress

Support from coach

Errorless Learning

Her mum used flashcards with the word on one side and picture on the other.If Bryony didn’t know the word then she flipped over to let her name the picture

Bryony learned to readusing errorless learning

She was taught usingflashcards

TARGET SETTING

SMART targets

• Specific• Measurable• Achievable• Realistic• Time related

We can use SMART targetsin education

I can walk away from people when I am feeling angry

I can statements

SMART target

• I can count 1-5 when pulling each object towards me. I will count like this every day for the next 6 weeks.

SMART target

• John will take the spoon from an adult once it has been loaded with food and put it in his mouth. He will be prompted by the adult open hand held out to hand the spoon back to the adult. He will do this for at least the first 2 spoonfuls of his first course and all but the last spoonful of his pudding. Review in July.

You write a SMART target

Write a SMART target for a child who is learning to drink from cup. Select a small step within this general aim suitable for a learner you know.

Task Analysis• Take toothpaste in one hand• Unscrew the top with the other• Put the top down• Pick up the toothbrush• Squeeze toothpaste onto the brush• Put the toothpaste down• Turn on the tap• Place the brush under the tap• Turn off the tap• Scrub the teeth – front and back – top and

bottom• Turn on the tap• Rinse the brush• Put the brush down• Replace the cap on the toothpaste• Put both brush and toothpaste away

You do a task analysis

• Write out the steps for putting on a coat

• Write out the steps for finding a favourite game on the CBeebies website

Small steps learning

• Forward-chaining (start at the first step)

• Backward-chaining (start at the last step)

Interactive Approaches

Intensive Interaction

Children (& adults) with PMLD need lots of that early interaction given to typical infants if they are to learn how to communicate with other people

Interactive approaches are essentially about having fun!

offer wonderful contexts for learning interactively

How can we to get learners to think?sabotage to encourage thinking

increasing memory

learning from mistakes

questioning the unusual

asking questions

predicting

How can we challenge learners to think and solve problems during the

routines of the day?

and in lessons?

Interactive approaches can help learners to generalise their skills and understanding

TARGET SETTING

Writing targets

• SMART for products of learning eg: coat that has been put on or box full of shapes

• SCRUFFY for processes eg: listening or being sociable

SCRUFFY targets

• Student-led• Creative• Relevant• Unspecified• Fun• For• Youngsters

Strengths

• What the child can do well

• What the child seems to be just starting to learn

• What the child likes/ what motivates him or her

• How, where and with whom the child learns best

Needs• What the child needs right now

(eg: to run about the classroom or 2 minute activities or a choice of 3 pictures or ….)

• What the child needs to learn next (based on what the child is beginning to learn - see strengths list)

• What support/ environment the child needs to learn best

• (Be careful to stick to the child’s needs and not the adults’ needs nor what comes next in the curriculum)

SCRUFFY target

• Sam will show through his responses that he likes some stimuli and dislikes others

• (not ‘Sam will blink his eyes rapidly to show he dislikes lemon juice and a loud clap, 3 out of 4 times 3 days consecutively’)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Name Key Target Date

Anticipated fan on face

Anticipate fan on hands Needed fewer repetitions

Mary Smith Routes 14 Anticipates repetitively presented stimuli

May 2011

How do your targets /learning objectives enable your learners to:

• Explore the world around them• Take control of their lives and

learning• Learn from mistakes• Demonstrate their

understanding• Use strategies to improve their

learning• Learn from social interaction• Solve problems• Take responsibility• Negotiate their own learning• Achieve as much

independence as possible?

Write a SCRUFFY process target for one of your pupils