Two Low-Tech Teaching Tactics that Make Group Instruction More Effective (and Fun) for All Students
Presented by: William L. Heward, EdD, BCBA-D
Date: Thursday, September 14, 2017 Time: 6:00 pm- 8:00 pm eastern ABACAccess1
6:00 pm: Introduction
6:05 pm: Pretest
6:10 pm: Live webinar begins
7:40 pm: Q&A session- submit questions via chat
8:00 pm: Posttest, evaluation form, and submit attendance codes
Behavior Analysts: 2 Type II CEUs
Psychologists: 2 continuing education credits
Social Workers: TBA
Certified Counselors: TBA
Teachers: Acquire professional development hours for watching this event. Discuss the event with your supervisor to determine if it is eligible.
For ABAC’s continuing education approvals statements please view our Continuing Education page
Group instruction is the most common instructional arrangement at all grade levels. Although group instruction offers many advantages, teachers face the simultaneous challenges of maintaining students¹ attention and participation, providing feedback for student responses, preventing and dealing with off-task and disruptive behavior, and monitoring students’ learning. Two research-based, easy-to-use tactics that combat these challenges and improve the effectiveness of group instruction will be presented. The rationale for each technique and results of classroom research supporting its effectiveness will be described. Video clips of teachers using the strategies will be shown and specific suggestions for implementing each tactic provided.
After attending this event, participants will be able to:
- Identify five challenges teachers face when conducting group lessons.
- Explain how low-tech ASR techniques such as choral responding and response cards minimize those challenges and make group instruction more effective.
- Describe guidelines for using choral responding.
- Describe guidelines for using response cards.
William L. Heward, EdD, BCBA-D, is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. Bill has been a Senior Fulbright Scholar in Portugal, Visiting Scholar at the National Institute of Education in Singapore, Visiting Professor of Psychology at Keio University in Tokyo and the University of São Paulo. His many publications include the textbooks, Applied Behavior Analysis (co-authored with John Cooper and Tim Heron) and Exceptional Children: An Introduction to Special Education, which have been translated into several foreign languages. Awards recognizing Dr. Heward’s contributions to behavior analysis and education include the Ellen P. Reese Award for Communication of Behavioral Concepts from the Cambridge Center for Behavioral Studies™, the Fred S. Keller Behavioral Education Award from the American Psychological Association’s Division 25, the John W. Jacobson Award for Contributions to Behavior Analysis from the New York State Association for Behavior Analysis, and the Distinguished Psychology Department Alumnus Award from Western Michigan University. A Past President and Fellow of the Association for Behavior Analysis International, Bill’s research interests include “low-tech” methods for increasing the effectiveness of group instruction in inclusive classrooms.
Presenter Disclosure Statement:
Dr. Heward does not receive speaker fees for presenting as part of the ABACLive Cambridge Center Series. These fees are donated directly to The Cambridge Center for Behavioral Studies (TM), to which he has no financial ties.
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