outcomesbased

-- CatherineJohnson - 09 Dec 2006

All that comes to mind when I hear "academic frequencies" is "What's the frequency, Kenneth?

-- CatherineJohnson - 09 Dec 2006

These guys are WORD SNATCHERS

-- CatherineJohnson - 09 Dec 2006

Spady argues in favour of what he terms transformational outcomes-based education, described as a paradigm that embraces empowerment, divergent, lateral thinking, holistic and spiritual unity and a win-win approach imbued with love and synergy

DANG!

-- CatherineJohnson - 09 Dec 2006

"The more traditional approach to education is labelled as educentric by Spady and he condemns it for being competitive, academic, having right and wrong answers, being rational and logical and, as a result, instilling fear and an either-or mentality."

He must have flunked algebra.

-- SteveH - 08 Dec 2006

Our first class-wide frequency recording was in a Montessori class for special education children...Elaine Fink showed we could effectively use rate of response with curricula as varied and as difficult to measure as Montessori materials. ... Ron Holzschuh with Dorothy Dobbs and Tom Caldwell showed that academic frequencies (rates) recorded 40 times more effects of curricular changes than did percent correct...

What is he measuring here when he takls about "academic frequencies"?

-- TracyW - 07 Dec 2006

• "empowerment" - check
• "divergent" - check
• "lateral thinking" - check
• "holistic" - check
• "win-win" - check
• "synergy" - check
• "paradigm" - check
• "reform" - check
• "expanded consciousness" - check
• "spiritual nature-potential" - DOUBLE check
• "intuitive" - check
• "connection" - check
• "universal wisdom" - check
• "meditative" - check
• "exploration" - check
• "learner-controlled" - check
• "group-enhanced" - check

"empowerment" - check

"divergent" - check

"lateral thinking" - check

"holistic" - check

"win-win" - check

"synergy" - check

"paradigm" - check

"reform" - check

"expanded consciousness" - check

"spiritual nature-potential" - DOUBLE check

"intuitive" - check

"connection" - check

"universal wisdom" - check

"meditative" - check

"exploration" - check

"learner-controlled" - check

"group-enhanced" - check

I hereby pronounce this 150% buzzword-compliant ant 200% meaningless. (Should hire this guy to write my next mission statement!)

Buzzword Bingo

-- OldGrouch - 07 Dec 2006

"Why was it a fiasco?"

As is usually the case in edland, words are redefined and don't mean the same thing they mean to normal people.

See what the father of OBE, William Spady, is up to:

After listening to US academic William Spady - the father of outcomes-based education - at last month's Australian Primary Principal Association 2006 conference in Alice Springs, I can see no doubt about Spady's views on education. The more traditional approach to education is labelled as educentric by Spady and he condemns it for being competitive, academic, having right and wrong answers, being rational and logical and, as a result, instilling fear and an either-or mentality. In Spady's words: "The curriculum box, time box, grade-level box, opportunity box, testing box, marking box, achievement box, school box and classroom box all severely constrain how teachers and learners function and think about outcomes."

In opposition to the more conservative approach, Spady argues in favour of what he terms transformational outcomes-based education, described as a paradigm that embraces empowerment, divergent, lateral thinking, holistic and spiritual unity and a win-win approach imbued with love and synergy. While acknowledging it is difficult to properly implement OBE, Spady argues that teachers and educational leaders should strive to embrace an "inner realisation" paradigm of educational reform, involving "expanded consciousness of one's spiritual nature-potential", "one's intuitive connection to universal wisdom", "meditative exploration by quietening the conscious mind" and "learner-controlled timing group-enhanced experience".

-- CharlesH - 07 Dec 2006

precision teaching part 2

My neighbor the statistician just sent me this link to a site on precision teaching.

I thought it sounded familiar, then discovered I'd posted an abstract awhile back.....

I like the words "precision" and "teaching" so much I could almost go for this just because of what it's called, sight unseen.

Precision Teaching: A Brief History



Which reminds me, does anyone know what went wrong with "outcomes-based learning"? (I think that was the term.)

Naturally I keep thinking we ought to be looking at the outcomes of curriculum and pedagogy; then I find out there already was an outcomes-based movement of some kind (while you were sleeping) and it was a fiasco.

What was it?

Why was it a fiasco?

writing objectives

Some of us were talking about writing objectives on IEPs the other day. This page may be useful.



behavioral fluency as mastery, not percent correct

This is cool:

His research was showing "frequency to be 10 to 100 times more sensitive than percentage correct in recording the effects of drugs and different reinforcers" (Lindsley, 1990b, p. 10). He was painfully aware that when researchers applied their methods, even behavioral methods, to academic behaviors of school children, they typically recorded only percentage correct, "the time-honored educational measure."

[snip]

"Our first class-wide frequency recording was in a Montessori class for special education children...Elaine Fink showed we could effectively use rate of response with curricula as varied and as difficult to measure as Montessori materials. Clay and Ann Starlin showed an entire first grade class could correct and chart their own academic work on standard celeration charts...Ron Holzschuh with Dorothy Dobbs and Tom Caldwell showed that academic frequencies (rates) recorded 40 times more effects of curricular changes than did percent correct...These and many other studies proved behavior frequencies significantly more sensitive to learning variables in the classrooms than percent correct and percent of time on task." (Lindsley, 1990a, p. 7).