DOCUMENT RESUME ED 092 514 95 AUTHOR · 2014-01-14 · ED 092 514. DOCUMENT RESUME. 95. SP 008 103. AUTHOR. Gropper, George L.; Glasgow, Zita TITLE A Technology for Developing Instructional

ED 092 514

DOCUMENT RESUME

95 SP 008 103

AUTHOR Gropper, George L.; Glasgow, ZitaTITLE A Technology for Developing Instructional Materials.

Vol. 4, Workbook.INSTITUTION American Institutes for Research in the Behavioral

Sciences, Pittsburgh, Pa.SPONS AGENCY Office of Education (DHEW), Washington, D.C.PUB DATE Mar 73CONTRACT OEC-0-70-4776(520)NOTE 573p.; For related documents, see SP 008 090-102 and

104

EDRS PRICE MF-$0.90 HC-$27.00 PLUS POSTAGEDESCRIPTORS *Development; Educational Development; Educational

Research; Guides; *Instructional Materials; Manuals;Personnel; *Research and Instruction Units;*Training; *Workbooks

ABSTRACTThis workbook, one of five volumes comprising a

training program designed for educational research and developmentpersonnel, provides opportunities to practice procedures in theinstructional materials development process. The exercises are basedon materials presented in a series of 11 subvolumes of the handbookentitled (a) "Plan Study of Criterion Behaviors," (b) "Collect andAnalyze Data About Criterion Behaviors," (c) "Sequence and GroupCriterion Behaviors," (d) "State Criterion and PreparatoryObjectives," (e) "Plan Simulation Based on Instructional andLogistical Needs," (f) "Develop Diagnostic and Evaluative Tests," (g)"Formulate Instructional Strategies," (h) "Plan Accommodation ofIndividual Differences," (i) "Develop Instructional Materials," and(j) "Evaluate Instructional Materials." (PD)

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AIR-22400-3/73-RP

A Technology For Developing Instructional Materials

1. USER'S MAN

2. RIENTAT1 1'4

AUTHORS:

George L. GropperZita Glasgow

Published by:

AMERICAN INSTITUTESFOR RESEARCHPittsburgh, Pennsylvania

© CopyrightMarch,1973

VOLUMES IN THIS SERIES

1. USER'S MANUAL2. ORIENTATION3. HANDBOOK

(eleven sub-volumes)

4. WORKBOOK5. FINAL EXERCISES

FOREWORD

This WORKBOOK is but one of five major volumes which comprise a train-

ing program designed for educational R&D personnel. It was prepared to

provide them with opportunities to practice procedures in the instructional

materials development process. It contains exercises based on materials

which are presented in a series of HANDBOOK sub-volumes.

The USER'S MANUAL describes the role each of the five major volumes is

designed to play. It also prescribes the sequence in which each of the

separate volumes is to be used. Personnel taking this program are, there-

fore, urged to read the instructions contained in this volume before attempt-

ing to use any of the separate volumes.

ACKNOWLEDGMENTS

The materials in this volume were prepared under a contract from the

U.S. Office of Education, Contract No. OEC-0-70-4776(520). Dr. George L.

Cropper, Director of Instructional Media Studies, served as principal inves-

tigator.

U.S.O.E. sponsorship does not in any way imply official endorsement of

the views expressed in this volume.

The authors are indebted to Miss Kathleen Gubala for her tireless

preparation of the complex manuscript required by this WORKBOOK.

George L. GropperZita GlasgowMarch 1973

INSTRUCTIONS

1 The schedule to follow in doing the exercises which appear in this

volume appears in two places:

(a) Page 26 in the USER'S MANUAL presents an overview of the order

of activities; and

(b) Pages (in blue) which precede each section in this volume pro-

vide a detailed order of activities to be followed in doing

the exercises associated with each TASK in the development

process.

2. Note two key features of the recommended schedule of activities:

(a) Sections in this volume which are associated with TASKS in the

development process are presented in a backward order. Thus,

Section "J" is first, "I" is second, etc. This backward order

constitutes the schedule you should follow.

(b) Before doing each exercise in this volume, read the HANDBOOK

materials which are related to it. They are identified by

Sub-STEP number at the beginning of each exercise. See the

example below:

After readingHandbook forsub-STEP(S)

DOEXERCISEB.2.1

1 .4_

<4,..\?'-

This exercise is designed to give you practice in recognizing when it is

appropriate to rely on one expert as an informant for all the types of

analyses which must be performed and when it is important to seek the

expertise of more than one expert.

In this illustrative case, you would read all the HANDBOOK

materials describing Sub-STEP 8.2.1, and then you would do

Exercise #1.

3. Turn to page J.i and begin the schedule of alternating reading and

practice activities identified there.

ty

FOLD OUT THIS PAGE AND

FOLLOW THE "J" SCHEDULE INSIDE

T.

2-

3-

4.

5-

6.

EXERCISES. FOR. TASK J

After ReadingHANDBOOK Sections

Oni

'HANDBOOK

63 - 0JI,11..4

J..I.1 1.3.3 la Gil

J...2.k - 1'..2..5 165 zilT

1

Jcz..11 - ,11.2..3 91 - 1163

J-3,11 - ZZE-237

DoWORKBOOKExercises

OnWORKBOOKPages

EX EI J1 -J19

2A. - 20 J21 - J29

3A. 3D J31 - J43

4A. - 4F J45 - J59

Type of Practice

Revising programpractice problems

Identifying types oflearning failure

Making program revisionsbased on identified

weaknesses

Analyzing test results toidentify learning failure

Field testing theinstructional program

*wriEn YOU HAVE COMPLETED ALL THE EXERCISES IN THIS SECTION OF THE WORKBOOK,PROCEED TO FINAL EXERCISE j/ IN THE FINAL EXERCISES VOLUME.

11

Atter readingHandbook forsub-STEP(S) J.1.4 (only)

DOEXERCISE

1

1

Exercises 1A-1I are designed to give you practice in revising program

practice problems on which students have made errors.

TURN TO NEXT PAGE FOR PROBLEMS

J-1

EXERCISE IA

Your task is to identify by letter the practice problem which provides the most, least, and intermediate amounts

of assistance to the student who has to learn to DISCRIMINATE between INPUTS.

Put a letter (A, B, or C) in each of the last three columns.

A.

The number of things is

often a clue that a noun is

plural.

Which is plural?

one girl

three girls

"Mixed" fractions have dif-

ferent denominators; e.g.,

mixed

2/3 and 1/4, unmixed

- 2/3 and 1/3.

Characterize

these fractions:

2/6 and

1/3 mixed

unmixed

Notice where the loops are

in these letters:

b and d.

The letters are:

the same

different

Observe the angles here:

The number of right

triangles shown is/are:

one

two

See my tongue between my

teeth as

Isay "th."

When

I

say "f," it's different.

Now listen (same sounds as

in B).

Are they the same or

different?

B.

Which is plural?

cat

cats

Check the sameness or differ-

ence of denominators it these

two fractions:

7/8 and 5/8.

The fractions are:

mixed

unmixed

These letters:

b and d are:

the same

different

Any triangle with a 900

angle is called a "right"

triangle.

The number of

right triangles here is/are:

one

two

(Orally presented "f" and

unvoiced "th" sounds)

Are

these the same or different

sounds?

C.

Most plural nouns have an

"s" at the end; e.g., one

boy - two boys.

Which is

plural?

one dog

_two dogs

The fractions 5/6 and 5/7

are: mixed

unmixed

The loop in this letter b

is to the right.

The loop

in this letter d is to the

left.

Therefore, the

letters b and d are:

the same

different

The number of right


one

two

Watch my lips and tongue as

Imake these two sounds

(same sounds as in B).

Are

the sounds the same or

different?

Decree of Assistance

INTER-

MOST MEDIATE LEAST

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE lA

Your task is to identify by letter the practice problem

which provides the most, least, and intermediate amounts

of assistance to the student who has to learn to DISCRIMINATE

between INPUTS.

Put a letter (A, B, or C)

in each of the last three columns.

A.

B.

The number of things is

often a clue that a noun is

plural.

Which is plural?

one girl

three girls

"Mixed" fractions have dif-

ferent denominators; e.g.,

mixed

2/3 and 1/4, unmixed

- 2/3 and 1/3.

Characterize

these fractions:

2/6 and

1/3 mixed

unmixed

Notice where the loops are

in these letters:

b and d.

The letters are:

the same

different

Observe the angles here:

The number of right


one

two

See my tongue between my

teeth as

1say "th."

When

I

say "f," it's different.

Now listen (same sounds as

in B).

Are they the same or

different?

Which is plural?

cat

cats

Check the sameness or differ-

ence of denominators in these

two fractions:

7/8 and 5/8.

The fractions are:

mixed

unmixed

These letters:

b and d are:

the same

different

Any triangle with a 90°

angle is called a "right"

triangle.

The number of

right triangles here is/are:

one

two

(Orally presented "f" and

unvoiced "th" sounds)

Are

these the same or different

sounds?

C.

Most plural nouns have an

"s" at the end; e.g., one

boy

two boys.

Which is

plural?

one dog

-

two dogs

The fractions 5/6 and 5/7

are:

mixed

unmixed

The loop in this letter b

is to the right.

The loop

in this letter d is to the

left.

Therefore, the

letters b and d are:

the same

different

The number of right


one

two

Watch my lips and tongue as

Imake these two sounds

(same sounds as in B).

Are

the sounds the same or

different?

Degree of Assistance

INTER-

MOST MEDIATE LEAST

CA

B

AB

C

CA

B

3A

C

AC

6

DO

NE

XT

PR

OB

LEM

EXERCISE IB

The practice problems in Column A were designed to teach DISCRIMINATIONS; but they resulted in

errors.

Your task in Column B is to revise the problem by adding assistance (as little

as necessary).

Your task in Column C is to develop a new item using a different example (with the

amount of assistance provided

being roughly comparable to that provided in the practice itemyou created in Column B.

2.

3.

4.

5.

A.

EXISTING PRACTICE PROBLEM

These two figures are of:

the same type

Xdifferent types

"Personal" tax reduction and

lowered interest rates are

financial measures of:

the same type

Xdifferent types

(A baseball pitched toward

the plate)

Is that a:

X strike

ball

Identify the prime

,er.

X13

neither

9both

Are the instructions pro-

vided by these symbols

Ex2

(Ex)2

the same

Xdifferent

B.

Your Revision

C.

Your New Item

SE

E A

NS

WE

RS

ANSWERS

EXERCISE 1B

The practice problems in Column A were designed to teach DISCRIMINATIONS; but they resulted in errors.

Your task in Column B is to revise the problem by adding assistance (as little as necessary).

Your task in Column C is to develop a new item using a different example (with the amount of assistance provided

being roughly comparable to that provided in the practice item vou created in Column B.

A.

B.

C.


Your Revision

Your New Item

2.

3.

4. 5.

These two figures are of:

the same type

X different types

"Personal" tax reduction and

lowered interest rates are

financial measures of:

the same type

Xdifferent types

(A baseball pitched toward

the plate)

Is that a:

Xstrike

ball

Identify the prime number.

X 13

neither

--9

both

Are the instructions pro-

vided by these symbols

17,x2

(Ex)2

the same

Xdifferent

Notice the ewe ten the on

all icom silica.

Ate these 6igukes

the same tape

--diAtiekent tapes

Distk.;:buting money to con-

sumeAs and to investoks

diAgeks.

"Pemonat" tax teduction and

toweted inteAest Itate's ape:

same type Xdi46enent tapes

L

The ball has to come above

the knees.

(A basebael pitched towand

the pate)

Is that a:

strike

Xbatt

A prime nwnbe.t cannot be

liactoked.

Heat* the ptime nwnbek.

X 13

neithek

9both

Note that the exponent £s

outside the pakeathesis.

Ate the instlucti.ons reto-

oided

these. 6amboes

Ex2

(Ex12

the scone

X /lir;

iene

nt

Noti.ce the unequal lengths

in Figuke B.

AAke then 04

the same tape

---diAkAent tupe4

Vistkibuting money to con-

sumas and to investoks

dii6eks.

Loweited intekest nate/5 and

government-Ainanced housing

pkojects ake measures o6:

Xsame tape

diWaent typo

The Lett has to come below

the shoutdeks.

(A baseball pitched .toward

the pate)

1.6 that a:

XstAike

ball

A pkime nwnbek cannot be

Aactolted.

IdentiO the prime funbeit.

7ne,i_thet

11

X both

Note that the exponent is

outside the pakenthesis.

Ake the_ imstknctions pto-

vided ha these. sambas

x2 4. "2

(x + a)2

Xat

e.scone

(1.416eaen,t

DO

NE

XT

PR

OB

LEM

EXERCISE IC


of assistance to the student who has to learn to GENERALIZE across INPUTS.



A.

B.

2.

(T

3.

4.

5.

Check all plurals.

--cat

trees

__dogs

--hour

boys

--desk

Some plurals change a letter

in the middle of a word.

Check all the plurals.

cats

boxe3

men

babies

wine

.tree

Some geometric figures

(squares) have four sides all

equal

in length.

Do these geometric figures

belong to the same category?

yes

no

A, a; A, a; A, a; A, a

These are:

all the same letter

different letters

"I," "he," and "she" are in

the subjective case.

"Me,"

"her," and "him" are in the

objective case.

Check the pairs of pronouns

which are in the same case.

he and

Ihim and

I

Most plurals have an "s" end-

ing (e.g., girls, cups, toys).

Check all plurals.

_cat

trees

dogs

-- hour

boys

desk

Plurals can have at the end:

s, ies, or es, or a letter

changed in the middle.


cats

men

wine

boxes

___babies

*tree

Check the length of all four

sides.



yes

no

Letters can be the same even

though they look different.

A, a; A, a; A, a; A, a

These are:

all the same letter

different letters



he and

I

him and

I

C.

These are plurals (e.g.,

girls, cups, toys).

Check all plurals.

cat

trees

hour

our

boys

desk


cats

boxes

men

babies

._

wine

tree

_



El

yes

no

0, o; 0, o; 0, 0; 0, o



These are:

all the same letter

different letters

"Her" and "I" are not _

in the

same case.



he and

I

him and

I


INTER-

MOST MEDIATE LEAST

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE IC


of assistance to the student who has to learn to GENERALIZE across INPUTS.



A.

Check all plurals.

cat

trees

dogs

hour

boys

---desk

Some plurals change a letter

in the middle of a word.


cats

boxes

men

babies

wine

tree

Some geometric figures

(squares) have four sides all

equal in length.



11

yes

no

A, a; A, a; A, a; A, a

These are:

all the same letter

different letters

"1," "he," and "she" are in

the subjective case.

"Me,"

"her," and "him" are in the

objective case.



he and

Ihim and

I

B.

Most plurals have an "s" end-

ing (e.g., girls, cups, toys).

Check all plurals.

cat

dogs

boys

trees

hour

desk

Plurals can have at the end:

s, ies, or es, or a letter

changed in the middle.


cats

--Me n

wine

boxes

babies

tree

Check the leg

sides.

EDo these geometric figures


th of all four

yes

no



A, a; A, a; A, a; A, a

These are:

all the same letter

different letters



he and

I

him and

I

C.

These are plurals (e.g.,

girls, cuos, toys).

Check all plurals.

cat

dogs

-

boys

trees

hour

desk


cats

men

wine

wne

boxes

babies

tree



yes

no

0, o; 0, 0; 0, 0; 0, o



These are:

all the same letter

different letters

"Her" and "I" are not in the

same case.


which arc in the same case.

he and

I

him and

1


INTER-

MOST MEDIATE LEAST

CC

A

13

AC

A8

C

C13

A

AC

8

DO

NE

XT

PR

OB

LEM

EXERCISE ID

The practice problens in Column A were designed to teach GENERALIZATIONS; but they resulted in errors.


Your task in Column C is to develop a new item using a different example (with the amount of assistance provided

being roughly comparable to that provided in the practice item you created in Column B).

2.

3. 4. 5.

A.


These two equations:

x + y

x(-y)

require:

the same operation

different operations

Delivering a token as a

reward and stopping punish-

ment are operations having:

the same effect

different effects

Are these nouns both plural?

boy's

boys

no

yes

How many of these are

examples of "fiscal" policy:

"tax cut," "federal spend-

ing," "lowered interest

rates"?

Check all cf these which are

measures of "central

tendency."

mean

median

mode

standard deviation

standard error

B.

Your Revision

C.

Your New Item

SE

E A

NS

WE

RS

The practice problems in

Your task in Column B

is

AN

SW

ER

SEXERCISE ID

Column A were designed to teach GENERALIZATIONS; but they resulted in errors.

to revise the problem by adding assistance (as little as necessary).

Your task in Column C

is to develop a new

being roughly comparable to that provided

A.


IThese two equations:

x + y

X(-y)

3.

4.

5.

require:

the same operation

different operations

Delivering a token as a

reward and stopping punish-

ment are operations having:

_the same effect

different effects

Are these nouns both plural?

boy's

boys

yes

no

How many of these are

examples of "fiscal" policy:

"tax cut," "federal spend-

ing," "lowered interest

rates"?

Check all of these which are

measures of "central

tendency."

mean

median

mode

standard deviation

standard error

item using a different example (with the amount of assistance provided

in the practice item you created in Column Bl.

B.

Your Revision

Two negatives make a positive.

These two eouations:

x + a

x(-a)

Acquits:

the same operation

di S

(,et

ertt

opmations

Mute ate two marts

4exn-

Once beh67a.

Vetivening a on as a

kewatd and stoppino punish-

ment one opetations having:

__the same eect

_diA4enent Wects

Addina an apostAophe to make

a possessive doesn't change

a noun to ptuitaf.

Arse these noun's both annat?

boa's

bogs

rtes

no

What makes "iiscatu poticieA

a&i2e is "putting moneff in

the handA

consumms."

How many o

these one exam-

ptes oi "Wcat noZiev:

"tax oat," "edettat spend-

ing," "eoweted intetest

Antes"?

Check atZ o < these lohi.ch ate

"avetagee on measakes of

ncetkat tendency.:'

mean

median

mode

--"standag deviation

--standaAd error

Your

C.

New

Item

Two negatives make a onitiul

These two couations:

5 + 4

5(-4)

/Lequi/Le:

the same openati.on

diKKeitent ove/tatioivs

Reb*Acement can be

detivelted in ways others than

simptu ht, detivening a Itelocad

Veliveiting a token as a

/Leyland and h.toppina punish-

ment ate operations having:

the same Meet

--dMekent eli4eets

Ronembut the diCiekence

between ptunabs and posses-

sive

s.Ane these both ptunaiS?

aites

of /E!'.,

ttes

no

[Mat makes uiscat" poticies

alike is "vatting mow/ in

the hands o; constunets."

Ate "tax cats" an4 1Wetae

spending"

aCike

di.iietent

Chech all oi these which ate

"avetages," on "middte

Sooheh," oh menhlan of

"Cenftae tendenca."

mean

median

mode

standaki7

standatd (7,740t

DO

NE

XT

PR

OB

LEM

EXERCISE iE

Your task is to identify by letter the practice problem which provides the most, least, and

of assistance to the student who has to learn to ASSOCIATE INPUTS and ACTIONS.



A.

Which is correct?

The boy have two dogs

XThe boy has two dogs

Fill

in the blank.

3 X 5 = 15

4 X 5 = 20

5 X 5 =

6 X 5 = 30

Any object returning to its

original shape when a stress

is removed is perfectly

elastic (e.g., metal coil).

Give another example.

Adding to purchasing power

exemplifies "fiscal" policy.

Tax reduction is an example

of: fiscal policy

monetary policy

The presence of absence of

commas will help you to

characterize this sentence.

"The man, who is 6 feet tall,

was elected mayor."

restrictive

non-

_restrictive

B.

Singular subjects use "has."

Which uses the correct verb?

XThe men have money

The man have money

Note the increase of 5 in

each answer.

Fill

in the

blank:

2 X 5 = 10

3 X 5 = 15

4 X 5 =

5X 5 = 25

Give an example of a perfect-

ly elastic and a non-

perfectly elastic object.

Lowering interest rates does

not add to purchasing power

and is therefore not "fiscal"

policy.

It

is an example of:

fiscal policy

monetary policy

Characterize the clause in

this sentence:


was elected mayor,"

restrictive

non-

restrictive

C.

intermediate amounts

Tiffs is a correct example:

The girl has a hat

The girls have hats

Which of these is correct?

X The dog has a leash

The dog have a leash

What is the answer?

7 X 5 =

A metal spring is perfectly

elastic.


Tax reduction is

of: fiscal policy

monetary policy

an example

Non-restrictive clauses are

set off by commas.


was elected mayor."

This clause is:

restrictive

non-

_restrictive


INTER-

MOST MEDIATE LEAST

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE lE

Your task is

to identify byht_t(y

nractice problem which provides the most, least, and intermediate amounts

of assistance to the student who hat,

to learn to ASSOCIATE INPUTS and ACTIONS.

Put a letter (A,

B, or C)

in each of the

last three columns.

A.

B.

I.

Which is correct?

Z.

3.

C-

4.

5.

The boy have two dogs

X The hov has two dogs

Fill

in the blank.

3X 5 = 15

4 X 5= 20

A5

X 5 =

6 X 5 = 30

Any object returning to its

original shape when a stress

is removed is perfectly

elastic (e.g., metal coil).

Give another exx.role.

Adding to purchasing power

exemplifies "fiscal' policy.


of: fiscal policy

monetary policy

The presence or absence of

commas will help you to

characterize this sentence.


was elected mayor.

restrictive

restrictive

Singular subjects use "has."

'4hich uses the correct verb?

X The men have money

The man have money

Note the increase of

5in

each answer.

Fill

in the

blank:

2 X 5 = 10

3 X 5 = 15

4 X

5 =

5X5

=25

Give an example of a perfect-

ly elastic and a non-

perfectly elastic object.

Lowering interest rates does

not add to purchasing power

and is therefore not "fiscal'

policy.

It

is an example of:

fiscal policy

monetary policy

Characterize the clause in

this.sentence:


was elected mayor."

restrictive

non-

_restrictive

C.

This

is a correct example:

The gir has a hat

The girls have hats

Which of these is correct?

X The dog has a leash

The dog have a leash

What is the answer?

7 X

5 =

A metal spring is perfectly

elastic.



of: fiscal policy

monetary policy

Non-restrictive clauses are

set off by commas.


was elected mayor."

This clause is:

restrictive

non-

__

restrictive


INTER-

MOST

MEDIATE LEAST

CB

A

BA

C

AC

B

BA

C

CA

B

DO

NE

XT

PR

OB

LEM

EXERCISE IF

The practice problems in Column

A were designed to teach ASSOCIATIONS; but they

resulted in errors.

Your task in Column B is

to revise the problem by

adding assistance (as little as

necessary).

Your task in Column C

to develop a new item

using a different example (with the amount

of assistance provided

being roughly comparable

t,) that provided in the

practice item you created in Column

B).

B.

C.


Ynur Revision

Your New Item

1.

Spell these words that

I

will say out loud.

"receive"

"believe"

2. 3. 4. 5.

Which is correct?

Iis sick

Iam sick

Iare sick

Correct the answer if it's

wrong.

7 X 8 = 63

Which is correct,

1or 2?

(1) The man, who is tall, is

sick

(2) The man who is tall is

sick

To compute "current" values

from voltage and resistance,

which formula would you use?

=

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE lr

The practice problems in Column A were designed to teach ASSOCIATIONS; but they resulted in errors.


Your task in Column C is to develop a new item using a different example (with the amount of assistance

being roughly comparable to that provided in the practice item voy created in Column B).

A.

B.

Your Revision

2.

3. 4.


Spell these words that

1

will say out loud.

"receive"

"believe"

Which is correct?

Iis sick

--

Iam sick

Iare sick

Correct the answer if it's

wrong.

7 x 8 = 63

Which is correct,

1or 2?

(1) The man, who is tall, is

sick

(2) The man who is tall Is

sick

To compute "current" values

from voltage and resistance,

which formula would you use?

I=

VP = V X

I

Remembea "i" be4oae "e"

except aitet "c."

Spell these words .that I

witt. say out four!.

"teceive"

"betieve"

"1" takes its own speciat

liotm o4 the vent) "to be."

Which 1.,4 comect?

I i4 sick

I am sick

1 ate sick

This is a wrong answen.

Comect it. 7 X 8

63

Non-testtictive dowses take

comm.

RestAictive cteaaa

do not.

Which £

comect,

Ion. 2?

(I) The man, who is tatt,

cbsick

(2) Tha Ckman who is .talcet

64.

Cuttent is obtained by

dividing aehi6tance into

vottage.

To compute "cuttent" traue6

4nom vatage and tesistance,

wh2c4 4ohmata would you Me?

I=

P=VXI

C.

Your New Item

provided

Remembea the (Ada o4 "i"

and "e" depends on the tetteA

thew come agen.

Snell. these words that

witt 15a11 out Load.

"deceive"

"teptieve"

"I"

the

.its own speciat

donor o6 the vetb "to be."

Which i6 coaaect?

I am aeado to go

Ls teach, .to go

--I a/Le aeadu to go

This is a wtong answet.

Cotuct it. 4X9= 40

Non-testAictive ctauses take

commas.

RestAictive ctalITTY

do not.

Which La connect,

1 on 2?

(1) The man who iA tat can

.teach When

(2) The man,' who 0 tail,

can teach hianet

DO

NE

XT

PR

OB

LEM

EXERCISE 1G


of assistance to the student who has to learn to CHAIN a series of associations.



A.

Expand this binomial:

(x + y)5

Here is a complete set of

procedures and guidelines to

follow:

1, 2, 3, and 4

(spelled outT when "shaping."

Use a "shaping" routine to

get a student to work for

longer periods.

Note the presence of the

parenthesis.

For the following data

(,

etc.) obtain (Ex)2

Write a paragraph in which

ideas develop coherently.

Check this threading diagram

as you watch two demonstra-

tions of the threading of a

film projector.

Which is done in the correct

sequence?

12

B.

There should be six terms

your answer.


(x + y) 5

in

Switch to intermittent

reinforcement requires

appropriate conditions.

Use a "shaping" routine

to get a student to work

for longer periods.

Remember "to square" as the

last step.


(

,etc.) obtain (Ex)2

Remember to end a paragraph

with the topic sentence.


you do this.

Testing tightness should be

done before proceeding.

Watch the two demonstrations

of the sequence of steps in

threading a projector.

Which is the correct

sequence?

12

C.

Multiply exponents by coef-

ficients and divide by the

term's number in the series

to get the next coefficient.


(x + y)5



longer periods.


(

,etc.) obtain (Ex)2.

Here's a sample paragraph.

Write a .ew paragraph in

which ideas develop

coherently.


of-the sequence of steps in



sequence?

12


INTER-

MOST MEDIATE LEAST

AN

SW

ER

SEXERCISE 1G


of assistance to the student who has to learn to CHAIN a series of associations.



A.


(x + y) 5

Here is a complete set of

procedures and guidelines to

follow:

1, 2, 3, and 4

(spelled atTwiTen ''shaping."



longer periods.

Note the presence of the

parenthesis.


(,

etc.) obtain (E;<)2



Check this threading diagram

as you watch two demonstra-

tions of the threading of a

film projector.


sequence?

2

B.

There should be six terms

your answer.


(x

Y)5

in

Switch to intermittent

reinforcement requires

appropriate conditions.

Use a "s:iaping" routine

to get a student to work

for longer periods.

Remember "to square" as the

last step.


(,

___,

etc.) obtain (Ex)2

Remember to end a paragraph

with the topic sentence.


you do this.

Review this diagram and then

put it away when you watch

the two demonstrations of

threading a film projector.


sequence?

12

C.

Multiply exponents by coef-

ficients and divide by the

term's number in the series

to get the next coefficient.


(x + y)5



longer periods.


(,

,etc.) obtain (Ex)2

Here's a sample paragraph.

Write a new paragraph in which



of the sequence of steps



sequence?

12

in


INTER-

MOST MEDIATE LEAST

C8

A

AB

C

BA

C

BC

A

AB

C

DO

NE

XT

PR

OB

LEM

EXERCISE 1H

Your task in this exercise is to indicate (by putting an X through it) which (A or B)

is the better of two

practice items.

Better is defined in terms of variables identified in the first column.

FORMAT VARIABLES

Adequacy of vocabulary or

readability level

for:

novice developers of

instructional materials

Adequacy of task instructions

Adequacy of devices to

control attention/observa-

tion


readability level

for:

third graders


=11

1M^

A.

The results of a task analy-

sis serve as a basis for

other types of analyses.

For

example, it is useful for

classifying criterion behav-

ior into one of Gagne's eight

conditions of learning.

"Edit this paragraph for

correct punctuation."

Compare and contrast columns

and rows in this table.

Remember to use the "s"

marker when changing a

singular noun into a plural

form.

If the digit to be rounded

off is even (and is followed

by"5")

raise the value; if

it is odd, do nothing.

B.

Task analysis results pro-

vide the data base for subse-

quent categorization of types

of learning as per the Gagne

taxonomy.

"Edit this paragraph to make

it more stylistically

acceptable."

The best way to use this

table is as follows:

(1)

compare entries in each

column with those in each

other column; (2) work down

the columns, one row at a

time.

Remember the way to make a

plural

is to add the letter

"s" at the end of a noun

which is singular.

Observe the usual conditions

in rounding off decimals.

2.

AN

SW

ER

SEXERCISE 1H

Your task in this exercise is to indicate (by putting an X through it) which

(A or B)

is the better of two

practice items.

Better is defined in terms of variables identified in the first column.

FORMAT VARIABLES


readability level

for:

novice developers of



3.Adequacy of devices to

control attentioniobserva-

.

tion

4.


readability level

for:

third graders

5.Adequacy of task instructions

A.

Tresults of a task an

sis s

e as a basis

r

other typ

of a

yses.

Fo

example, it

seful for

classify'

trite

n behav-

ior

o one of Gagne

eight

ditions of learning.

"Edi

correct

Compare and contrast columns

and rows in this table.

Remember to use the "s"

marker when changing a

singular noun into a plural

form.

B.

Task analysis results pro-

vide the data base for subse-

quent categorization of types

of learning as per the Gagne

taxonomy.

"Edit this paragraph to make

it more stylistically

acceptable."

best way to use this

tab

's as follows:

compare

ries

each

column with ..se in each

other col

n;

ork down

the

umns, one row

a

Observe the usual conditions

in rounding off decimals.

DO

NE

XT

PR

OB

LEM

EXERCISE 11

Your task is to improve on the practice problem which appears in Column A.

Improvement should be for adequacy with

respect to the FORMAT VARIABLES identified in the first column.

FORMAT VARIABLES


readability level

for:

elementary graders


readability level

for:

high school dropouts





tion

A.

Your Revision

On what basis would you

categorize these leaves?

There is considerable

evidence that employability

is closely related to good

speech.

Identify the option you feel

is correct.

Illustrate the differences

between "perfectly" and

"non - perfectly" elastic

objects.

Watch how

Idisassemble

this choke.

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE II

Your task is to improve on the practice problem which appears in Column A.

Improvement should be for adequacy with

respect to the FORMAT VARIABLES identified in the first column.

FORMAT VARIABLES


readability level

for:

elementary graders


readability level

for:

high school dropouts

Adequacy of task instruction




tion

A.

On what basis would you

categorize these leaves?

There is considerable

evidence that employability

is closely related to good

speech.

Identify the option you feel

is correct.

Illustrate the differences

between "perfectly" and

"non-perfectly" elastic

objects.

Watch how

Idisassemble

this choke.

Your Revision

You have to decide to put

these Leaven into Out pi-Cm.

Each pite 4honed have Leaves

wIlich ate aike.

How woad

l'ou decide what 4houtd go in

each 'lac?

A tot oA studia have 4hown

how imottaLt it L

to tall

in the night wm.

Fon

exampte, being able to get a

good job oten-dependA on

taking the tight mg.

Put an X aeonoide the

answer /Ion

eet L4 the

connect one.

rive exampen

petiectea

and non-pet6ectto etotic

objects and expticate into

what the p4opektie4 oi each

object ate which make it

rt,iacnt. iAOP1 the ()then.

Look at which patt I

disaa,sembee 6i/t6t; OA took

at the watt I gtao this

mkt.

END OF EXERCISE

After readingHandbook forsub-STEPS)

DOEXERCISE3.1.1 -J. 1 . 3 2

Exercises 2A-2D are designed to give you practice identifying on the basis

of obsprvational data or responses to probes the types of !=crning failures

which have occurred.

TURN TO NEXT PAGE FOR PROBLDIS

EXERCISE 2A

Your task is to put an X through the description, A or B, which correctly identifies the most likely type of

learning which is involved in each practice problem.

PRACTICE PROBLEMS

Using commas before and

after non restrictive

clauses; leaving them out fo

restrictive clauses

The LT.L7T.7ATIO7 involved

is:

Given problem requiring

resistance to be computed

given values for current and

voltage, selects and uses

Ohm's Law

The DISCRIWNATION involved

is:


after non-restrictive

clauses; leaving them out for

restrictive clauses

The ASSOCIATION involved is:





Ohm's Law

The GENERALIZATION involved

Is:



clauses; leaving them out f

restrictive clauses


is:

A.

Seeing the difference between

clauses which have commas and

those which do not


problems requiring Ohm's Law

and those requirinc some

other formula

Whether to use commas for

clauses which are restrictive

or for clauses which are

non-restrictive

Seeing the similarity betwe

problems involving

resistance

Seeing the similarity among

non-restrictive clauses and

the similarity among

restrictive clauses

B.


clauses which are restrictive

and those which are not

Seeing the difference bet.qeen

values for current and

voltage

Whether to use or to omit

commas


problems which require the

use of Ohm's Law


clauses with commas and the

similarity among clauses

without commas

SE

E A

NS

WE

RS

=iM

ME

IMIN

1111

1=M

IIIIM

INA

LTIT

Ienr

imP

Your task is to put an X through the description, A or B,, which correctly identifies the most likely type of

learning which is involved in each practice problem.

PRACTICE PROBLEMS

A.

1.

Using comas before and



restrictive clauses

The DISCRIMINATION involved

is:

2.





Ohm's Law

The DISCRIMINATION involved

is:

Cr I

3.

4.




restrictive clauses

The ASSOCIATION involved is:



selects and uses Ohm's

Law to compute it.

The GENERALIZATION

involved is:



clauses; leaving them out fo

restrictive clauses


is:

Seeing the difference

between the presence and

absence of commas.

ng the difference be

s requirin9 Oh

equiri

-some

Whe

clauses

or for cla

non-restri

er to use commas

hich are

ye

trictiv

ich are

Seeing the similarity betwee

problems involving

resistance

trig the similarity am

trictive clau

non-

the simi

restrictive

ty

a

B.

g the difference be

which are re

icthe

ich

not


values for current and

voltage

Whether to use or to omit

commas

sing the similarity

prob

Use of 0

which requi

La


clauses with commas and the

similarity among clauses

without commas DO

NE

XT

PR

OB

LEM

2.

3.

4.

5.

6.

7

8.

9.

10.

EXERCISE 2B

By putting an X in the appropriate column, indicate. which type of learningfailure is likely to have occurred in each of the following situations.

IF FOR A GIVEN SITUATION IT IS NOT POSSIBLE TO TELL 'MICH TYPE OF FAILUREHAS OCCURRED, LEAVE THE ROW BLANK. THIS MAY BE THE CASE BECAUSE THE SAMEWRONG ANSWER WILL BE GIVEN NO MATTER WHICH TYPE OF FAILURE HAS OCCURRED.

D = DISCRIMINATIONSG = GENERALIZATIONSA = ASSOCIATIONSC = CHAINS

A C

Item: Punctuate this sentence: "The man who is honestalways wins."

Response: Wrongly inserted commas before and after tinerestrictive clause.Item: Presented two examples of "squares" (differing insize) and asked if they were the same or different typeof geometric figure.Response: Different.

Item: Do these sound the same or different?thin fin

Response: The same.

Item: Why did you call this lever a Class I type?

Response: Classes depend on relative positions of fulcrum,load, and effort force. But I can't remember which isI, which is II, and which is III.

Item: Give me an example of a recall and a transfer testitem

Response: Gave two examples of a recall item.

Item: Use the correct present tense of "to be" in theblank below.

Response: The women i.4 very pretty.

Item: Match up these concepts:a. tax reduction fiscal policyb. change in discount rate monetary policy

Response: Incorrect match.

Item: Why did you make the computation the way you did?

Response: I knew it was O.K. to round off, but I didn'tknow at what point to do it.

Item: Given examples of Bernoulli's Law (lift on airptanewing and speed of fluid in pipes), is asked if the same ordifferent principles explain them.Response: Says "different principles."

Item: Asked to tell time.

Response: Says "five of three" when should have said"quarter after."

J-24 SEE ANSWERS

2.

3

14.

5

6.

7.

8.

9.

10.

ANSWERSEXERCISE 26

By putting an X in the appropriate column, indicate which type of learningfailure is likely to have occurred in each of the following situations.

IF FOR A GIVEN SITUATION IT IS NOT POSSIBLE TO TELL WHICH TYPE OF FAILUREHAS OCCURRED, LEAVE THE ROW BLANK. THIS MAY BE 1HE CASE BECAUSE THE SAMEWRONG ANSWER WILL BE GIVEN NO MATTER WHICH TYPE OF FAILURE HAS OCCURRED.

I) = DISCRIMINATIONSG = GENERALIZATIONSA = ASSOCIATIONSC = CHAINS

D A

Item: PUnctuate this sentence: "The man who is honestalways wins."

Response: Wrongly inserted commas before and after therestrictive clause.

Item: Presented two examples of "squares" (differing in

X

size) and asked if they were the same or different typeof geometric figure.

Response: Different.

Item: Do these sound the same or different?

Xthin - fin

Response: The same.

Item: Why did you call this lever a Class I type?

XResponse: Classes depend on relative positions of fulcrumsoad-Taii'd effort force. But I can't remember which isi, which is II, and which is III.

Item: Give me an example of a recall and a transfer testitem.

Response: Gave two examples of a-recall item,

Item: Use the correct present tense of "to be" in theblank below.

Response: Thw women LS very pretty.

Item: Match up these concepts:a. tax reduction fiscal policyb. change in discount rate --Monetary policy

Response: Incorrect match.

X

Item: Why did you make the computation the way you did?

XResponse: I knew it was O.K. to round off, but I didn'tknow at what point to do it.

Item: Given examples of Bernoulli's Law (lift on airplanewing and speed of fluid in pipes), is asked if the same ordifferent principles explain them.Response: Says "different principles."

X

Item: Asked to tell time.

Response: Says "five of three" when should have said"quarter after."

----

J-25 DO NEXT PROBLEM

EXERCISE 2C

Your task is to indicate with arilX drawn through A or B which is the better

SPECIFIC probe for determining what

the learning failure is described in the first column.

SITUATION

Item:

Punctuate this sen-

tence:

"The man who is

honest always wins."

Response:

Wrongly inserted

commas before and after the

restrictive clause.

PROBE:

For a DISCRIMINATION failure?

Item:

Punctuate this sen-

tence:

"The man who is


Response:

Wrongly, inserted


restrictive clause.

PROBE:

For a GENERALIZATION failure?

Item:

Punctuate this sen-

tence:

"The man who is


Response:

Wrongly inserted


restrictive clause.

PROBE:

For an ASSOCIATION failure?

Item:

Asked to tell time.

Response:

Says "five of

three" when should have said

"quarter after."

PROBE:

For a DISCRIMINATION failure?

Item:

What type of financial

policy is involved when the

government primes the pump

by spending?

Response:

monetary policy

(wrong)

PROBE:

For a GENERALIZATION faaare?

PROBE A

How would you punctuate these

two sentences:

(1) The man who saves usually

is prepared.

(2) The man who saves his

money is John's friend.

the same way

differently


two sentences:

(1) The man who saves usually

is prepared.



the same way

differently

Which is the correct way to

punctuate?

(1) The man who saves

usually is practical.

(2) The man, who saves,

usually is practical.

Is the time on these ',4o

clocks the same or different?

(One clock shows 2:55; the

other, 11:15)

Are these two types of

actions of the same or

different types?

(1) government spending

(2) income tax reduction

PROBE B


two sentences:

(1) The girl who is very

pretty dates a lot.

(2) The girl who is unattrac-

tive has trouble dating.

the same way

differently


two sentences:


pretty dates a lot.



the same way

differently

.Is this sentence correctly

punctuated:

"The man who is


yes

no

What is the time here?

(Shown a clock at 2:55)

2:55

11:15

Are these two types of


different types?


(2) lowered discount rates

AN

SW

ER

SEXERCISE 2C

Your task is to indicate with an X drawn through A or B which is the better - specific probe for determining

what

the learning failure is described in the first column.

SITUATIOU

Item:

Punctuate this sen-

tence:

"The man who is


ixsponsc:

Wrongly inserted


restrictive clause.

For a OISCRI=ATIOR failure?

Item:

Punctuate this sen-

tence:

"The man who is


Response:

Wrongly inserted


restrictive clause.

For a (7F:IERALIATION failure?

Item:

Punctuate this sen-

tence:

"The man who is


Response:

Wrongly inserted


restrictive clause.

For an ASSOCIATION failure?

Item:

Asked to tell time.

Response:

Says "five of

three" when should have said

"quarter after."

For a DISCRIMINATION failure:

Item:

What type of financial

policy is involved when the

government primes the pump

by spending?

Response:

monetary policy

(wrong)

For a SERERALIZATION failure

PROBE A

would you punctuate

two s .tences:

(I)

The

who

es us

is prepa

(2) The

who

es hi

ey is John's

e same way

differ

How would you punctuate t es

two sentences:

(1) The man who saves usual]

is prepared.



the same way

differentl

ch is the correct way

punt (I) Th usual

(2) The

te:

Is

clocks

anwho

ves

practical.

saves,

'cal.

an, w

ually is pra

time on these t

same or

fferent?

(One clock s

other,

1

2:55; the

these two types of

of the same

eren

types?

PROBE


two sentences:


pretty dates a lot.



the sane way

differently

w would you punctuate th

two

ntences:

(1) The irl who

iery

pretty

ta lot.

(2) The gi

wis unattrac

ti

as troub

dating.

same way

dif

nth,

Is this sentence correctly

punctuated:

"The man who is


yes

no

What is the time here?

(Shown a clock at 2:55)

2:55

11:15 11 A

re these two types of


different types?


(2) lowered discount rates

DO

NE

XT

PR

OB

LEM

EXERCISE 2D

For each situation below first develop a general problem and then a more specific probe to determine the nature

of the learning failure.

PROGRAM PROBLEM

Item:

Complete this

sentence:

"The cat's tail."

Response:

The cat's tail

are long.

Item:

Solve this problem:

5(-4) =

Response:

5----

(-4) =

1

Item:

What does "le livre"

mean?

Response:

Pound.

Le livre

book

La livre

pound

4.

Item:

Read this word:

"brown."

Response:

Says "drown."

5.

Item:

Classify this tree

IT.CT., redwood) as either

coniferous or deciduous.

Response:

Wrongly classi-

fies, e.g., as a "deciduous"

tree.

GENERAL PROBE

SPECIFIC PROBE

(For DISCRIMINATIONS)

(For GENERALIZATIONS)

(For ASSOCIATIONS)



SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 2D

For each situation below first develop a neneral problem and then a more specific probe to determine the nature

of the learning failure.

PROGRAM PROBLEM

1.

Item:

Complete this

sentence:

"The cat's tail."

Response:

The cat's tail

are long.

2.

c_3 4.

5.

Item:

Solve this problem:

5 -

(-4) =

Response:

5- (-4) =

1

Item:

What does "le livre"

mean?

Response:

Pound.

Le livre

book

La livre

pound

Item:

Read this word:

"brown."

Response:

Says "drown."

Item:

Classify this tree

TeT!i., redwood) as either

coniferous or deciduous.

Response:

Wrongly classi-

fies, e.g., as a "deciduous'

tree.

GENERAL PROBE

Whu did uou sari "ane tong"?

Whu did uou 6au "one"?

Was .these anothet answen

uou coutd have given?

What Cettet is th,bs?

Whir aid 'sou San "deciduous"?

SPECIFIC PROBE


When (mu use a vent) with

these boo Mkt/6

"cat's" and "cats,"

do uou use the same vent)?


uou supposed to .treat

thme the same wart Ok

di4k.tent wars?

X

X

(For ASSOCIATIONS)

'latch up these wonds:

(1) Le time

(2) La tivne

pound

book


Au these tetteas the some

04 d.MeAent? b

d


these ttees beConq to the

same 04 to diiivent

cateaoties (e.0., pine aml

)5PtuCe)?

END OF EXERCISE


DOEXERCISEJ.2.4-J.2.5 3

Exercises 3A-3C are designed to give you practice in making the types of

revisions in instructional programs appropriate to program weaknesses

which have been identified from program, test, and interview data.

FOLD OUT THIS PAGE

The exercises on program revisionwhich follow are based on theinstructional sequence which appearson page J-32 inside.

J-31

Review this instructional sequence, and then do the exercises which follow.

I.

There are three classes of levers:

I,

II, and Ill:

Class

Ilevers have the fulcrum between the load and the effort force.

Class II

levers have the load between the fulcrum and the effort force.

Class III

levers have the effort Force between the load and the fulcrum.

What type of lever is this?

III

III

2.


III

III

3.


IIf

Ili

4.

What is the basis for classification of levers?

5.

Give some examples of each type of lever (new examples).

EXERCISE 3A

Your task in this exercise is to

indicate by putting an X through it which of the two

revisions (A or B) is better

suited to overcome the identified program weakness

described in the first column.

IDENTIFIED PROGRAM WEAKNESS

Excessive leanness

due to

TOO ABRUPT FADING

of cues

Excessive leanness

due to

TOO ABRUPT FADING

of cues

Excessive leanness

due to

INSUFFICIENT NUMBER

OF PROBLEMS OR EXAMPLES

Excessive leanness

due to

INSUFFICIENT NUMBER


Excessive leanness

due to

INSUFFICIENT CUING

IN INDIVIDUAL PROBLEMS

Revision A

Add as a cue to Problem #2:

"This is a Type II

lever.

Is this lever (original exam-

ple in #2) the same type?"

Repeat the definition given

in Problem #1 in Problem #2.

Adding this example (to be

classified)

between Problems #1 and #2.

Early in the sequence adding

this example:

Repeat the defirition given

in Problem #1

in Problem #2.

Revision B

Add as an added cue to

Problem #4:

"Remember, it

is the positions of parts of

the lever relative to one

another that determines the

type of lever."


in Problem #1 in Problem #3.


classified)


Early ii the sequence adding

this example:


"This is a Type II

lever.

Is this lever (original ex-

ample in #2) the same type?"

SE

E A

NS

WE

RS

sommummornimos. EXERCISE TA

Your task in this exercise is to indicate by putting an X

through it which of the two revisions (A or

B)

is better

suited to overcome the identified program weakness described in the

first column.


Excessive leanness

due to

TOO ABRUPT FADING

of cues

2.

Excessive leanness

due to

TOO ABRUPT FADING

of cues

3. 4.

Excessive leanness

due to

INSUFFICIENT NUMBER


Excessive leanness

due to

INSUFFICIENT NUMBER


5.

Excessive leanness

due to

INSUFFICIENT CUING

IN INDIVIDUAL PROBLEMS

Revision A

"This is

Is t

=92

ever. exam-

his

I

lever (origin

e in #2) the same type?

the definition

m #1

in Pr

em #2.

mg this example

ss

led)

ween Problems #1 and

Early in the sequence adding

this example:

Revision B

Add as an added cue to

Problem 114:

"Remember, it

is the positions of parts of

the lever relative to one

another that determines the

type of lever."


in Problem #1

in Problem #3.


classified)



-=.t!

"This is a Type II

lever.

Is this lever (original ex-

ample in #2) the same type?"

2.

EXERCISE 3B

Your task in this exercise is to indicate by putting an

X through it which of the two revisions

(A or B)

is better

suited to overcome the identified program weakness described

in the first column.


Revision A

Revision B

Inadequate treatment of

DISCRIMINATIONS

between classes


GENERALIZATIONS

within classes

13.


ASSOCIATIONS

between classes and

labels I,

II,

III

4. 5.

inadequate treatment of

DISCRIMINATIONS

between classes


GENERALIZATIONS

within classes

Adding problem in which the

three classes are directly

contrasted pictorially.

Adding problems that include

these examples:

Class

I

L.

Class III

Practice of rules for

el-

labeling lever classes as,

I, II, or III.

Adding a recognition item in

which two examples from

different classes

Adding this example to be

classified.

Adding verbal cuing as in

Practice Problem #1

(on page

J-32) to additional problems.


these examples:

Class

IClass III

A few more examples of each

class.

Adding another example to

be classified.

Verbal cue identifies where

fulcrum, load, and effort

force are in the example.


classified.

/effo

rtlo

adfo

rce

fulc

rum

EXERCISE 3Z

Your task in this exercise is to indicate by putting an X through

it which of the two revisions (A or B)

is better

suited to overcome the identified program weakness described in the first

column.



DISCRIMINATIONS

between classes


GENERALIZATIONS

within, classes


ASSOCIATIONS

between classes and

labels I,

II, III


DISCRIMINATIONS

between classes


GENERALIZATIONS

within classes

Revision A

g problem in which

three

contrastsasses are di

ctly

ally.


these examples:

Class

IClass III

Ag a recognition it

in

which

examples

different

-ss

m


classified.

Revision B

Adding verbal cuing as in

Practice Problem #1

(on page

J-32) to additional problems.

Ung problems that incl

these

;:ampies:

Class

IClass III

A few more examples of each

class.

-111

11.n

. Adding another example to

be classified.

Verbal cue identifies where

fulcrum, load, and effort

force are in the example.

A..Ing this example to b-

class

led.

efrom

ome

Icrum

.-

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EXERCISE 3C

Your task in each of the three problems below is to identify by number (in the space provided) the sequence in

which you would present to students each of the four examples shown.

Your decision should be based on how easy it would be for the learner to generalize from one example to another;

i.e., in each set put the easiest example to recognize first and the hardest last.

Class

2.

Class

3.

Class

Ill

shovel

SE

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AN

SW

ER

SEXERCISE 3C

Your task in each of the three problems below is to identify by number (in the space provided) the senuencc in

which you would present to students each of the four examples shown.

Your decision should be based on how easy it would be for the learner to generalize from one example to another;

i.e., in each set put the easiest example to recognize first and the hardest last.

2.

3.

4 2

3 4 1

2 3 3

1 1 4

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EXERCISE 3D

Your task in this exercise is to make two types of revisions in Columns A and B which will overcome the types

of weaknesses identified in the first column.

Pictorial examples from Exercise 3C can be built into your revisions.

IDENTIFIED

PROGRAM WEAKNESS


DISCRIMINATIONS

between examples

belonging to

different classes


GENERALIZATIONS

between examples

belonging to

different classes


ASSOCIATIONS

between examples

belonging to

different classes

(A) ADD PRACTICE PROBLEM

Before Problem #2

Before Problem #2

(B) ADD CUING TO

AN EXISTING PRACTICE PROBLEM

Add Cuing to Problem #2

Add cuing to Problem #2

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 3D

Your task in this exercise is to make two types of revisions in Columns A and B which will overcome the types

of weaknesses identified in the first column.

Pictorial examples from Exercise 3C can be built into your revisions.

IDENTIFIED

PROGRAM WEAKNESS


DISCRIMINATIONS

between examples

belonging to

different classes


GENERALIZATIONS

between examples

belonging to

different classes


ASSOCIATIONS

between examples

belonging to

different classes

(A) ADD PRACTICE PROBLEM

Before Prcblem 112

-Use a simpfeit example than

the nutcnackeh

and

-Sho.0

cont

itazt

AIn

g tir

pe,s

:(no

m

ate

0z/tee classes

Before Problem g2

Sho

w tw

o ex

ampt

ez it

om th

esame class; ask i4 thew ahe

the same on di44etent tapes

Show thhee tapes (netativeta

easa examples) and have

students match up, the . types

with a tabet (I, II, on III)

(B) ADD CUING TO

AN EXISTING PRACTICE PROBLEM

Add Cuing to Problem /2

Label the iutemim, toad,

and ei4ont nonce on the

nutchackeh

Add Cuing tc Problem 12

Show anotheh cxampfe room

the same class with its

pacts tabcted; then ask the

student to cfas7s-t7 the

example in 42

The tabainq can be

pitovided as in Pubtem #1,

but use di44icutt example,

az in Pnobtem #3

FOLD BACK PAGE J-32

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EXERCISE 3E

This exercise, in contrast to Exercises 3A-3D which were devoted to problems

stemming from excessive leanness, is devoted to practice with practice prob-

lems which are not lean enough.

FOLD OUT THIS PACE

The exercises on program revisionwhich follow are based on theinstructional sequence which appearson page J-42 inside.

J-41

Review this instructional sequence, and then do the exercises which follow.

1.

There are three classes of levers:

I,

II, and 111:

Class

Ilevers have the fulcrum between the load and the effort force.

Class II

levers have the load between the fulcrum and the effort force.

Class III

levers have the effort force between the load and the fulcrum.

Classify all these levers:

2.

What is the basis for classification of levers?

3.

Give some examples of each type of lever (new examples).

Results:

Few errors on Problem #1; high frequency of errors on Ans 2 and 3.

EXERCISE 3E

Your task in this exercise

is to indicate by putting an X through

it which of the two revisions

(A or B)

is better

suited to overcome the

identified program weakness described in the

first column.


To overcome

excessive cuing

To overcome

too inadequate fading

To overcome

inadequate amount of

criterion-like practice

To overcome

a combination

of above weaknesses

,11I

RM

IN.

To overcome

a combination

of above weaknesses

Revision A


Revision B


effo

rtfo

rce


A repetition of Practice

Problem #1 (on page J-42),

but without the cues for

classification

The presentation of single

examples to be classified

( rior to Problem #2 on

page J- 2

,with cues

available


Problem #1 (on page J-42),

with the cues provided

----r

again



(prior to Problem #2 on

page J-42), without cues

available

SE

E A

NS

WE

RS

AN

SWE

RS

EXERCISE 3E

Your task in this exercise is to indicate by putting an X through it which of the two revisions (A or B)

is better

suited to overcome the identified program weakness described in the first column.


To overcome

excessive cuing

To overcome

too inadequate fading

To overcome

inadequate amount of

criterion-like practice

To overcome

a combination

of above weaknesses

To overcome

a combination

of above weaknesses

Revision A

Revision

'That type of lever is this?

"4

effo

rt

fulc

rum

load

Wh

type of lever is

Who

type of lever is

s?

A r

Problem

but without

classific

on

tition of Practi

(on pa

J-42),

cues for



(prior to Problem ,112 on

page J-Z2), with cues

available


effo

rtfo

rce

fulc

rum


Problem

(on page J-42),

with the cues provided

again

The

resentation of s

e

example

to be cla

fled

(prior to

g? on

owe J-42)

ut cues

avai la'

FOLD BACK PAGE J-42

END OF EXERCISE

After readingHandbook forsub-STEP(SI

DOEXERCISEJ.2.1-J.2.3 4

Exercises 4A-4F are designed to give you practice in computing and

analyzing test results in order to determine type of learning failure.

FOLD OUT THIS PAGE

The exercises which followare based on the resultswhich appear on the formon page J-46.

1 11111 1.1 11111.11..1111 I111111 III 111111111 111111111

111111 11111111111 ' III 11111111111 III 1111111 1 111111111

0

EIMMEMEMEMME 1111111111MMEMEMMEMINIMMINI01111MMEMMEMME MEMINIMMEMMINIMMERMIMI= MMINIMMEM MMINIMEMMEMMEMBEM= 111111111111111MEMMIIMME 111111111MMEUMMEMEMEMEMMINIMMEMEMMEMINIMMEMMORMMEMEMEMEMEMMEMMEMMEMEMMMEMMOMMEMMINIMMEMMEMEM MMEMMEMERMOMEMEMMINIMMINIMMEMEMEMEMMINIMMEMBEINIMMEMMINIMINIMMEMMEMEMMINIMMINIEIMMEMMEMMINIMMINIMMEMMIMINIMMEMEMEIMMEMMEMMEMMEMMEMME- 1111111111111111=1EIMMEMMEMMEMEM MMEMMINIMMEMMEMMELIMMEMMEMMEMME MEMEMEMMUMMEMEMUMMEMMEMEMEMEM MINIMMEMMEMEMMINIEIMMEMEMINIMMIIMMEMMEMOMM MIIMMEMEIMMEMMEMMEMEMMEMMEMM MEMMEMMEMBIIIMMEMMINIMMEMMEMEMEM MIIMEMMERMEIMMEMMEMEMEMEMINIMMEMMEMEMEMMEMMEMMEMEMMOMMEMEMOMMEMMINIMMOMMEMEMEM EMMEMMEMMEMEMEM.

MEMEMMEM MEMEMMIIMMEMEMEM-EMMEMMEMMM 1111111111=1 IIIMMEMEM0111.1111111 MM.= IIIMMEMEM MENNIIIMM12MMEMINIMMEMEMMEMEM ME 1111111111111=10-111111111111MMEMMEMMEMMEM ME 11111111111MM12111MEMMEMMOMMEMMEMEMMEMMEMMMEMMMIMEMEMMEMEMEMEMMEMMEMEMEMEMM

II 11 1111111111 11 1111111

EXERCISE 4A

Your task is to summarize the ERROR results which appear or FORM J.2(2) on page J-46.

Each of the following

problems will guide you through the computational procedures.

A total of ten students took a test with ten items.

In computing percentages, ten will be the denominator.

1.

What percentage of students made errors on test items 1-10?

Enter them at the bottom of FORM

J.2(2) on page J-46 and here.

12

34

56

79

IT)

2.

How many errors did each student (a-j) make on the RECALL items?

Enter your results on each row

in the RECALL column and here.

J

3.

How many errors did each student (a-j) make on the TRANSFER items?

Enter your results on each

in the TRANSFER column and here.

a

4.

How many total errors did each student make?

Enter a number for each student in the total column

on FORM J.2(7 and here.

ag

5.

For each student, compute the percentage of errors he made on the total test.

ab

cd

ef

gh

i

J

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NS

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AN

SW

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SEXERCISE 4A

Your task is to summarize the ERROR results which appear on FORM J.2(2) on page J-46.

Each of the following

problems will guice you through the computational procedures.

P.total of ten students took a test with ten items.

In computing percentages, ten will be the denominator.

1.

Mat percentage of students made errors on test items 1-ln?

Enter them at the bottom of FORM

J.2(2) on page J -4( and here.

10c:

11S

OS

10S

20S

20S

6^S

220

30S

20S

2-7

45

7-3F,

910

2.

How many errors did each student (a-j) make on the RECALL items?

Enter your results on each row

in the RECALL column and here.

02

00

01

00

11 j

3.

How many errors did each student (a-j) make on the TRANSFER items?

Enter your results on each

row in the TRANSFER column and here.

22

10

30

11

41

a

4.

How many total errors did each student make?

Enter a number for each student in the total column

on FORM J.2(2) and here.

21

03

11

15

2

ag

h

5.

For each student, compute the percentage of errors he made on the total test.

2O

40S

10

OS

30S

10S

10S

10S

500

20S

a

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EXERCISE 4B

Your task in this exercise is to compute additiona' "group" measures which describe the ERRORS committed on

a test.

1.

What percentage of the ten students had an error rate of more than la .?

2.

Does the program which led to these test results need revision?

yes

no

3.

Using a denominator of 5, compute a percentage for each student which indicates his own error

rate on RECALL items only.

a9

J

4.

What percentage of the ten students made an error rate of more than 203; on the recall items?

5.


rate on TRANSFER Items only.

ab

cd

ef

gh

iJ

6.

What percentage of the ten students made an error rate of more than 20'4 on the transfer items?

7.

Based on the discrepancy between the results for RECALL and TRANSFER items, what is the most

likely problem?

discriminations

generalizations

associations

chains

3.

If you were to do more detailed analyses of group results, which test item or test items would

you select for further study?

Check as many as you wish.

12

34

57

10

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E A

NS

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AN

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ER

SEXERCISE 4B

Your task in this exercise is to compute additional "group" measures which describe the ERRORS committed on

a test.

1.

'.that percentage of the ten students had an error rate of more than 10%

50%

2.

Does the program which led to these test results need revision?

X yes

no

3.


rate on RECALL items only.

no

400

0%

0%

Og

20g

0%

Og

200

20g

a9

hJ

4.

What percentage of the ten students made an error rate of more than 20% on the recall items?

10%

5.


rate on TRANSFER items only.

40%

40;

20%

0%

60%

0%

20%

20%

80g

20%

a9

J

6.

What percentage of the ten students made an error rate of more than 20% on the transfer items?

40%

7.

Based on the discrepancy between the results For RECALL and TRANSFER items, what is the most

likely problem?

discriminations

X generalizations

associations

chains

3.

If you were to do more detailed analyses of group results, which test item or test items would

you select for further study?

Check as many as you wish.

12

3T

5T

79

10 D

O N

EX

T P

RO

BLE

M

EXERCISE 4C

Your task in this exercise is

to interpret group ERROR results on test items

7 and #9.

ITE

M.4

'S2

34

56

78

910

Opt

ions

End

orse

d

omission

IIll

ACTION

I//

ACTION II

1!

ACTION III

/

Total No.

of Errors

63

1.

The most probable problem for test

a failure to acquire skills

systematic learning failure

unsystematic learning failure

2.

The most probable problem for test item

9 is:




item 41

is:

SE

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SEXERCISE 4C

Your task in this exercise is to interpret group ERROR results on test items #7 and Hg.

ITEM ICS

12

34

56

78

910

-1

Options Endorsed

`1.

omission

/11/

ACTION

I//

ACTION II

/I

ACTION III

/

Total No.

of Errors

63

1.

The most probable problem for test item //7

is:



Xunsystematic learning failure

2.

The most probable problem for test item #9 is:

Xa failure to acquire skills



FOLD BACK PAGE J-46

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These exercises are designed to give you practice analyzing the results for

a single student on multiple test items.

FOLD OUT THIS PAGE

/-53

Results forINPUT

Class I

Results forHIPUT

Class II

Results forWPM-

Class HI

J-54

11 = RecallT = Transfer

EXERCISE 4D

Your task is to summarize the results for RECALL items (only) as revealedby the template analysis on page J-54. The forms on page J-54 show all thestudent's answers (not his errors) on recall and transfer items.

CLASS OF ACTION TAKEN

IV

RECALL items

V omissions

correct

correct

correctINPUT

IIINPUT III

CLASSES CLASS

correctIV IV

correctV V

RECALLPATTERN

no classes

some classes

all classes

correct

SUMMARY OFNO, OF ITEMS

mmmentmcomment....won mismatching

consistent inConsiltantcorrect omission missna chirp

(1) Fill in the left-hand matrix showing the distribution of right andwrong responses to test items having an example from each of threeINPUT classes; THEN,

(2) Fill in the summary matrix in the right-hand column; THEN,

(3) Fill in the matrix identifying the RECALL pattern.

SEE ANSWERS

J -54a

ANSWERSEXERCISE 4D

Your task is to summarize the results for RECALL items (only) as revealedby the template analysis on page J-54. The forms on page J-54 show all thestudent's answers (not his errors) on recall and transfer items.

INPUTCLASSES

llt

. iv

V

RECALL .tems


IV V ornisslons

correct

2

correct

2

correct

2

correct

correct

RECALLPATTERN

INPUT inCLASS

IV

no classes

some classes

41,1c1851.1

SUMMARY OFNO OF ITEMS

cormytent mcOnstSlentcorrect °monsoon mismatching

2

2

2

consistent InConStst ntCorrect Omission rntsrna thing

(1) Fill in the left-hand matrix showing the distribution of right andwrong responses to test items having an example from each of threeINPUT classes; THEN,


(3) Fill in the matrix identifying the RECALL pattern.

DO NEXT PROBLEM

J-55

EXERCISE 4E

Your task is to summarize the results for TRANSFER items (only) as revealedby the template analysis on page J-54.

INPUTCLASSES

IV

V

TRANSFER Items


11 III f V V omissions

correct

correct

'Correct

correct

correct

TRANSFERPATTERN

INPUT ,CLASS

IV

V

no classes

some classes

all classes

SUMMARY OFNO OF 11 EMS

consistent inconsistentcorrect omissiOn mismatching

consistent inconsistentcorrect omission misma thing

(1) Fill in the left-hand matrix showing the distribution of right andwrong responses to test items having an example from each Of threeINPUT classes; THEN,


(3) Fill in the matrix identifying the TRANSFER pattern.

SEE ANSWERS

J-56

ANSWERSEXERCISE 4E

Your task is to summarize the results for TRANSFER items (only) as revealedby the template analysis on page J-54.

INPUTCLASSES

IV

TRANSFER items


IV V omissions

correct

2

2

correct

1

correct

1

correct

correct

TRANSFERPATTERN

INPUTCLASS

Iv

V

no classes

some classes

all classes

SUMMARY OFNO OF I7 EMS

Consistent InconsistentCorrect Omission Mismatching

2

1 1

Consistent Inconsistentcorrect OinissiOn

5/

(1) Fill in the left-hand matrix showing the distribution of right andwrong responses to test items having an example from each of threeINPUT classes; - THEN,


(3) Fill in the matrix identifying the TRANSFER pattern.

DO NEXT PROBLEM

J-57

EXERCISE 4F

The RECALL and TRANSFER patterns obtained in the previous two exercises arereproduced here.

no classes

consistent inconsistentcorrect omission misma thing

no classes

consistent inconsistentcorrect omission Mut'. thing

RECALL TRANSFERPATTERN some classes

all classes

PATTERN some classes

all classes5/

Referring to the tables on page 146 in HANDBOOK Section J, the above patternssuggest that the learning failure most likely to account for test results is:

discriminations generalizations associations

J -51

SEE ANSWERS

ANSWERSEXERCISE 4F

The RECALL and TRANSFER patterns obtained in the previous two exercises arereproduced here.

RECALLPATTERN

no classes

some classes

all classes

consistent inconsostemcorrect ormis,on mama char)

TRANSFERPATTERN

no classes

some classes

all classes

cons.stent ncons.stentcorrect omission mom. chmy

Referring to the tables on page 146 in HANDBOOK. Section J, the above patternssuggest that the learning failure most likely to account for test results is:

discriminations X generalizations associations

J-59

END OF EXERCISE

NOW DO FINAL EXERCISE

#1

WHICH APPEARS IN THEFINAL EXERCISES VOLUME

FOLD BACK THE BLUE PAGE

J7-420///J-61


FOLLOW THE "I" SCHEDULE INSIDE

2.

3.

4.

EXERCISES FOR TASK I

After ReadingOn

HANDBOOK Sections pagesHANDBOOK

1.1.1 1.2.1 - 116

1.1.1 1.2.1 1 - 116

1.1.1 1.2.1 1 - 116

1.1.1 1.2.1 1 - 116

I

5. 1.2.2

6.

ODo OnWORKBOOK WORKBOOKExercises Pages

IA - IE Il - Ill

2A - 2B 113 117

3 119 - 123

LIA - IE 125 - 135

117 137 5 137 - 143

Type of Practice

Developing practice i

eveloping diagrams t(assist performanceon practice item

Developing a diagralto teach concepts

Controlling the lean'of a program

Designing lean sequen

WHEN YOU HAVE COMPLETED ALL THE EXERCISES IN THIS SECTION OF THE WORKBOOK,PROCEED TO FINAL EXERCISE #2 IN THE FINAL EXERCISES VOLUME.

I -i

After readingHandbook forsub-STEP(S) 1.1.1-1.2.1

DOEXERCISE 1

Exercises 1A-1E are designed to give you practice in doing two things:

(1) Developing three types of practice items: recognition, editing,

production; and

(2) Developing practice items which vary in the amount of assistance

provided to the student.

FOLD OUT THIS PAGE

I-1

J

Exercises 1A-1E are all based on the following task analysis diagram:

b. TASK ANALYSIS

Singular nouns(which are regularregarding plurals)

Singular nouns(which are irregularregarding plurals)

ny singular noun

TA

Regular plurals

Irregular plurals

Any plural noun

Says or writes"has"

Says or writes"have"

Correct match ofsingular noun and verb

Correct match ofplural noun and verb

I-2

EXERCISE IA

For each problem below identify the version of the practice item which provides the least, the worst, and

the

intermediate amount of assistance to the student.

Put a letter in each of the three answer columns.

2.

A.

Some plurals don't add "s"

to the singular.

For exam-

ple, the plural of "louse"

is "lice."

Which is the correct plural

of mouse?

mouses

mice

Match up the singulars and

plurals of these nouns.

a.

man

children

b.

woman

--

c.

child

women

3.

If the word below is an

incorrect plural, correct it;

if it's O.K., do nothing.

4. 5.

mouses

What do you see here?

(Given a picture)

What does

the boy have in his arms?

(Make up a whole sentence)

B.


of mouse?

mouses

mice

"Man" is singular.

"Men"

is plural.

Which is the plural for this

example?

women

woman

The word below is an

incorrect plural; correct it.

mouses

Most plurals are formed by

adding something to the

singular.


(Given a picture)

The boy

a dog in his arms.

C.


to the singular.


of mouse?

mouses

mice

Which is the plural?

child

children

The plural of "louse" is

"lice."

Correct this wrong plural.

mouses

Here are two question marks.

??

What do you see in this

picture?

(Given a picture)

Use

either "has" or "have."

The boy

a dog in his

arms.

AMOUNT OF ASSISTANCE

Inter-

Least mediate Most

SE

E A

NS

WE

RS

AN

SW

ER

S'

EXERCISE iA

For each problem below identify the version of the practice item which provides the least, the most, and the

intermediate amount of assistance to the student.

Put a letter in each of the three answer columns.

2. 3. 4. 5.

A.


to the singular.

For exam-

ple, the plural of "louse"

is "lice."


of mouse?

mouses

mice

Match up the singulars and

plurals of these nouns.

a.

man

b.

woman

c.

child

children

-Me n

Wo me n

If the word below is an

incorrect plural, correct it;

if it's O.K., do nothing.

mouses


(Given a picture)

What does

the boy have in his arms?

(Make up a whole sentence)

B.

C.


of mouse?

mouses

mice

"Man" is singular.

"Men"

is plural.

Which is the plural for this

example?

women

woman

The word below is an

incorrect plural; correct it

mouses

Most plurals are Formed by

adding something to the

singular.


(Given a picture)

The boy

a dog in his arms.


to the singular.


of mouse?

mouses

mice

Which is the plural?

child

children

The plural of "louse" is

"lice."

Correct this wrong plural.

mouses

Here are two question marks.

??

What do you see in this

picture?

(Given a picture)

Use

either "has" or "have."

The boy

a dog in his

arms.

AMOUNT OF ASSISTANCE

Inter-

Least mediate Most

BC

A

CA

B

AB

C

CB

A

6A

C

DO

NE

XT

PR

OB

LEM

Occ

EXERCISE 18

The practice items below deal only with discriminating between and generaliz-ing across singulars and plurals. Associations are not dealt with.

Your task is to develop practice items for the cells left blank in the formbelow. Be sure to use new examples of nouns.

MAXIMUM ASSISTANCE

Most singular nouns aremade plural by adding an"s" at the end.

For example:

boy is singularboys is plural

Which of these is plural?

girl girls

The word below is notplural the way it is now.Change it to a plural byadding an "s."

ship

Here are two circles.00What do you see in thispicture?

INTERMEDIATE ASSISTANCE NO ASSISTANCE

Plural nouns have adifferent ending thansingular nouns.

Which of these isplural?

dog dogs

The word below is notplural the way it isnow. Make it plural.

farmer

Remember the rule formaking singular nounsplural.

What do you see in thispicture?

AA

I - 4


SEE ANSWERS

OOCL

ANSWERSEXERCISE 1B


Your task is to develop practice items for the cells left blank in the formbelow. Be sure to use new examples of nouns.

MAXIMUM ASSISTANCE

Most singular nouns aremade plural by adding an"s" at the end.

For example:

boy is singularbolp is plural

Which of these is plural

girl girls

Tc,: word below is notplural the way it is now.U..ange it to a plural byacAing an "s."

ship

Here are two circles.00What do you see in thispicture?

INTERMEDIATE ASSISTANCE

Plural nouns have adifferent ending thansingular nouns.

Which of these isplural?

dog dogs

The word below is notplural the way it isnow. Make it plural.

farmer

Remember the rulemaking singularplural.


fornouns

AL\

I-5

NO ASSISTANCE

Which 01( the4e vs

PtuAa-e:

ca-t6 cat

14the wand below ie anaconAect ileutat, changea and make it Ilecume.

14 it'4 O.K., Zeave itaZone.

banns


DO NEXT PROBLEM

00

EXERCISE IC


Your task is to develop practice items for the cells left blank in the formbelow. Use "man," "woman," and "child" in your examples.

MAXIMUM ASSISTANCE INTERMEDIATE ASSISTANCE

Some singular nounsdon't add an "s" tobecome plural.

For example:

man is singularmen is plural


women woman

The word below is thewrong plural for "woman."

Change two letters andmake it a correct plural.

womans

Here are two men.(Picture of two men)

What is in this picture?(Picture of two women)

I-6

NO ASSISTANCE

SEE ANSWERS

0O0

ANSWERSEXERCISE 1C

The practice items below deal oning across singulars and plurals

Your task is to develop practicebelow. Use "man," "woman," and

MAXIMUM ASSISTANCE

Some singular nounsdon't add an "s" tobecome plural.

For example:

man is singularmen is plural


women woman

The word below is thewrong plural for "woman."

Change two letters andmake it a correct plural.

womans

Here are two men.(Picture of two men)

What is in this picture?(Picture of two women)

ly with discriminating between and generaliz-. Associations are not dealt with.

items for the cells left blank in the form"child" in your examples.


Remembers the di66enent/Late 4ok mahing ptuitaX4out o4 some nouns.

Which o4 these isptukaZ?

eitUd chitdnen

The woad be a° us anincokkect ptutat becauseit uses an "6" ending.

Change it to a connectptuAat.

chitds

Remember the new wall tomake ptunats. (pictureo6 4 bola and 3 gi..A.E4)

There ate 7 "what" inthis picture?

I -7

NO ASSISTANCE

Which o4 these ispelt/tat?

man mans

men mens

/6 the word below is anincokkect ptukat, changea and make it a connectpeunat.

/6 Lt's O.K., leave itatone.

man

(Given a pictune o6 twochitdnen, thnee men, andhowl. women)

Tett me what uou bee inthe picture.

DO NEXT PROBLEM

I-

0

00

EXERCISE 1D

Based on the assumption that students can discriminate between singular andplural nouns, the practice items below deal only with associations.

Your task is to develop practice items for the cells left blank in the formbelow.

MAXIMUM ASSISTANCE INTERMEDIATE ASSISTANCE

You use "has" withsingular nouns; you use"have" with plural nouns.

For example:

The girl has a dog.

The girls have their owndogs.

Which is correct?

The man have a friend.

The man has a friend.

The wrong form of theverb has been used inthe two examples below.

The man have a hat.

The boys has a vacation.

(Given a picture of aboy with three dogs)

Remember the rule aboutwhether to use "has" or"have."

Complete this sentence.

The boy three dons.

NO ASSISTANCE

I 8 SEE ANSWERS

5

=00cC

ANSWERSEXERCISE 1D

Based on the assumption that students can discriminate between singular andplural nouns, the practice items below deal only with associations.

Your task is to develop practicebelow.

MAXIMUM ASSISTANCE

You use "has" withsingular nouns; you use"have" with plural nouns.

For example:

The girl has a dog.

The girls have their owndogs.

Which is correct?

The man have a friend.

The man has a friend.

The wrong form of theverb has been used inthe two examples below.

The man have a hat.

The boys has a vacation.

(Given a picture of aboy with three dogs)

Remember the rule aboutwhether to use "has" or"have."

Complete this sentence.

The boy three dogs.

items for the cells left blank


We sari:

The tnee has leaved onit.

Which o these isconnect?

The honses has hooves.

The honses have hooves.

Rememben singutan andpeunat nouns use aditietent tionm o6 the.verb "to have."

This is a waong use.Change it.

The cats has enoughmilk.

(Given a picture oA acowboy with , three

hand es )

Make up a whole sentenceand tea me: What doesthis cowboa have?

1 - 9

in the form

NO ASSISTANCE

Which o 6 these isconnect?

The boa have a watch.

The boa has a watch.

Edit the sentence belowit needs it.

The men has two cans toclean.

(Given a picture oA awoman with two babies)

Complete this sentence-

The woman two babies.

DO NEXT PROBLEM

U00

EXERCISE lE

Fill in all the cells below for "discriminations and generalizations"regarding singulars and plurals of the words "dress," "dish," "stitch,""lunch," "glass," or any word ending in "x," "ch," or "s" which forms itsplural by adding "es."

MAXIMUM ASSISTANCE INTERMEDIATE ASSISTANCE NO ASSISTANCE

1-10 SEE ANSWERS

0w

Ua0

ANSWERSEXERCISE AE

Fill in all the cells below for "discriminations and generalizations"regarding singulars and plurals of the words "dress," "dish," "stitch,""lunch," "glass," or any word ending in "x," "ch," or "s" which forms itsplural by adding "es."

MAXIMUM ASSISTANCE

Most words ending in"x" "ch," "sh," on "4"Aonp the it ptunats byadding "es" to thesingutan.

Fon example:

dish dishes

Which is ptunat?

stitch stitches

Most wond2s ending inIf rt nch a 11,5h a 11411

foam iPbtegue.an ptunatis.

TIiLb is a wnong ptuAat.Connect it.

dishs

Two types of innegutatpZunat endings ate "Les"and "es."

What is the ptunme oA"sex"?


Some words don't addjust an "s" to thesingutan in onden tomake it ptunat.

Which is ptutat?

eurivtes tunchs

This is a wtona p.e.unae.Connect it.

stitch's

The wend betow takes aninnegutan endii on itzptunat Aoltm.

What the ptunat of"sketch"?

NO ASSISTANCE

Which the peunct?

foxes fox

IA the wond betow ispZurtat, teave it atone;.LA/ not, make it ptunat.

dne.36

What Lb the. pfunat of"box"?

FOLD BACK PAGE I-1

END OP EXERCISE


DOEXERCISE 2

This exercise is designed to give you practice in doing two things:

(I) Developing diagrams to be used in providing cuing to students while

doing practice problems; and

(2) Developing practice items to go with diagrams.

FOLD OUT THIS PAGE

/ 1-13

Exercises 2A-2B are both based on the following task analysis diagrams:

b. TASK ANALYSIS

Seeing differencesbetween unique objectsor between classes of

objects

Seeing differencesbetween unique words

or between classes ofwords

Seeing differencesbetween unique INPUTSor classes of INPUTS

Seeing similaritiesamong objectswithin a class

Seeing similaritiesamong words withina class of words

Seeing similaritiesamong members belonging

to an INPUT class

Associating an ACTIONwith a unique objector with a class of

objects

Associating an ACTIONwith a unique word

or with a class of words

Associating an ACTIONwith a unique INPUTor a class of INPUTS

Labels type oflearning involved



Identification of aDISCRIMINATION

Identification of aGENERALIZATION

1

Identification of a-----4r ASSOCIATION

L

1-14

CONCEPTS

Examples

De !motion

DEFININGPROPERTIES

POSSIBLEVARIATIONS

EXERCISE 2A

Your task is to fill in all the empty cells in this diagram. The diagramis intended to help the student to be able to identify examples of each ofthe concepts listed in the three columns. Develop your own examples.

DISCRIMINATIONS

Seeing the differencebetween:

e.g., identical twins

e.g., fingerprints

e.g., triangles, squares,oblongs, etc.

e.g., examples of fiscalor monetary policy

VS

The ability to perceivethe difference among:

--Unique INPUTS

-Classes of INPUTS

Perception

INPUTS can be:

--Physical (involvingdistance, height,weight, time, causalrelations, etc.)

Conceptual (verbal/symbolic)


e.g., "up" and "down"

e.g., the "hour" hand andthe "minute" hand

e.g., "finite" and"infinite" numbers

GENERALIZATIONS

vs

I-14a,

ASSOCIATIONS

SEE ANSWERS

CONCEPTS

Examples

Del nit ton

NW.

DEFININGPROPERTIES

VARIATIONS

ANSWERSEXERCISE 2A

Your task is to fill in all the empty cells in this diagram. The diagramis intended to help the student to be able to identify examples of each ofthe concepts listed in the three columns. Develop your own examples.

DISCRIMINATIONS


e.g., identical twins

e.g., fingerprints

e.g., triangles, squares,oblongs, etc.

e.g., examples of fiscalor monetary policy

The ability to perceivethe difference among:

--Unique INPUTS

Classes of INPUTS

Perception

INPUTS can be:

--Physical (involvingdistance, height,weight, time, causalrelations, etc.)

--Conceptual (verbal/symbolic)


e.g., "up" and "down"

e.g., the "hour" hand andthe "minute" ~and

e.g., "finite" and"infinite- numbers

VS

GENERALIZATIONS

Seeing the simiZanituamong:

--Reds

- -Tniangtes (withdi4lienent angtes Ottsize)

--Ctass I .Leven

The abitity to penceivethe simitaALtu among:

- -Membens betonging tothe same cZass oKINPUTS

Mos membens mau havesupettiiciat physicatsimitanity Oh non-visibee Kunctionaesimitanity on aconceptuat

Seeing the simiZaitituamong:

e.g., ptunats with "s,"Hes," "-Les," onchanged intennatvowees

e.g., examples oKRomantic music

e.g., exanptes "books"

VS

1-15

ASSOCIATIONS

Attaching the tightZaba to objects, peopte,events, on ideas:

cattina buthe in night name

e.g., commas, semicaons,etc.

Doing -the niaht thingKot a given signat

The abititu to pnoducethin. connect ACTIO!! tiort:

- -A unique INPUT

--A class o4 INPUTS

INPUT/ACTION associationscan be mixtunes oKphwicaZ and conceptuatINPUTS and ACTIONS:

--Physicat INPUT/conceptual ACTION

--Conceptuat INPUT/conceptuat ACTION

- -Phusicat INPUT/phasicae ACTION

--Conceptuae INPUT/rhusicat ACTION

Attaching the nightACTION to INPUTS

e.g., catting any examptea book a "book"

using a comma Onanti exampZe oK anon-nestnictiveceause

e.g., appQuing Ohm's La+,to anu pnobtemteouining it

e.g.,

DO NEXT PROBLEM

2.

3.

4.

5.

6.

7.

8.

9.

.10.

EXERCISE 2B

Based on the diagram on answer page 1-15, your task is to develop sevenproblems giving your students practice in identifying examples ofdiscriminations, generalizations, and associations. Invent your ownexamples.

Three examples are provided. DiStribute your examples approximatelyevenly over the three types of learning.

Discrimina- Generaliza-Develop practice items similar to these sample ones.tions tions Associations

Telling the difference between examples of"finite" numbers and of "infinite" numbers. X

Seeing the similarity between varied examplesof "finite" numbers. X

Calling an example of a "finite" number"a finite number" and an example of aninfinite number "an infinite number." X

1-16 SEE ANSWERS

2.

3.

4.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE zB

Based on the diagram on answer page 1-15, your task is to develop sevenproblems giving your students practice in identifying examples ofdiscriminations, generalizations, and associations. Invent your ownexamples.

Three examples are provided. Distribute your examples approximatelyevenly over the three types of learning.

Discrimina- Generaliza-Develop practice items similar to th,!sg. sample ones.tions Lions Associations

Telling the difference between examples of"finite" numbers and of "infinite" numbers. X

Seeing the similarity between varied examplesof "finite" numbers. X

Calling an example of a "finite" number"a finite number" and an example of aninfinite number "an infinite number." X

Feetino the diA6enence between "Zinen" and"Zace.T1 X

itg the di44cAence beween mazie pZaaedwith conzistent thuthm and that toeayed wi.thnagged nhathm. X

Seeing the AimiZanita (on "kedness") amongshades oli /Led. X

Seeing the zimitalata among van-Led (and4seeminciZa di4Acnent) Ctouse 11 Zeve4s. X

Seeing the oimitanita among vatied cfailAnoomsituatAlons (aZZ of; which cage {ton ignokinobehavion) X

Cat-Una an exampte oi an "in6inite numbeebu that term and an exampZe oK a "6inite

Xnumbee bit that tenm.

Responding wi.th ne,i.nfionceinent (taking anACTION) On dezinaW bchavion.and withhad-inn nej_n4ocement On undezinabZe behavion. X

1-17 FOLD BACK PAGE 1-13 END OF EXERCISE


DOEXERCISE 3

This exercise is designed to give you practice in developing a diagram

to teach concepts and to develop problems to go with the diagram.

On the next two pages are blank forms which you will use to teach your

students how to identify (and label) nouns and verbs. FILL IN BOTH PAGES.

If necessary, consult an English book as you would ordinarily do for

subject matter with ,tlich you were not completely familiar.

-Assume a target audience of elementary grade students.


///1-19

CONCEPTS

Examples

Definition

DEFININGPROPERTIES

POSSIBLEVARIATIONS

OTHEREXAMPLES

NOUNS

tr.

I-20

VS

VERBS

SEE ANSWERS

2.

3.

4.

6.

7.

8.

9.

10.

s the underlined word in the sentence a noun or verb? NOUN VERB

I-21 SEE ANSWERS

CONCEPTS

Examples

DefInition

DEFININGPROPERTIES

POSSIBLEVARIATIONS

OTHEREXAMPLES

ANSWERS

NOUNS

dog

boa

Chattes

hones-tit

house

The. name OA:

objects

pcopte

events

.ideas

-Can be the subject o6 a sentenceand comes be4one the yen!):

--The man hit the punching bag.

The tat boa node hi4 bike.

-Can be the object o4 a vent) andcome a4ten the vent):

--The man hit the punching bag.

The tat boa node hi4 bike.

The truth L hat(' to betieve.

Bobbit went back eattrt.

Thep catted to the dog.

She tatked 'about the poem.

1-22

VS

VERBS

walk'

tativo

muttipties

sings

wrote

Ze4t

has

witk have

wilt be

ha' waked

-Word' -that 'how what the subjecto4 a sentence is doing

-Wand's that tett 6omething aboutthe subject a sentence

-Can be in any tense (ptesent, rast,4utute)

-Can be newt -the beginning on neatthe end o4 a sentence on in themiddte

The truth -Lb hand to be.&eve.

Bobby went back eanZa.

They caLeed to the dog.

She tathed about the poem.

2.

3.

14.

5.

6.

7.

8.

9.

10.

AN3WERS

Is the underlined word a noun or verb? NOUN VERB

He piled ha books high. X

Taking are the time RUZ it paobeem. X

He coatdn't nd ana to hetp h.i.m pack. X

The buitding burned to the 9aound. X

The doctor did a complete examination. X

The hot 4e ran cuoau. X

The wind bZely at oltty mite4 an howt. X

He toed the man to come in the hou4e. X

He wa4 tet: att dap. X

The taifoa aepaiaed the 4cit. X

1-23 END OF EXERCISE


DOEXERCISE1.1.1-1.2.1 4

Exercises 4A-4E are designed to give you practice in using various

techniques to control the leanness of an instructional sequence.

FOLD OUT THIS PAGE

/J1-25

Figure

IFigure II

1.00

......,..

....

..

1A

BC

ACT IOU

OUTPUT

N. I

i...e.

nla

____.

I,n1---

DE

FMj

GII

I

_____

Mj i--

,M

M

I,n

The variables which you can manipulate to control the leanness of the above instructional sequence

include:

"The number of practice items

The number of examples used

The number of repetition items

"The number of review items

"The amount of assistance provided by cues

The speed of fading out of cues

How much is practiced at the same time

EXERCISE 4A

Your task in this exercise is to put an X through the example which represents a leaner instructional sequence.

Leanness Affected By:

2.

3.

4.

5.

Number of practice items


Number of examples

Number of examples

Number of examples

Figure

I

There is one practice item

representing INPUT cells:

la.i, la.ii, lb.i, and lb.ii

Figure

I

There are 5 practice items

representing TRANSFER cells

la.n and lb.n

Figure

I

There are 9 practice items,

each with a different

example of either INPUT

class la or lb

Figure II

There is one of each type

of practice itemTN:r

Figure II

There are the following

numbers of items:

A-E -

1item each

F-H - 2 items each

I- 4 items

Figure

I


representing INPUT cells:

la.i, la.ii, and lb.ii

Figure

I



la.n and lb.n

Figure

I




class la or lb

Figure II

There is one of each of the

following types of practice

items:

A, B, C, D, E, F,

G, H,

I

Figure II


of practice item A-I

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 4A



2.

3.

5.



Number of examples

Number of examples

Number of examples

Figure

I


representing INPUT cells

la.i, la.ii, lb.i, and lb.ii

Figure

I

There ar-

pract

items

representing

4SFER cells

la.n and

.n

Figure

I

There are

prac

e items,

each with a 0. erent

example

either

PUT

clas

a or lb

Figure II


of practice item A-I

Figure II

There are the following

number of items:

A-E

1item each

F-H

2 items each

I4 items

Figure

I

There

ine prac

e item

representin

T cells

la.i, la.

,an.

b.ii

Figure

I



la.n and lh.n

Figure

I




class la or lb

There

following t

items:

6, H

DO

NE

XT

PR

OB

LEM

EXERCISE 4B



2.

3. 14

.

5.

Number of repetition items


Number of examples

Number of review items


Figure

I

INPUT la.ii appears in three

practice items

Figure

I

Each INPUT to be recalled

has 2 practice items devoted

to it

Figure

I

INPUT class la is

represented by practice

items with 2 transfer

examples, lb by 3 transfer

examples

Figure

I

INPUTS la.i, lb.i,

and 3 TRANSFER INPUTS are

reviewed in one practice

item (each) Finure

I

Three review practice items

appear at three different

times in an instructional

sequence

Figure

I

INPUT la.ii appears in two

practice items

Figure

I

Some INPUTS to be recalled

have 2 practice items and

some 3 practice items

devoted to them

Figure

I

INPUT class la is




examples

Figure

I

All recall INPUTS and five

transfer INPUTS are


item (each) Figure

I


appear at two different


sequence

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 4B



2. 3. 4. 5.



Number of examples



Figure

I

INPUT la.ii appears in three

practice items

Figure

I

Each IN'

to be

called

has 2 practi

terns devoted

to it

Figure

1

INPUT cl

la

i

represented

items wi

tra

exam'

s;

lb by 3 tr

mples

Figure

INPUTS

1and 3 IRAN

reviewed

;tem

PUTS are

on

actice

Figure

I


appear at three different


sequence

Figure

I

Some INPUTS to be recalled

have 2 practice items and

some 3 practice items

devoted to them

Figure

1

INPUT class la is




examples

Figure

1

All recall INPUTS and five

transfer INPUTS are


item (each)

Items

ferent

uctional

DO

NE

XT

PR

OB

LEM

EXERCISE 4C

Your task in this exercise is to make a change in an instructional sequence making it leaner.

2.

3.

4.

5.



Number of examples


Number of examples


INSTRUCTIONAL SEQUENCE NOW

Figure

I

There are two practice items

for each of the following

INPUTS:

Ia.i, Ia.ii, lb.i,

and lb.ii

Figure

I

There are practice items

containing transfer examples:

3 for INPUT class la and 4

for INPUT class lb

Figure

I

Each recall example and each

transfer example used is

reviewed on two separate

occasions

i

Figure

I

The INPUT classes are

represented by a series of

20 practice items, each

containing a different

example

Figure II

Eozh type of practice item

(A-I) is represented by

three practice items

Your Change

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 4C


is to make a change in an

instructional sequence making it

leaner.

1

2. 3 4. 5.

Leanness Affected By:'


Number of examples


Number of examples



Figure

1

There are two practice items

for each of the following

INPUTS:

la.i, la.ii, lb.i,

and lb.ii

Figure

I

There are practice items

containing transfer examples:

3 for INPUT class la and 4

for INPUT class lb

Figure

I

Each recall example and each

transfer example used is

reviewed on two separate

occasions

Figure

I

The INPUT classes are

represented by a series of

20 practice items, each

containing a different

example

Figure II

Each type of practice item

(A-I) is represented by

three practice items

Your Change

A reduction of lust one

tepetition 4ot one INPUT

will make it teanet

A iteducti.on oA lust one

exam

ple

°A e

ithei

lpo

uretas/ witt make it teanet

A teduction of

anevieu

item bolt Plat one tecatt on

juAt one tnanAkh example

witt make it teanut

Nineteen pitac,t.ice

item

woutd make it teanct

A teduction 0

just one

item <an caul o6

tripe

nufff ,nape i,t teanet

DO

NE

XT

PR

OB

LEM

EXERCISE 4D



2.

3.

4.

Amount of assistance

provided


provided

Speed of fading

Speed of fading

Speed of fading

Figure II

Practice item is of type:

B

Figure II

Practice item is of tyne:

Figure II

Instructional sequence

proceeds from Cell A

directly to Cell E Tomitting

B, C, and D)

Figure II

Instructional sequence uses

all types of Cells

A-1

Figure II


3 type G practice items

before proceeding to the

H type

Figure II


C

Figure II


F

Figure II



directly to Cell D Twitting

B and C)

Figure II


Cells A, B, C, G, H,

I

Figure

II


1tyne G practice item


H type

SE

E A

NS

WE

RS



2. 3 14.

5.


provided


provided

Speed of fading

Speed of fading

Speed of fading

Figure II


B

Figure II


D

Figure II


all types of Cells A-I

Figure II


3 typeG practice items


H type

Figure II

Practice

tem is

type:

Figure II

Practice

em is

type:

Figure II



directly to Cell D Tomitting

B and C)

Instruc

1type G pr

befor- pr

H typ

Figure II

nal seq

ce uses

e item

to the

DO

NE

XT

PR

OB

LEM

EXERCISE 4E

Your task in this exercise is to make a change in an instructional sequence

making it leaner.

2. 3. 4.




Speed of fading

Speed of fading

Speed of fading


Figure II

Type G item used

The student is allowed to

refer to a diagram as he

works on practice items

containing examples from the

diagram

Figure II

The sequence goes thus:

A, B, C, E Figure II

The sequence uses all cells

but has two each of B, E,

and H before going to C, F,

and I

The student uses a diagram

as he works on twenty

practice items; then,

without it on twenty

Your Change

AN

SW

ER

SEXERCISE 4E

Your task in this exercise is to

make a change in an instructional sequence

making it

leaner.

2. 3. 5.

Leanness Affected By



Speed of fading

Speed of fading

Speed of fading


Figure II

Type G item used

The studeAt is allowed to

refer to a diagram as he

works on practice items

containing examples from the

diagram

Figure II

The sequence goes thus:

A, B, C, E Figure II

The sequence uses all cells

but has two each of B, E,

and H before going to C, F,

and

The student uses a diagram

as he works on twenty

practice items; then,

without it on twenty

FOLD BACK PAGE 1-25

Your Change

A .tope H on tape I item

woutd make it team_

Withdtao the diagram;

kequiAe pkactLce without it;

OR

Have him wonk on examptes

not in the diaglumn

mrr

oaw

ag.:1

4

Leanek sequences posAibte:

-A, B, C, F (on tatek

tettek)

-A, 6,

E

-A,

Use oni one each oA B, E,

and H beOrigoing to C, F,

and I

Viapam a withdtawn when

student completes .Eess than

the Kitst tventu items

END OF EXERCISE

f`-Her readingHandbook forsub-STEP(S)

DOEXERCISE1.2.2 5

This exercise is designed to give you practice in designing an instruc-

tional sequence that is lean by virtue of how much is practiced at the

same time.


a. -3 1./ I 3 7

EXERCISE 5A



1 2. 3.

4.

5.

Shaping:

Size of jump

Shaping:

Number of practice

items

Backward chaining:

Size of

group

Backward chaining:

Number

of practice items

Size of group and number of

practice items

Criterion behavior contains

17 Sub-STEPS:

First four

Sub-STEPS are practiced

together


17 Sub-STEPS:

There are

five practice items for the

first four Sub-STEPS

(practiced together)


17 Sub-STEPS:

The last two


together


17 Sub-STEPS:

There are

fifteen practice items for

the last three Sub-STEPS



17 Sub-STEPS:

The first

three Sub-STEPS (practiced

together); twenty-two

practice items


17 Sub-STEPS:

First two


together


17 Sub-STEPS:

There are

eight practice items for the




17 Sub-STEPS:

The last

three Sub-STEPS are

practiced together


17 Sub-STEPS:

There are

ten practice items for the

last three Sub-STEPS



17 Sub-STEPS:

1st Sub-STEP - 3 items

2nd Sub-STEP

4 items

3rd Sub-STEP

5 items

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 5A


is to put an X through theexample which represents a leaner

instructional segucnce.

Leanness Affected B

:

1.

Shaping:

Size of jump

2. 3. M. 5.

Shaping:

Number of practice

items

Backward chaining:

Size of

group

Backward chaining:

Number

of practice items

Size of group and number of

practice items

Cri

17 Sub-

five practi

first four

(practl

together

ion behavior cont

PS:

Ther

re

s for the

PS


17 Sub-STEPS:

The last two


together


17 Sub-STEPS:

There are

fifteen practice items for

the last three Sub-STEPS



17 Sub-STEPS:

The first

three Sub-STEPS (practiced

together); twenty-two

practice items


17 Sub-STEPS:

first two


together


17 Sub-STEPS:

There are

eight practice items for the



Cr 17 Sub

ten practic

last three

(practi

together

non behavior con

ns

EPS:

Ther

are

s for the

PS

DO

NE

XT

PR

OB

LEM

EXERCISE 5B

Your task in this exercise is to suggest a way to make it easier for the learner to practice parts of the

criterion behavior and still keep the exercise relatively lean.

Put an X through the better of the two approaches suggested for each situation.

1 2.

3.

4.

5.

Students Cannot Handle

This Present Arrangement

Sub-Criterion behaviors Ps

1, 2, and 3; 4 and 5


1and 2 separately

Sub-Criterion behavior #3

in its entirety


7 and 8 together


15, 14, and 13 together

(backward chaining)

YOUR RECOMMENDED CHANGE

Approach A

Approach B

Break up I, 2, and 3 into

1and 2, and 3

Break #1 up into all

its

separate sub-components

Keep #3 in its entirety but

add assistance

Sub-Criterion behavior g7

in its entirety, and #8 in

its entirety

Break up into #15 alone,

then #14 alone, then g13

alone

Keep 1, 2, and 3, but add

assistance (cuing)

Break #1 up into groupings

of at least two sub-

components

Break #3 up into grouped

sub-components

Break #7 up into its sub-

components (grouped)

Break up into #15 and #14

together; then, g13

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 5B

Your task in this exercise is to suggest a way to make it easier for the learner to practice parts of the

criterion behavior and still keep the exercise relatively lean.

Put an X through the better of the two approaches suggested for each sit-ation.

Students Cannot Handle

Thi

P esent Arran ement

1.

Sub-Criterion behaviors if's

1, 2, and 3; 4 and 5

2.

3.

4. 5.

Sub-Criterion behaviors ifs

1and 2 separately

Sub-Criterion behavior #3

in its entirety


7 and 8 together


15, 14, and 13 together

(backward chaining)

YOUR RECOMMENDED CHANGE

Aroach A

A proach B

Break up 1, 2, and 3 into

1and 2, and 3

Break Ill

up into all

its

separate sub-components

#3 in its entirety

stance

Break up into #15 alone,

then #14 alone, then 1413

alone

Br

of at

components

#1 up into groupi

st two sub-

Break #3 up into grouped

sub-components

Break #7 up into its sub-

components (grouped)

DO

NE

XT

PR

OB

LEM

EXERCISE 5C

Your task in this exercise is to make a change

in planned sequences in order to make it easier for

the learner,

yet keeping it as lean as possible.

2. 3.

4. 5.

' INSTRUCTION NOW

Two Sub-STEPS are practiced

together in their entirety

One Sub-STEP is practiced

in its entirety

One Sub-STEP (or one Sub-

Criterion behavior) is

practiced in groupings of

sub-components

Four Sub-Criterion behaviors

(or four Sub-STEPS) are

treated together

Each sub-component in a

Sub-STEP is treated

separately

A Somewhat More Drastic Effect

A MINIMAL Change in Leanness

on Leanness

SE

E A

NS

WE

RS

Your task in this exercise is to make

yet keepina it as lean ac noccihi0

2.

3.

4. 5.

INSTRUCTION NOW

a change

Two Sub-STEPS are practiced

together in their entirety

One Sub-STEP is practiced

in its entirety

One Sub-STEP (or one Sub-

Criterion behavior) is

practiced in groupings of

sub-components

Four Sub-Criterion behaviors

(or four Sub-STEPS) are

treated together

Each sub-component in a

Sub-STEP is treated

separately

AN

SW

ER

SEXERCISE 5C

in planned sequences in order to make it easier for the learner,

A Somewhat More Drastic Effect

on Leanness

A MINIMAL Change in Leanness

Assatance (cuing) a added,

and the two Sub-STEPS aloe

6til

epracticed togethek

Assistance a added (with

the Sub-STEP stale practiced

in its entiletul

Assatance L added, and

practice o4 groupings o4

Sub-component-4 ih ketmined

Treated the same wag but

with added cuing on

assistance

Treat the same waif but add

-feast amount c'( azsZstance

neceAs

CU

M

Sptitting up the practice

so that each Sub-STEP L6

pkacticed sepakateta

The Sub-STEP ih

hptit

up

into its components, and

theu are practiced in

groupings

Each sub-component

treated sepaftatettf

Tit/tee o4 the Sub-aiteltion

behavioks ate treated

togetheit; the 4owith is

treated bu itsetA and in

entineta

Treat the same waq but add

stkongek assistance

Or

{jade Later

END OF EXERCISE


#2



_T-1-0/ // 1-45


FOLLOW THE "G" SCHEDULE INSIDE

2.

3.

4.

5.

6.

7.

8.

9.

10.

EXERCISES FOR TASK G


OnHANDBOOKPanes

G.1.1 I - 13

G.1.2 15 29

G.I.3 31 49

G.1.4 51 61

G.2.1 65 121

G.2.2 122 155

G.2.3 - G.3.2 157 201

G.3.3 - G.3.4 203 227

G.4.1 G.4.2 229 267

DoWORKBOOKExercises

OnWORKBOOKPa.es

I GI - G3

2 G5 - G7

3 G9 - G11

G13 G15

5A - 5N G17 - G45

6A - 6G G47 - G75

7A - 7C G77 G83

8A - 8C G85 - G91

9A - 9E G95 - G105

Type of Practice

Organizing collection cFORMS

Completing FORM G.1(1)

Completing Section IAof FORM G.1(2)

Completing Section 1Bof FORM G.1(2)

Developing preparatorypractice progressions

Developing preparatorypractice progressions fiselected learning probli

Designing feedback

Designing the deliverof reinforcement

identifying mediarequirements

cslHEN YOU HAVE COZ,ITLETED ALL TIE EXERCISES IN THIS SECTION 01- _ dE WORKBOOK,PROCEED TO FINAL EXERCISE 1/3 IN TIE FINAL EXERCISES VOLUME.

G-i


DOEXERCISEG.1 .1 1

This exercise is designed to give you practice identifying the number of

forms you would have to collect and organize for a criterion behavior.


G-I

EXERCISE 1

On the left is a description of a criterion behavior and the sub-STEPSassociated with it. On the right is a list of FORMS you will have completedfor the criterion behavior by the time you get to TASK "G."

In the blanks indicate how many separate forms you would have gatheredtogether for each type of analysis listed.

Criterion Behavior:

Given an engine with a fouling spark plug,the student will locate the misfiringspark plug using a vacuum gauge.

Sub-STEPS:

1. Connect vacuum gauge to intake manifold.

2. Start engine and run at idle rpm.

3. Disconnect one plug cable withinsulated pliers.

4. Repeat Step 4 on each plug wire. If

gauge rearing does not change, plugis not firing.

5. Remove gauge and adaptor. Put themaway.

G-2

FORMS

Task analysis

Criterion objective

Criterion tests

Simulation plan

Preparatory objective

learning analysis

Mode analysis

Competency analysis

Task description

Audience analysis

SEE ANSWERS

ANSWERSEXERCISE I

On the left is a description of a criterion behavior and the sub-STEPSassociated with it. On the right is a list of FORMS you will have completedfor the criterion behavior by the time you get to TASK "G."

In the blanks indicate how many separate forms you would have gatheredtogether for each type of analysis listed.

Criterion Behavior:

Given an engine with a fouling spark plug,the student will locate the misfiringspark plug using a vacuum gauge.

Sub-STEPS:

I. Connect vacuum gauge in intake manifold.

2. Start engine and run at idle rpm.

3. Disconnect one plug cable withinsulated pliers.

4. Repeat Step 4 on each plug wire. If

gauge reading does not change, plugis not firing.

5. Remove gauge and adaptor. Put themaway.

G-3

FORMS

Task analysis 5

Criterion objective 1

Criterion tests 1

Simulation plan 1

Preparatory objective 5

Learning analysis 5

Mode analysis 5

Competency analysis 5

Task description 5

Audience analysis 0

END OF EXERCISE

After readingHandbook forsub-STEP(S) G.1.2

DOEXERCISE 2

This exercise is designed to give you practice in completing FORM G.1(1)

summarizing the learning analysis and competency analysis for each

sub-STEP within a criterion behavior.

On page G-6 are the results of learning and competency analyses

for four sub-STEPS which constitute a criterion behavior. Carry

out the following procedures using the FORM G.1(1) appearing

on page G-6a.

1. In the top half of FORM G.1(1), in the numbered

column corresponding to the number of each sub-

STEP, record an X if that sub-STEP has been

identified on page G-6 as having learning

problems rated hi or med.

2. In the bottom half of FORM G.1(1) record an X

in each column identifying recall/transfer

requirements for each sub-STEP.

3. After completing a column for each sub-STEP,

compute the percentage of cells in a row having

an X entry.

FOLD OUT THIS PAGE

G-J-1/45

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1112

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PS

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crim

inat

ions

amon

g IN

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TS

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eral

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ions

acro

ss IN

PU

TS

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bet

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TS

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NS

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eral

izat

ions

acro

ss A

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ION

S

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inin

g a

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RF

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E

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S

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67

89

1011

1213

1415

1617

1819

20

FO

R E

AC

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OW

:%

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s/T

otal

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PS

INP

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rec

all

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UT

tran

sfer

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TIO

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ecal

l

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ub-S

TE

PS

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crim

inat

ions

amon

g IN

PU

TS

XX

XX

100%

Gen

eral

izat

ions

acro

ss IN

PU

TS

50%

Ass

ocia

tions

bet

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nIN

PU

TS

and

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XX

X75

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ions

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-5E

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OF

EX

ER

CIS

E

After readingHandbook forsub - STEPS)

DOEXERCISEG.1.3 3

This exercise is designed to give you practice using Section IA of

FORM G.1(2) to: Characterize Criterion Practice Requirements.

Page G-10 contains three problems. Your task is to fill out Section IA

on page G-10a for each problem.

. Base your endorsements on the descriptions provided:

--Circle squares for those conditions which apply to the

description

--Do nothing for those conditions which do not apply to the

description.

For practice purposes sane descriptions are deliberately Zeft incomplete.

FOLD OUT THIS PAGE

/G-9

Example #1: Diagnosing Engine Condition

-No simulation

Use of vacuum hose, faulty engine, and specifications

-Performance in one direction

Recall on a delayed basis is involved

-Production mode involved

Learning problem is caused by length of the chain

-There is partial proficiency

Example #2: Identifying Foods

-Drawings of examples of food will be shown to children; theywill be required to vocally name the food. Conversely, theywill be given the name of a food and asked to point to it(selecting from those present). All examples will have beenused in learning and delayed recall is required.

-Associating inputs and actions is difficult due to the largenumber of associations the children must retain.

Example #3: Animal Feeding Demonstration

-Actual rats are used

-No assistance is given in the demonstration

-Performance is in one direction and delayed basis is not a concern

-Student has to feed one rat a balanced diet and one an unbalanceddiet for a week and contrast the appearance and behavior of thetwo rats

-During instruction student read abour such demonstrations but didnot carry one out

-Predominant it airing difficulty is discriminations because of thenumber of properties

-No partial proficiency

G-I0

Example #1: Diagnosing Engine ConditionIA. Characterize Criterion Practice Requirements

PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE MODE

simulation

aids availabletwo directions

transf er

delayed basis

I ecogni t ion mode

INPUTSdiscriminationsgeneralizations

& ACTIONSassociationschains

ACTIONSgeneralizations

partial proficiency

INPUTS INPUTS

verbal/symbolic

environmental

audio

non-realistic

transient

ACTIONS

Perceptual

motor

OUTPUTSMI

3 A similarity Idisrl B==

LI / IE No. of properties

EE No. of classes

(or, No. members/class)

INPUTS & ACTIONS

L11:1 existing associations

El IS

INPUTS® E

El iv ivEl 1Ev 1,0

vocal

sub-vocal

1121 length of chain

1.71

Ivii 1

7ACTIONS

CDB integrative strength vat

ix

Example #2: Identifying FoodsIA. Characterize Criterion Practice Requirements


simulation


tiansfer

delayed basis

recognition 'nude

I NPUTSdiscriminationsgeneralizations



partial prof iciency

INPUTS

similarity (dts-)No. of properties

No. of classesar, No. members/class)

INPUTS & ACTIONS

existing associations

length of chain

ACTIONSintegrativetegrative strenath

INPUTS

verbal/symbolic

environmental

audio

non-realistic

transient

ACTIONS

perceptual

motor

OUTPUTSMI

3 A

==

LLeLf

LI [E ii ii

INPUTSC m tit

EirlaI-61

L3 v v

0ErlFri

vocal

sub-vocal

7

= F viii

ix

Example #3: Animal Feeding DemonstrationIA. Characterize Criterion Practice Requirements


imulat ion


transfer

delayed basis

recognition, mode




partial proficiency

INPUTS INPUTS

verbal/symbolic

environmental

audio

non-realistic

transient

ACTIONS

perceptual

motor r7.1

OUTPUTS1.

3 A similarity Id's-) ii i

MNri B No. of properties ii ii

INPUTSNo. of classes(or, No. members/class)

INPUTS & ACTIONS

M existing associations

® 2la ivEl FE

i21 v tE.

vocal

sub-vocal

1© length of chain

I vi I

Ivit I

ACTIONSF integrative strengthI.

G-10a SEE ANSWERS

ANSWERSExample #1: Diagnosing Engine Condition

IA. Characterize Criterion Practice Requirements

PERFORMANCE LEARNING PROBLEMS PROM FM SOURCE MODE

sit-nu lat .on


tr ansfer

delayed basis

I ecoqr, non mode


& ACTIONSassociations

chains


llama' proficiency

INPUTS

similarity Idis-)No. of properties

No. of classes

(or. No. members/class)

& ACTIONS

existing associationslength of chain

ACTIONSintegrative strength

INPUTS OUTPUTS

111113 A II verbal/symbolic is

'CD==

(E:1)

MI E CED environmental ii

INPUTSC ill audio 2

nonrealistic ILIINPUTSa r771i...

v transient v

111.1

ACTIONS7

(ED11 perceptual viii vocal

vii motor 1;7 sub-vocal

Example #2: Identifying FoodsIA. Characterize Criterion Practice Requirements

PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE 1 MODE

CI)

(S)

simulation


transfer

delayed basis

recognition mode



chains


par tie! proficiency

INPUTS INPUTS

CO)ii

verbal/symbolic

audio

nonrealistic

transient

ACTIONS

perceptual wit

OUTPUTS

(12)A similarity Wis.)

11:21 1.IE No of properties

No. of classesCEED(or, No. members/class)

INPUTS & ACTIONS

ii

INPUTSm El

WICDE

241 vi, 11

4111:10

M*----.

n

vocal

sub-vocal

'..1)

(El)

13 existing associations

CI length of chain

ACTIONSEl13 integrative strength

Ell motor ix

Example #3: Animal. Feeding Demo.,..tionIA. Characterize Criterion Practice Requirements


simuiation


transfer

delayed basis

recognition mode



chains

ACTIONSyei,ei al i zat tons

partial proficiency

INPUTS

similarity Wis.)No. of properties

No. of classes


& ACTIONS



INPUTS OUTPUTS

ME A MI verbal/symbolic a==Q:=D

(.:EE

environmental (=1)audio 2El (ED)

INPUTS.M,

C

INPUTS ID non- realistic riv transient

ACTIONS

13ED

ED perceptual viii vocal

IN vii motor ix subvocal

G-11 END OFEXERCISE

FOLD BACK PAGE G-9

Atter reacbotiFieridbuui., Fur

sub-STEP(S)DO

EXERCISEG.1.4 4

This exercise is intended to give you practice in designing criterion

practice and recording it in Section 18 of FORM G.1(2).

FOLD OUT THIS PAGE

G-13

EXERCISE 4

Review the three types of information provided on this and the next page:(1) Section IA of FORM G.1(2), (2) a statement of objectives, and (3) testitem

Then, fill out Section IB of FORM G.1(2) at the bottom of page G-14a.

LESSONI

SPECIFICATION OF OBJECTIVES

VEM

Game nee..

....M.Mwstwuwft.m.apomcIA.

0.mmafteollwoldou...n

41...AWA,PQMowmiMmwoit

Quail° tt ive andqualitative resultingfrom observatioo ofdemonstration (new)

STUDENT WILL RESULTING IN

....pa

.rsoar..en

orVo

pen.....eloeher.vocehee

Formulate a questionabout the data and ahypothesis to answer it

ee. Ic

Iavtl.

A question aboutrelationships amongevents and hypothesisto account for therelationship

Fan., AID

LESSON OBJECTIVE FORM FOR TEST DEVELOPMENT

.SiVEM- INFORMATION YOU PLAN TO GIVE TO STUDENT

,..,.ovv. A four-inch candle is lighted and ;Allowed to bun for one minute.owovvo Then a two-liter bell jar is placed over the candle. The flame

e.weern grows gradually weaker and shorter until after two minutes.nwrurs fourteen seconds. the flame is completely out.,o.ewi

i....^ ac..e...

4.1vo mown...

'STUDENT WILL" WHAT THE STUDENT IS EXPECTED TO 00

C1.0.3......or0 Write a question that is suggested by the data, and write

hypothesis to Answer the question.

"RESULTING IN" AMAttMESTUDENTISEXPFCTEDTOTUAMOUT

.A.0.0,

vs....Awn

(SVVIC answer0 What CAPUSPf the flame to qet shorter and thengo out' The hypothesis is that there was lack of somethingneeded for continued burning that Caused the fume to die out.

6-14



sanutaton


transfer

delayed basis

recogmtion mode

INI-'0 ISdiscriminationsgeneralizations


chains


partial proficiency

:Nru.r.s

CID similarity ldis-)LIE No. of properties

INPUTS

(71,,)OUTPUTS

verbal/symbolic -...:.3

"fin /J ii environmental ii

INPUTSIll. C No. of classes rir audio us

ICED

for, No. members/class)

INPUTS & ACTIONS5 nonrealistic iv

LEla existing associations transient v

113 length of chainACTIONS7

ACTIONSF integrative strength vi perceptual viii vocal

MO Ca) motor (CD sub-vocalI

PLAN INSTRUCTIONAL STRATEGIESB. Design Criterion Practice

GIVEN as INPUT STUDENT WILL take ACTION RESULTING IN OUTPUT

EXAMPLE(S)

properties ofadditionalexamples

SEE ANSWERS

G-1 4a

ANSWERS


PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE MO uE

simuiahon

aids avaolabitwo directions

uanslei

delayed ba si,

recognit ion (node

EI0

INPUTS

INPUTS

generalizations



par hal prohcenCY

INPUTS

0 stmilarty ldis1

1.E No. of properties

INPUTS(D verbal /symbolic

environmental

audio

non.realisuc

transient

ACTIONS

perceptual

motor

OUTPUTS

CDthsc,natonsEl

E3

CID

I I

L

C No. of classes /// E(or, No. members/class)

INPUTS & ACTIONS113 ga WIr-:-- 1

12___, 1

=

2existing associations0 v

111 length of chain

ACTIONSCI integrative strength w wu vocal

MO 1) subocal

IB. Design Criterion Practice


EXAMPL PISI


OlmenvationaZ data andimstAuction4 to 0/mutatea question about them anda hypothesiz about -;_.t:s

anzwet

(/) Wtite a questAbnabout the obseAvatAlon

(2) °Atte a hypothesistO anhweit the quezti.on

A question and hypothesish.etevant to the data

FOLD BACK PAGE G-13

END OF EXERCISE

G-15


DOEXERCISE

Exercises 5A-5N were designed to give you practice in identifying and

developing preparatory practice progressions.


6-YG-17

UNIT SIZE

QUALITY

DURATION

EXERCISE 5A: SHAPING

In the final stage of practice a Little League baseball pitcher is describedbelow.

Your task is to design the first and intermediate stages of practice.

Design three types of "shaping" progressions: (1) variations in unit size,(2) variations in quality, and (3) variations in duration.

First Stage Intermediate Stage Final Stage

Pitches a fast ball,change-up, and a curvewith accuracy (He putsthe ball where he wantsit). Pitches for sixinnings.

4

G-18

SEE ANSWERS

UNIT SIZE

QUALITY

DURATION

ANSWERSEXERCISE 5A: SHAPING

In the final stage of practice a Little League baseball pitcher is describedbelow.

Your task is to design the first and intermediate stages of practice.

Design three types of "shaping" progressions: (1) variations in unit size,(2) variations in quality, and (3) variations in duration.

First Stage Intermediate Stage Final Stage

Pnactice6 ant!, .thewind-up.

Remaining pontion6o6 a pitch akeglEaduatty added.

Pitches a fast ball,change-up, and a curvewith accuracy (He putsthe bail where he wantsit). Pitches for sixinnings.

Sttike zone i4 made GuLduatty makewiden. and tate& accuracy i.s tequiked.(to begin with'. The 4stkike zone 4:b

inckementatty nat-&owed .toward standatdbize.

Pitcheh one inning. Oven time in di ti6ekentgame4 pkacticets pitch-ing OA 2, 3, 4, and 5innino.

G-19

DO NEXT PROBLEM

2.

3.

14.

5-

6.

EXERCISE 5B: REP

Fov each problem below pot an X in the column indicating the type ofpractice reqUired.

Practice Items Recognition Edit Produce

Describe this angle.

c

I would describe this anglelike this: L_XYZ. Describethis angle: ...A x

B

".0How would you describe this angle?BA

LABC LBAC LCAB_LBAC is the wrong description of this angle.

/A Change it.

Bi C

The middle letter describes the vertex ofan angle. /ABC describes which angle?

A

t.A

Describe an angle with the vertex B and pointsA and C.

G-20 SEE ANSWERS

2.

3.

4.

5.

6.

ANSWERSEXERCISE 58: REP

For each problem below put an X in the column indicating the type ofpractice required.

Practice Items Recognition Edit ProduceA

Describe this angle.X

I would describe this anglelike this: LXYZ. DeA scribe

this angle: X13

X

How would you describe this angle?a,e!XA

LABC LBAC LCAB_ L

LpAc is the wrong description of this angle.Change it.

X

B C

The middle letter describes the vertex ofan angle. LABC describes which angle?

ill____

X

Describe an angle with the vertex B and pointA and C. X

G-21 DO NEXT PROBLEM

EXERCISE 5C:

MODE (REP)

For each of the following criterion behaviors, design two types of practice:

editing and production.

INPUT

ACTION

OUTPUT

Elec-

tronic:

equip-

ment

Check

out

equip-

ment

Diagnosis

Well

behaved

child

Reward

good

behavior

Child

rewarded

Compound

sentence

Place

comma

before

conjunc-

ti on

Sentence

correct-

ly punc-

tuated

Battery

Check

level

and fill

Filled

to specific

level

Decimal

to be

rounded

off

Rounds

off

Correct

decimal

to one

place

Common Errors

Takes safety precau-

tions in wrong

sequence (too late)

Teacher ignores good

behavior instead of

rewarding it

Places comma after

the conjunction

Adds too much water

Follows no rule about

numbers larger and

smaller than 5

Editing Practice

Production Practice

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 5C:

MODE (REP)

For each of the following criterion behaviors, design two types of practice:

editing and production.

INPUT

ACTION

OUTPUT

Elec-

tronic

equip-

ment

Check

out

equip-

ment

Diagnosis

Well

behaved

child

------

Reward

good

behavior

Child

rewarded

Compound

sentence

Place

comma

before

conjunc-

tion

Sentence

correct-

ly punc-

tuated

Battery

Check

level

and fill

Filled

to

specific

level

Decimal

to be

rounded

off

Rounds

off

Correct

decimal

to one

place

Common Errors

Takes safety precau-

tions in wrong

sequence (too late)

Teacher ignores good

behavior instead of

rewarding it

Places comma after

the conjunction

Adds too much water

Follows no rule about

numbers larger and

smaller than 5

Editing Practice

[

Watch this ptoceduite

and then indicate what

you would do di44e4-

mall.

Thi6 teacheA did otong;

what should she have

done.?

Look at the punctua-

tion o4 this compound

sentence.

How would

you punctuate it?

The cats £n this

batten!' have been

incoviectty 4ittzd.

Fitt thi6 one coect-

7.24 was tounded (144

to 7.3.

What should

it have been?

Production Practice

Check out this

equipment.

How would you

.this chitd?

7urctuate thi4

conpund sentence.

FAIL the cetts o4

this batteity.

Round obi thi4 wink

to .the neakest

decimal:

19.65.

DO

NE

XT

PR

OB

LEM

EXERCISE 50:

MODE (REP)

For each of the tasks below create three different types of practice items, each in a different mode.

COMMON

ERRORS

#1

SUBJECT

TASK

Arith-

metic

Long

division

Stops

too soon

(ignores

remain-

der)

English

Punc-

tuation

Incor-

rectly

uses

colon

and semi-

rnlnn

Auto

mechan-

ics

Adjust

distrib

for to

improve

timing

Step in

wrong

sequence

Geogra-

phy

Sequence

photos

showing

land

change

Wrong

sequence

of

events

Litera-

ture '

Identify

genre of

a poem

Confuses

narra-

tive and

epic

poems

L

#2

#3

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 5D:

MODE (REP)

For each of the tasks below create three different types

COMMON

TASK

ERRORS

SUBJECT

Arith-

metic

Long

division

Stops

too soon

(ignores

remain-

der)

English

Punc-

tuation

Incor-

rectly

uses

colon

and semi-

colon

Auto

mechan-

ics

Adjust

distrib

for to

improve

timing

Step in

wrong

sequence

Geogra-

phy

Sequence

photos

showing

land

change

Wrong

sequence

of

events

Litera-

ture

Identify

genre of

a poem

Confuses

narra-

tive and

epic

poems

#1

In which o6 these two

pubtems has the tong

division been done

cohAectey?

Which o

these two

sentences £4 coAxecteu

punctuated?

Which

06 th

ese

£4 th

eco

nnec

t seq

uenc

eto

Otto

w?

Which sequence is in

the night °Ada?

Which o$ these two

poems .is couectty

ctassi6ied as an epic

poem?

of practice items, each in a different mode.

#2

Connect the tong

divizion 6on this

pkobtem.

What

wrong with

this punctuation?

How

would you do it?

Did I adjust

the

distilibutonptopetty?

16 not,

wha

tshould I

have done?

This sequence 4:4

incolftect.

Haw should

they be sequenced?

This poem has been

incouectty tabeted as

an "epic poem."

What

should it be?

#3

Find

the

quot

Eot

t 60n

.th

iapitobtem.

Punctuate this

sentence.

JAdjust the timing on

this engine.

Put these pictuAes in

the pupa sequence.

What 4.4 the genu 06

this poem?

DO

NE

XT

PR

OB

LEM

EXERCISE 5E:

MODE (VISUAL/VERBAL, CONCRETE/ABSTRACT, PROCEDURE/VERBAL)

For each of the following objectives below, two types of practice have been devised.

Indicate by writing the number

1or 2 next to each example the order in which you would have the learner practice

teem.

Concept or Principle

Practice A

Practice B

2.

3.

5.

Closer the fulcrum is to the

load, the less force is

required to lift the load.

When stress is removed from

perfectly elastic objects,

they return to their

original shape.

The larger the area over

which the same force is

applied, the less pressure

there is.

Extinction means ignoring

(neither rewarding nor

punishing) behavior.

Weight of water displaced

by submerged object is equal

to the apparent loss of

weight when the object is

submerged.

Place the fulcrum where it

will let you use less force

to lift this ten pound load.

What happens to a perfectly

elastic object when the

stress is removed?

Place this block on this

sheet of paper in such a way

that the paper will not

tear.

Define extinction and give

an example.

When you sit down in a

bathtub, the water level

rises.

How do you account

for this phenomenon?

Which way should

Imove the

fulcrum on a lever to make

lifting the load easier?

Why?

If

Iremove the stress, will

this spring look like this

or like this?

How does the area of an

object relate to the amount

of pressure it applies?

Which of these case study

management behaviors

represents an example of

extinction?

Wil; the overflow in this

tank weigh one pound, less

than a pound, or more than

a pound when

Isubmerge

this one pound object?

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 5E:

MODE (VISUAL/VERBAL, CONCRETE/ABSTRACT, PROCEDURE/VERBAL)

For each of the following objectives below, two types of practice have been devised.

Indicate by writing the number

1or 2 next to each example the order in which you would have the learner practice

them.

Concept or Principle

.2.

3.

Closer the Fulcrum is to the

load, the less force is

required to lift the load.

When stress is removed from

perfectly elastic objects,

they return to their

original shape.

The larger the area over

which the same force is

applied, the less pressure

there is.

4.

Extinction means ignoring

(neither rewarding nor

punishing) behavior.

5.

Weight of water displaced

by submerged object is equal

to the apparent loss of

weight when the object is

submerged.

Practice A

Place the fulcrum where it

will let you use less force

to lift this ten pound load.

1

What happens to a perfectly

elastic object when the

stress is removed?

2

Place this block on this

sheet of paper in such a way

that the paper will not

tear.

Define extinction and give

an example.

2

When you sit down in a

bathtub, the water level

rises.

How do you account

for this phenomenon?

Practice B

Which way should

Imove the

fulcrum on a lever to make

lifting the load easier?

Why?

2

If

Iremove the stress, will

this spring look like this

or like this?

How does the area of an

object relate to the amount

of pressure it applies?

2

Which of these case study

management behaviors

represents an example of

extinction?

Will the overflow in this

tank weigh one pound, less

than a pound, or more than

a pound when

Isubmerge

this one pound object?

DO

NE

XT

PR

OB

LEM

2.

3.

4.

5.

EXERCISE 5F: MODE (VISUAL/VERBAL, CONCRETE/ABSTRACT)

For each of the following learning tasks, design an example of initialpractice you would use to make learning easier.

Base your example on either of these progressions: (a) visual/verbal; (b)concrete/abstract.

Concepts or Principles Initial Practice

Reinforcing (rewarding) a behaviorwhen it occurs increases thelikelihood the behavior will occuragain.

Secession is defined as the formalwithdrawal from an organization (asa religious communion, or politicalparty, or federation).

Balance is the stability producedby an even distribution of weighton each side of a vertical axis.

Fiscal policies relate to managementof taxation, public revenues, orpublic debt.

Carnivorous animals have teethstructurally adapted for killingand tearing meat.

G-28

SEE ANSWERS

2.

3.

4.

5.

ANSWERSEXERCISE 5F: MODE (VISUAL/VERBAL, CONCRFTF/ABSTRACT)

For each of the followirg learning tasks, design an example of initialpractice you would use to make learning easier.

Base your example on either of these progressions: (a) visual/verbal; (b)concrete/abstract.

Concepts or Principles Initial Practice

Reinforcing (rewarding) a behaviorwhen it occurs increases thelikelihood the behavior will occuragain.

What 4houtd I do iA I want a &Ltdwho had disptayed courtesy tocontinue being counteouis.

Secession is defined as the formalwithdrawal from an organization (asa religious communion, or politicalparty, or federation).

The. Civit Wan bnoke out when SouthCaAotina withdraw {nom the UnitedStates. What is tha type o4withdnawat catted?

Balance is the stability producedby an even distribution of weighton each side of a vertical axis.

Which o4 these two sets o4 scates£4 batanced?

Fiscal policies relate to managementof taxation, public revenues, orpublic debt.

Which £4 an example o4 4iscat potiew?

-School bond issue on an intenestchange on a penzonat Loan

Carnivorous animals have teethstructurally adapted for killingand tearing meat.

Loak at the teeth o4 these animals.A-Leh £4 cannivonous?

G -29

DO NEXT PROBLEM

2.

3

4.

5.

6.

7.

0.

9

10.

EXERCISE 5G: CUES

In the problems below identify the type of cues which have been used.

Put an X in the appropriate column.

CriterionPerformance

Cue Used inInstruction

Example orDemonstration Verbal Cues Visual Cues

Insert a valve inequipment.

Enlarged view of valveshowing correctposition.

What season would itbe in Bogota duringJanuary?

In cities north of theequator during Januaryit snows. Bogota issouth of the equator.

Given an example oftwo homophones.

Homophones are wordswhich are pronouncedthe same but arespelled differently.

States that air movesover the top of anairfoil faster thanpast the bottom.

Arrow superimposed onTV image shows pointsat under and upperside of wing.

Classify all planttypes belonging tothe same family.

Series of picturesbelonging to samefamily enclosed in asquare.

Describe what the"laissez faire"philosophysuggests.

"Laissez faire," mean -ing "to leave alone,"describes ?overnment'srelationship tobusiness.

Read three lines oftext in a reader.

Pictorial representa-tion of the action inthe "story" above thetext.

Reading a list ofwords aloud with the"an" sound.

TanKPanTSanD

Make a transparencyfor an overhead pro-jector on a thermofaxmachine.

Place the film on youroriginal copy so thatit looks like thissample.

Using reinforcementto manage classroombehavior.

Film showing when andhow to use reinforce-m2nr..

SEE ANSWERS

2.

3.

4.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE 5G: CUES

In the problems below identify the type of cues which have been used.

Put an X in the appropriate column.

CriterionPerformance

Cue Used inInstruction

Example orDemonstration Verbal Cues Visual Cues

Insert a valve inequipment.

Enlarged view of valveshowing correctposition. X

What season would itbe in Bogota duringJanuary?

In cities north of theequator during Januaryit snows. Bogota issouth of the equator.

X

Given an example oftwo homophones.

Homophones are wordswhich are pronouncedthe same but arespelled differently.

X

States that air movesover the top of anairfoil faster thanpast the bottom.

Arrow superimposed onTV image shows pointsat under and upperside of wing.

X

Classify all planttypes belonging tothe same family.

Series of picturesbelonging to samefamily enclosed in asquare.

X

Describe what the"laissez faire"philosophysuggests.

"Laissez faire," mean-ing "to leave alone,"describes government'srelationship tobusiness.

X

Read three lines oftext in a reader.

Pictorial representa-tion of the action inthe "story" above thetext.

X

Reading a list ofwords aloud with the"an" sound.

TanKPanTSanD

Make a transparencyfor an overhead pro-jector on a thermofaxmachine.

Place the film on youroriginal copy so thatit looks like thissample.

X

Using reinforcementto manage classroombehavior.

Film showing when andhow to use reinforce-ment. X


2.

3-

4,

5.

EXERCISE 5H: CUES

For each of the following examples produce a demonstration, model, or examplewhich is designed to assist the learner to practice criterion performance.

Criterion Performance Demonstration or Example

A man must take all the stepsinvolved in removing and replacinga faulty automotive ignition coil.

Student actor has to act in arestoration play and perform in astylyzed way appropriate to play.

A biology student must put a slideon a microscope and adjust theview.

Student has to write paragraphwhich meets formal propertyrequirements (e.g., organization,length, etc.)

A student lifeguard must learn tojump into the water and get to thevictim in the quickest possibleway.

G-32

SEE ANSWERS

1

2.

3.

4.

5.

ANSWERSEXERCISE 5H: CUES

For each of the following examples produce a demonstration, model, or examplewhich is designed to assist the learner to practice criterion performance.

Criterion Performance Demonstration or Example

A man must take all the stepsinvolved in removing and replacinga faulty automotive ignition coil.

Demonsttation of au the stepsinvotmed £n itemovtng and tep4acinga liataty automotive ignition coit.

Student actor has to act in arestoration play and perform in astylyzed way appropriate to play.

The ditectot demonsttates how todo a scene.

A biology student must put a slideon a microscope and adjust theview.

.V'ow the student how to ptace 4.tideon wicto4cope and make adju4tment.

Student has to write paragraphwhich meets formal propertyrequirements (e.g., organization,length, etc.).

Pnovide model. patagtaph.

A student lifeguard must learn tojump into the water and get to thevictim in the quickest possibleway.

Demonsttate contect Zifie saving.leap into watex.

G-33

DO NEXT PROBLEM

EXERC 1 SE 51 :

CUES

A practice problem has been designed for each criterion performance below.

Prepare a verbal cue you might add to the problem which would assist or prompt the learner to make

the correct

response.

Criterion Performance

Practice Item

Verbal Cue

2. 4.

Drop a vowel when a-xling

"ing" to a word ending with

silent "e."

Identify the season of the

year from a given diagram

showing slant of the sun's

rays and the time of day.

a = summer

b = spring and fall

c = winter

Recall the names of the

seven dwarfs in the story

"Snow White."

Given a physics problem,

select the correct formula,

substitute values in

formula, and solve problem.

Translate written French

into written English.

Rewrite the following words

adding "ing" at the end of

them.

PRECEDE

CURVE

POSE

BONE

Imagine this is Washington,

D.C., at 12:00.

Label the

three sun's rays as summer,

fall, winter, or spring.

11/71

Name the seven dwarfs in

"Snow White."

What is the power being

produced if voltage is 120

and current is 60 watts?

Translate this paragraph

of French into English.

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 51:

CUES

A practice problem has been designed for each criterion performance below.

Prepare a verbal cue you might add to the problem which would assist or prompt the learner to make the correct

response.

Criterion Performance

Practice Item

Verbal Cue

2.

3. 4.

5.

Drop a vowel when adding

"ing" to a word ending with

silent "e."

Identify the season of the

year from a given diagram

showing slant of the sun's

rays and the time of day.

a = summer

b = spring and fall

c = winter

Recall the names of the

seven dwarfs in the story

"Snow White."

Given a physics problem,

select the correct formula,

substitute values in

formula, and solve problem.

Translate written French

into written English.

Rewrite the following words

adding "ing" at the end of

them.

PRECEDE

POSE

CURVE

BONE

Imagine this is Washington,

D.C., at 12:00.

Label the

three sun's rays as summer,

fall,

or spring.

Name the seven dwarfs in

"Snow White."

What is the power being

produced if voltage is 120

and current is 60 watts?

Translate this paragraph

of French into English.

Give an exampte:

When ING

id added to MAKE, it i4

.petted MAKING. OR

State the Aide:

When adding

ING to a word ending in a

silent E, drop the E.

State the rate:

The mote

obtique the /Lays, the eotdek

the tempera tare. OR

The weather is warmest when

the dun .t

di/teeth/ oven-

head.

Catt attention to chatactet-

istics o6,dwat6s, e.g.:

The

dwat6 who was atways smiting

carted

.The one

who cou2dW7f7Kay awake is

ca led

.Etc.

The lionmuta bon "payee is:

P .Vx1

Provide the meaning

sevetat new, in64equentty

used wo/tdd.

DO

NE

XT

PR

OB

LEM

2.

3.

4.

5.

EXERCISE 5J: CUES

Below are examples of visual cues that were designed to assist the studentto learn abstract, verbal concepts and principles.

Put an X through the relevant property(ies) of the cue that the learner canreadily respond to, thereby making it easier for him to learn the moreabstract, verbal materials.

Principle: Relationship between heat Relativespeed ofmovingobjects

Relation-shipbetweencause(before)and effect(after)

Amount ofheat (colorof flame)and speedof movement

and molecular movement

Visual cue: Animated film showingfaster vibrations of molecules insteel bar following application offlame

Fact: Proportion of federal, state, Relativearea sizes

Number ofmarkings inareas

Differencesin shadingand local funds required for urban

renewal projects

Visual cue:FEDERAL STATE LOCAL

Concept: Vertebrate and non- Separatenessof boxes

Grouping Size ofboxesvertebrate animals

Visual cue: The names of animals thatare vertebrates are enclosed in onesquare labeled "vertebrates"; non-vertebrates are enclosed in anotherlabeled "non-vertebrates"

Fact: How early particular states Number oflines

Relativelengths oflines onchartc

Differen-tiated(separate)lines

abolished property qualifications forvoting

Visual cue:

C0.001101.0 m....- , .nt ..... e siM. , PO

010AGIA IOW I.4 AAAAAA 0 iM IIO

M.5.140.7 I.,.0 wAIAPSA0F IM tr.

NIA. 4 A. IA.NOV yORA .1021MMEMM I..

40.4 CAROL. 1.3.6.11.1M12 IA.RM. IA .wevor a .....

I.2940. 15,1.0 gilliMENiSOWIN 0OL.A 174

Itroosst , 1111711111115,,,A

Principle: Like electrical charges Duration ofmovement

Similarityof charges

Speed ofmovementrepel each other

Visual cue: Live demonstration show-ing positively charged objects (markedwith +) cause positively charged ballsto move apart

G-36 SEE ANSWERS

2.

3.

4.

5.

ANSWERSEXERCISE 5J: CUES

Below are examples ov visual cues that were designed to assist the studentto learn abstract, verbal concepts and principles.

Put an X through the relevant property(ies) of the cue that the learner canreadily respond to, thereby making it easier for him to learn the moreabstract, verbal materials.

Principle: Relationship between heat lativsp ed f

moveobj c s

lationsh'pbet eetaus(be e )

an e ectfter)

, .unt ohe (..lorof me)and eedof ov -nt

and molecular movement

Visual cue: Animated film showingfaster vibrations of molecules insteel bar following application offlame

Fact: Proportion of federal, state, R lativeare s es

Number ofmarkings inareas

feren s

in a ngand local funds required for urbanrenewal projects

Visual cue:FEDERAL STATE LOCAL

Concept: Vertebrate and non- S arate ssof x

G upin Size ofboxesvertebrate animals

Visual cue: The names of animals thatare vertebrates are enclosed in onesquare labeled "vertebrates"; non-vertebrates are enclosed in anotherlabeled "non-vertebrates"

Fact: How early particular states Number oflines

R lativlen t ofline onch t

Di feretia(Sep ate)li

abolished property qualifications forvoting

Visual cue:cow. [ T C Uf IMMIMMili 18.

Of LAVIfli f 1A2GEOPG MN I no

.. ,,,,,, 0 211110 ..0ea msc.ust 177. .214f Vf 6.4SO.RI Me In

N.V. ARMY MIMIMMMMMIM MI.NEW VOA% MiliMMEM=Mi WI

NO.Vm fNOL.A ..s.f.f MO. V LvPoot Me ses*M1 MO 6..a.f...OD! .SlNO IRMMMMMIMMM 'IA"

SOU. CMOL.I. I I.V.140.0. INIIIIIMINIMINIMMEIM11111 1 imo

sm... ....,....I...StO.TuCK v No 0,..,,r .,[...Sif f iniii/rMENrEM;34

.,.. I MK .6 .31 ...

Principle: Like electrical charges Dur ti ofmove nt

Si filar ty

of rgesSpeed ofmovementrepel each other

Visual cue: Live demonstration show-ing positively charged objects (markedwith +) cause positively charged ballsto move apart

G-37DO NEXT PROBLEM

1

2.

3.

5.

6.

7.

8.

9.

10.

EXERCISE 5K: CONTENT

Below are examples of the first stage in content peogressions. In the lastcolumn, with an X, identify the type of content progression which was used:

j. Principles about procedures/proceduresk. Altered criterion behavior/criterion behavior1. Practice of errors/criterion behaviorm. Editing/criterion behaviorn. Backward chaining

Criterion Behavior 1st Sequence of PracticeProgression

Type

Expands a binomial States rules about procedures,e.g., reducing exponents by one,etc.

Develop. a practice progressioninvolving mode variations:recognize, edit, produce

Given a variety of practicesituations which do not correctlyimplement the REP mode, the stu-dent verbally states what shouldhave hPpn finne

Complete a forward pass (highschooler)

Watches video tape of his ownperformance and compares withperformance of professional

Tieing a shoe lace Pulls the nearly c.nmpleted bowtight

Casting with a fishina rod (releas-ing the thumb at the right momentin the swing)

Practices releasing his thumbtoo early and too late

Given a painting, the student willidentify when it was painted, e.g.,during the Renaissance or duringthe Middle Ages

The student is started by con-trasting contemporary abstractexpressionist paintings withrealistic painting from the 18thcentury

Write the Russian alphabet Writes letters of the alphabetand compares with a standard,correct:55; when wivfly

,---

Develop training mdierials, try outthe materials, and revise them onbasis of tryout data

Revises materials, tries outmaterials, and then developsmaterials

Given a distribution, the studentwill determine the appropriateaverage to use (i.e., mean, medium,mode) and compute the averageselected

Student verbally identifies theronditionS which call for eachtype of average

Identify oriental rug on the basisof number of borders, colors, andpatterns

Student is given black and whitedrawings so that patterns onlycan be compared

0-38 SEE ANSWERS

z-

2.

3.

4.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE 5K: CONTENT

Below are examples of the first stage in content progressions. In the lastcolumn, with an X, identify the type of content progression which was used:

j. Principles about procedures/proceduresk. Altered criterion behavior/criterion behavior1. Practice of errors/criterion behaviorm. Editing/criterion behaviorn. Backward chaining

Criterion Behavior 1st Sequence of PracticeProgression

Type

Expands a binomial States rules about procedures,e.g., reducing exponents by one,etc.

j

Develop a practice progressioninvolving mode variations:recognize, edit, produce

Given a variety of practicesituations which do not correctlyimplement the REP mode, the stu-dent verbally states what shouldhave been done

m

Complete a forward pass (highschooler)

Watches video tape of his ownperformance and compares withperformance of professional

m

Tieing a shoe lace Pulls the nearly completed bowtight n

1 Casting with a fishing rod (releas-ing the thumb at the right momentin the swing)

Practices releasing his thumbtoo early and too late .t.

Given a painting, the student willidentify when it was painted, e.g.,during the Renaissance or duringthe Middle Ages

The student is started by con-trasting contemporary abstractexpressionist paintings withrealistic painting from the 18thcentury

k

Write the Russian alphabet Writes letters of the alphabetand compares with a standard,correcting when wrong

m

Develop training materials, try outthe materials, and revise them onbasis of tryout data

Revises materials, tries outmaterials, and then devclupsmaterials

n

Given a distribution, the studentwill determine the appropriateaverage to use (i.e., mean, medium,mode) and compute the averageaglected

Student verbally identifies theconditions which call for eachtype of average j

Identify oriental rug on the basisof number of borders, colors; andpatterns

Student is given black and whitedrawings so that patterns only k

can be compared


2.

3.

4.

5.

EXERCISE 51.: CONTENT

For each criterion behavior below select a CONTENT progression suitable forit

Then, design an appropriate practice item. The practice problem should beone you would use in the first or early stages of a progression.

Criterion BehaviorDevelop First Sequenceof Practice Here:

Designing graphics for TV, takinginto account the fact that the viewerat home will see less of the image(anything on the edges is lost intransmission) than seen in the TVstudio

Using the correct procedure to addegg yolks to a hot liquid so that theeggs are not scrambled (cooked) bythe hot liquid

Correct pronunciation of Russian

Produce a design using the followingtechnique: (1) with water-solublepaint draw design on a board; (2)cover entire board with non-solubleink; (3) run water over board toremove paint, leaving ink todelineate design

Student must distinguish betweenvarious kinds of cats

G-140

SEE ANSWERS

2.

3.

4.

5.

ANSWERSEXERCISE 5L: CONTENT

For each criterion behavior below select a CONTENT progression suitable forit

Then, design an appropriate practice item. The practice problem should beone you would use in the first or early stages of a progression.

Criterion BehaviorDevelop First Sequence

of Practice Here:

Designing graphics for TV, takinginto account the fact that the viewerat home will see less of the image(anything on the edges is lost intransmission) than seen in the TVstudio

Student teatns 'Lute about de6igninggnaphics in the eenteh oli a TV bowedso that £O44 duning tnansmission wittnot a66ect design

Ptincipte6 about ptocedute/ptocedune

Using the correct procedure to addegg yolks to a hot liquid so that theeggs are not scrambled (cooked) bythe hot liquid

Student incoAtectty adds yoth4 .to hotZiguidA to zee the nesutts otc hisincolftect action

Ptactice o6 eitnots/cnitenion behaviors

Correct pronunciation of Russian Student Aecondz hih own pen6onmanceon tape, then Listens to tape in°Aden to critique petonmance

Editing/cAitetion behavioA

Produce a design using the followingtechnique: (1) with water-solublepaint draw design on a board; (2)cover entire board with non-solubleink; (3) run water over board toremove paint, leaving ink todeiineate design

Have the student practice the .eaststep 6inst

Backwatd chaining

Student must distinguish betweenvarious kinds of cats

Have student distinguish betweenpain o cats which one gnossZydiKlietent

Atte/Led mite/Lion behavioA/cAitetionbehamio&

G-41

DO NEXT PROBLEM

2.

3.

4.

5.

6.

7.

9.

10.

EXERCISE 5M: FREQUENCY/VARIATION

For each of the criterion behaviors described below put an X in a columnto indicate which one type of practice progression would be most appropriateto insure learning.

ReviewVariedExample

Associating initial consonants with asound

Identifying the style of a painting, no matterwhat the subject matter

Pitching a ball within the strike zone

Medic must be ready to handle rare emergencysituations

Identifying a research method used in a studyas being one of nine basic types

Reading music and playing the piano.

Stating the steps in the processing of cannedpeas

Classifying food into four food group classi-fications, i.e., milk group, meat group, fruit

land vegetable group, and breads and cheeses

Selecting techniques appropriate to a newaccounting assignment

Having to remember a large number of legalprecedents and decisions

G-42 SEE ANSWERS

2.

3.

4.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE 5M: FREQUENCY/VARIATION

For each of the criterion behaviors described below put an X in a columnto indicate which one type of practice progression would be most appropriateto insure learning.

Criterion Behaviors Repetition ReviewVariedExamples

Associating initial consonants with asound X

Identifying the style of a painting, no matterwhat the subject matter X

Pitching a ball within the strike zoneX

Medic must be ready to handle rare emergencysituations X

IIdentifying a research method used in a studyas being one of nine basic types X

Reading music and playing the piano X

Stating the steps in the processing of cannedpeas X

Classifying food into four food group classi-fications, i.e., milk group, meat group, fruitand vegetable group, and breads and cheeses

Y

Selecting techniques appropriate to a newaccounting assignment X

Having to remember a large number of legalprecedents and decisions X


EXERCISE 5N: FREQUENCY/VARIATION

1. Put an X through the situation which is the most appropriate candidatefor using repetition as a practice progression.

a. b. c.Compare and contrast thetypes of food and their

Listen to this chord onthe piano. Identify

Remembering a cookingrecipe (someone who uses

use on earth and on a the precise size of the widely and frequentlyspace flight. interval. varied menus

2. Put an X through the situation which is the most appropriate candidatefor using review as a practice progression.

a. b. c.Given an engineeringproblem to solve, select-ing the right formula.

Compute chi squareusing this formula:

2

Producing the productsof all possible combina-tions of the numbersx2

(A+B)(C+D)(A+C)(B+D)1-10.

3. Put an X through the situation which is the most appropriate candidatefor using varied examples.

a. b. c.

Remembering the atomicweights of each elementin the periodic table.

Setting up a slide on amicroscope and adjust-ing the focus.

Given an example of aspecific voice range,identifying it assoprano, alto, tenor,or bass.

SEE ANSWERS

G-1+4

ANSWERSEXERCISE 5N: FREQUENCY/VARIATION

1. Put an X through the situation which is the most appropriate candidatefor using repetition as a practice progression.

a. b. c.

Compare and contrast thetypes of food and theiruse on earth and on a

Isten to this chordth- piano. Identifthe ecise size : the

Remembering a cookingrecipe (someone who useswidely and frequently

space flight. interva . varied menus).

2. Put an X through the situation which is the most appropriate candidatefor using review as a practice progression.

a. b. C.

Given an engineeringproblem to solve, select-ing the right formula.

..mpute chi squareus g this formula:

2x =

Producing the productsof all possible combina-tions of the numbers1-10.

(A +B) D)( C)(B+D)

3. Put an X through the situation which is the most appropriate candidatefor using varied examples.

a. b. c.

Remembering the atomicweights of each element

Setting up a slide on amicroscope and adjust-

, Oven an example of aspe'fic voice ran

in the periodictabie. ing the tocus. identi ing it --

soprano,or bass.

-Ito tenor,

END OF EXERCISE

G-145


DOEXERCISE 6

Exercises 6A-6G have been designed to give you practice in developing

actual practice progressions for selected types of learning problems.

In each exercise that follows you will be given three filled-in sections

of FORM G.I(2):

--IA Characterization of Criterion Practice Requirements

IB Design of Criterion Practice

IIB Selection of Preparatory Practice Progressions

Your task will be to fill in all three rows in the following section of

FORM G.1(2):

--IIB Design Preparatory Practice Progressions


--"/C-47

EXERCISE 6A

This exercise is designed to give you practice developing or designing apreparatory practice progression for:

Problem: (3) X (A) Discriminating Between Similar INPUTS

FOLD OUT THIS PAGE

z/i// G-49



IM

==MI

2 I

simulation


transfer

delayed basis

recognition mode

(ED1:11

INPUTS

Elii1§



chains

ACTIONSgeneralizations .

partial proficiency

CD[E

INPUTS

srndanty (chs-)

No. of properties

No of classesfor, No. members/class)

& ACTIONS



INPUTS

(1=1) verbal/symbolic

OUTPUTS

ri

EII environmental

ill urn audioC

INPUTS

CI111

IV non realistic IV

CED transient

ACTIONS

v

vocal

sub-vocal

7

F(0) perceptual viii

VII motor ix



Phonic sounds which arefrequently confused(e.g., "f" and unvoiced

Identify each sound Correct identification ofindividual sounds (e.g.,as a "f" sound or a "th")

EXAMPLE(S)


"th" sounds) presentedsingly embodied in words(e.g., five, their, etc.)

IIA. Select Preparatory Practice Progression(s)

UNIT SIZE MODE PROMPTING/FADING CONTENTFREQUENCY or

VARIATION

a. shaping gradual increasesin:

.. quantity

.. quality

b. R/E/P

c. visual/verbal

d. concrete/abstract

e. procedures/pr inciples

f. examples or demonstrations

g. verbal cues

h. visual cues

i diagramming, overviews

I. principles/proceduresk. altered criterion/

criterion

I. errors/criterionm. editing/criterion

n. backward chaining

o. repetition

p. review

q. varied examples

2 A B C D E F i vi vii

1 q o-p 9 9 9-i e h

3 (ED ....p 4-h-o i-g i h

4 b-q i-o-p g-h i-g i-g 9 h

3+4 b-i-q i-o-p g-h i-g i-g c ci e-i

5 b-o i-o-p i-g-o-p b-g-I

6 a-f-m-n o-p a,n a-m-n

7 i o-r, g-h-1

G-50

BASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL IN SECTION IIB

I i B. Design Preparatory Practice Progression I IC. Characterize

PROGRESSION given as INPUT student will take ACTION resulting in OUTPUT MODE

1st

INPUTS OUTPUTS

Ii 1 verbal /symbolic t

la I environmental ii

iii 1 audio iii

2nd

[iv non-realistic iv

1 v j transient r

ACTIONS

Ivi 1 perceptual

3rd

vii motor

1 viii i vocal

ix subvocal

SEE ANSWERS

G-50a

ANSWERS


IIB. Design Preparatory Practice Progression IIC. Characterize


1st

PaiAis o soundsusual -to contused;exaggenated -toenpha6ize di44vtence

Indicate whethenthey zound the sameon. di4 4enent

Connect identiKica-tion O sameness ondi.K 4 eitence

INPUTS OUTPUTS

verbal/symbolic J i I

Iii environmentalI 1

it audioIiii

El nonrealistic Fltransient FF-,7 :12nd

Paves o4 soundsbnought gAaduattyCe04en to nonmatAnUNd

Indicate whetheAthey 40und the flameon di44eAent

Connect kdentiAica-tion o4 sameness OAdi44eAence

ACTIONS

1v. perceptual

3rd

A woad with a aingZebound; incoAAecthiidenti4ied;instAuction4 toconnect identi4ica-is on

Indicate what thesound -is

Connect identi4ica-tion o4 a sound motor

viii vocal

I ix I subvocal

FOLD BACK PAGE G-49

DO NEXT PROBLEM

G-51

EXERCISE 6B


Problem: (3) + (4) Discriminations and Generalizations

FOLD OUT THIS PAGE

-5-2/G -53



simulation

aids availableiwo directions

transfer

delayed basis

recog-ution mode



chains


partial proficiency

INPUTS

similarity Ides -?

No. of properties

No. of classes

tor. No. members/class?

INPUTS & ACTIONS



INPUTS

(E)13

verbat/symbolic

environmental

audio

non-realistic

transient

ACTIONS

perceptual Onomotor ix

OUTPUTS

(IDEl

A

Ii0

INPUTS[El

NIED C E E

m iva2 13 12 v

11:1

11

vocal

sub-vocal

7

CI ®Ell Ca



EXAMPLES)


Given any example of atwo-dimensional drawing ofgeometric figures (square,rectangle, triangle,rhombus, rhomboid, circle,or sphere)

Correctly identify it (bya label or by grouping itwith other members of thesame class)

Correct clasification ofeach figure


UNIT SIZE MODE I PROMPTING/FADING CONTENTFREQUENCY Of

VARIATION


.. quantity

.. quality

b. R/E/P

c. visual/verbal


e. procedures/principles


g. verbal cues

h. visual cues

i. CilagWairsiii fig, 041E1 viewb

j. principles/proceduresk. altered criterion/

criterion



o. repetition

p. review

q. varied examples

2 B C D E F i vi vu

I q o-p 9 9 9-i e

3 b-q i-o-p g-h-k i-g I h

4 b-q i-o-p g-h i-g 1.9 g h I

3+4 C=3) i-o-p g-h i-g 1-9 c-ct-e-i

5 b-o i-o-p i-go-p b-g-1

6 a-f-m-n o-p a-n a-m-n

o-p g -h -}

G-5/4


I IB. Design Preparatory Practice Progression I IC. Characterize


1st

INPUTS OUTPUTS

Ii ] verbal/symbolic I i I

Iii 1 environmental FIJul I audio ;iiI

2nd

I iv 1 non-realistic 51[ v ] transient El

ACTIONS

vi 1 perceptual

3rd

4

Ivii-I motor

[Wit] vocal

Iix 1 subvocal

SEE ANSWERS

G-54a

ANSWERSBASED ON A REVIEW OFTHE OPPOSITE PAGt,FILL IN SECTION IIB

IIB. Design Preparatory Practice Progression I IC. Characterize


1st

Reco,gnition itent6 Indicate whether.they axe the sameoft diligetent

Connect Zdentitiica-tion o6 Aamene64on diliKenencez

INPUTS OUTPUTS

(paAA2 oii 6iguxe6);vanied exampte4

I i 1 verbal/symbolic 171

environmental ii

iii audio it,

2nd

Edi_ti.ng. i.tems: Maize, a coxxectAlonin tabeein9 ongtouping

Connection inidenti4ication oli4iguxes

lifi nonrealistic ivinconnect tabetingOh wt./N./ping ("4

aingte 6iguxe6;vaAied exampZeis

v transient r71

ACTIONS

vi perceptual

3rd

Production ttento: Label. on group6iguxe4 connectty

Connect identiKica-tion oli iiipunes4ingZe Kiguxu,

vanied exampte4;no 6ine dizenimina-

vii motor

vaij vocal

tionz xequixed(ix I subvoce

FOLD BACK PAGE G-53

DO NEXT PROBLEM

G-55

EXERCISE 6C


Problem: (3 + 4) X (i) Verbal Concepts

FOLD OUT THIS PAGE

(;-56/ G-57



simulation


.0e,delayed basis

recognition mode

CED(1:2)

INPUTS

INPUTS6.m"...,generalizations


chains


partial proficiency

INPUTS INPUTS OUTPUTS

(17DI verbal/symbolic CEDMO A similarity tdis )

==ig No of properties ri environmental ii

C No. of classes 1" audio F(or, No. members/class)

INPUTS & ACTIONS5 iv non-realistic iv

7)v transient v

El El existing associations

112 length of chainACTIONS

ACTIONS7

F integrative strength perceptual viii vocal

[6E motor 17x sub-vocal



EXAMPLE(S)


The verbal descriptionsof (new) examples ofeither operant orclassical conditioning

Classify the examples Correct classificationof examples



VARIATION

a. shaping gradual increasesin

.. quantity

.. quality

b. R/E/P

c. visual/verbal



f examples or demonstrations

9. verbal cues

h. visual cues


I. principles/proceduresk. altered criterion/

criterion



0. repetition

p. review

q. varied examples

1

2 A B C D E F / vi vii

o la-p 9 g g-i e h

3 b-q i-o-p g-hk 1-9 i h

4 b-q i-o-p g-h 1-9 1-9 g h I

3+4 G-70 4-0-13 g-h 1-9 I-9 4141/20

5 b-o 1-o-p 1.9-o-p b-g-I

6 a-fm-n o-p a,n a-m-n

I o-p 9-h-I1

I

G-58


18. Design Preparatory Practice Progression I IC. Characterize


1st

INPUTS OUTPUTS

i verbal/symbolic 1 i I

ii environmental ii

iii audio di

2nd

iv non-realistic Elv transient 51

ACTIONS

vi perceptual

3rd

vii motor

viii vocal

ix subvocal

SEE ANSWERS

G -58a

ANSWERSBASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL IN SECTION 118

IIB. Design Preparatory Practice Progression I IC. Characterize


1st

The aid 06 adiagram and va/tied

Ctassi0 examples Ctassi4ication o4examples not in thediagkam

INPUTS OUTPUTS

ki verbal/symbolic 0

examples not in thediagram pkovideVeAbae. pkompt6

environmental I ii

m audio sit

2nd

Give ,':34.A 06examptqs anddiagkam; no vekbaicues; (vakiedexamples)

Select the examplewhich kepaesentseach cta44

Setection 0lexample AkOM eachctas4

non-realist ic iv

pi transient v

ACTIONS

vi 1 perceptual

3rd

Given a singleexample and avenbae. piziompt

no diagkam

Classi0 theexamples eithen asopeirant oA classicalconditioning

Vetbat classi4ica-tion o example

vii motor

PVT.] vocal

ix l su bvoca I

FOLD BACK PAGE G-57

DO NEXT PROBLEM

G-59

EXERCISE 6D


Problem: (5) X (C) - Multiple Associations

FOLD OUT THIS PAGE

6-6/G -61



,,M.1,11 ,on

rods available

two directions

I raelcia,

delayed basis

recognition mode




partial proficiency

INPUTS INPUTS(D OUTPUTS

verbal/symbolic Cr -1)3 A similarity Idis-)ICI E No. of properties

4:20 Na. of classes

lot, No. members/class)

INPUTS & ACTIONS

environmental iiMI=

I 1

INPUTS

(ED)

"' audio Enon-realistic iv

v transient vEl El existing associations

El length of chainACTIONS

7ACTIONS

F integrative strength yr perceptual viii vocal

III vii motor (7; sub-vocal

B. Design Criterion Practice


EXAMPLE (S)


Any of the 50 states anda request for the name ofthe capital city

Provide the name of thecapital

Correct naming of thecapital

11A. Select Preparatory Practice Progression1s)


VARIATION

a_ shaping gradual increasesin

quantity

.. quality

b. R/E/P

c. visual/verbal




g. verbal cues

h. visual cues

I diagramm ng, overviews

1. principles/procedures

k altered criterion/criterion

I. errors/criterionm_ edstrogIcrtter,onrt. backward chaining

o. repetition

p. review

q. varied examples

2 A B C D E F i vi vii I

1 q....

op 9 g 9-i e..'

h I

3 b-q 1-op g-hk 1-g 1 h

4 b-q i-o-p gh 1.g J.; g h

3+4 b-i-q i-o-p g-h 1.9 1-9 c d e I

5 <iD to-p Cg-o-;) b-g -1

-f-m-n o-p a vl a-m-nLci-p 941-I l

G-62


I I B. Design Preparatory Practice Progression IIC. Characterize


1st

INPUTS OUTPUTS

i verbal/symbolicI

is environmental riTI

iii audio i,9

2nd

iv non-realistic Rv transient rvi

ACTIONS

perceptual

3rd

vii motor

I viii 1 vocal

ix subvocal

SEE ANSWERS

G -62a

ANSWERSBASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL IN SECTION IIB

IIB. Design Prepa atory Practice Progression I IC. Characterize


1st

A tabte wL.th altthe 4tate6 andthem cap.itats

Look at the name oAthe atate and 4at,the capttat

2 on 3 tepetiti.onz

Statement oli covtectcapitat

INPUTS OUTPUTS

verbal/symbolic LI1F environmental E(,,, audio LE

2nd

Four. on. Give state6and coon on ..i..ve

capitata (at a time )

Match stateh andcapitat4(recognition)

Colutect match-:nn{±,j non.realistic

[v transient

ACTIONS

[yr i perceptual

v 1 motorn-3rd

Statea and a c'ue04 to the capitat.(e.g., 6inetlet-ten)

State name o;icapita.

Statement oli cotnectcapita_

(,,,J, vocal

subvocal

FOLD BACK PAGE G-61

DO NEXT PROBLEM

G-63

EXERCISE 6E


Problem: (6) X (E) A Long Chain

FOLD OUT THIS PAGE



,ornulMion


,,,,msle,

delayed basis

recognition mode

INPUTSritsci orninat tons

generalizations

& ACTIONSassociationsChains

ACTIONS

partial prof iciency

INPUTS

simdarity lclis INo. of properties

No. of classes


& ACTIONS

erost.ng as.oc.ai.ofrslength of chain


INPUTS

F7

(:3)verbal/symbolic

environmental

audio

non realistic

transient

ACTIONS

perceptual

motor

OUTPUTSI. 3 A

Q ILE ICEDMO

INPUTS

(i)

Egeneralizations

ED C ", III

INPUTS EM.LI

ivME

El vEM

vocal

sub-vocal

Ca

Fvi viii

'vii IIMII ix



EXAMPLEISI


Any automobile with anout-of-tune engine

plusManufacturer's specifica-tions for tuning

Complete a tune-up tomanufacturer's specifica-tions. There are twentysteps in the procedure.

Correctly tuned engine


UNIT SIZE MODE PROMPTING!FADING CONTENTFREQUENCY or

VARIATION

a. shaping gradual increasesin

.. quantity

.. quality

b. R/E/P

c. visual/verbal

d concrete/abstract



9. verbal cues

h. visual cues

i. diagramming, overviews

I. principles /procedures

k. altered criterion/criterion



o. repetition

p. review

q. varied examples

2 A B C D E F i vi vii

q o-p 9 9 9-i e h

3 b-q 1-o-p g-h-k i-g i h

4 b-q ,o-, g-h i-g i-g 9 h 1

3+4 b-i-q io-p g-h i -g i-g c-d e-i

5 b-o 1-o-p 1-g-o-p

6 (ID o -p C:=) a-m-n

j o-p 9-h-I j

G-66

BASED ON A REVIEW OFTHE OPPOSITE PAGE,FHA. I N SECTION I I B

118. Design Prepa atory Practice Progression I IC. Characterize


1st

INPUTS OUTPUTS

+i 1 verbal/symbolic iii environmental it

iii audio. iii

2nd

iv non-realistic iv

v transient v

ACTIONS

vi 1 perceptual

3rd

vii motor

1 viii' vocal

ix subvocal

SEE ANSWERS

G-66a

ANSWERSBASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL IN SECTION IIB

IIB. Design Prepa atory Practice Progression I IC. Characterize


ut

Each step in thechaiA .t demon-ztAated by .theinzticuettlon

Pnactice each 4.tepby itset6

Pnactice o6individuat steps,not the compZetechain

INPUTS OUTPUTS

, verbal/symbolic [ i 1rif ii environmental till

[iii l audio Fl

2nd

Demonztnati.on o6combined steps inpxocedulte

CAttiquezpen6onmance, onpnactices combinedsteps

Veltbat cAiti.que o6pen0Amance, onptactice o4 muttiptel-steps

Uly. nonrealistic iv

v transientitransient v

ACTIONS

[vi perceptual

3rd

Manu6actunen'sspecilitcations lotusguidance o6

Pnactice en tinechain

Engine tunedvii motor

piii vocal

ix subvocal

FOLD BACK PAGE G-65

DO NEXT PROBLEM

G-67

EXERCISE 6F


Problem: (3 + 4) X (i) + (6) A Long Chain Involving Verbal Concepts

FOLD OUT THIS PAGE

G-.69



simulation

aids availableIwo directions

r,anster

delayed basis

recognition mode

(EDC::)

INPUTS

&



chains


partial proficiency

INPUTS INPUTS

(rDOUTPUTS

verbal/symbolic 0(3 i DNM A similarity Idol

.111 IE No. of properties

LE No. of classes

(or, No. members /class)

INPUTS & ACTIONS

ii environmental iiIll audio III

non - realistic ivEM

2 121 existing associations v transient v

El length of chainACTIONS

7ACTIONS

113 integrative strength isi perceptual viii vocal

'vii I motor 7,71 sub-vocal


GIVEN as INPUT J STUDENT WILL take ACTION RESULTING IN OUTPUT

The term "shaping" and Define the term in his Correct definition andinstructions to de.-ine it,giving (new) examples of

own words and citeexamples of it for

examples

EXAMPLE(S) it situations not covered ininstruction

Properties ofadditionalexamples



VARIATION


.. quantity

quality

b. R/E/P

c. visual/verbal

d. concrete /abstract

e. procedures/priaciples


9. verbal cues

h. visual cues


I.

Ic.

I.

rn. editing/criterion

. backward

principles/proceduresaltered criterion/

criterion

errors/criterion

chainingF i

o.

p.

q.

repetition

review

varied examples

vi vii2 A B C

111.111ID E

1 ci a-p 9 9 g-j e h

3 b-q i-o-p g-h-k t9 i h

4 b-q t-o-p g.h i-g 1-g 9 h

3+4 (E ) 1-0-p g-h ig i-g c-d-ei

5 o 4-o-p 1,3-o-p b-g-I

6 E- ..p a-r. a-mn

7 i op 9-h-i

G-70


IIB. Design Preparatory Practice Progression IIC. Characterize


1st

INPUTS OUTPUTS

[7] verbal/symbolic 1 i

Iii ] environmental ii

(iii ] audio p9

2nd

iv j non-realistic iv

F] transient piACTIONS

Iy/ -I perceptual

3rd

vii 1 motor

I viii] vocal

ix 1 subvocal

SEE ANSWERS

G-70a

ANSWERS


IIB, Design Prepa atory Practice Progression 11C. Characterize


1st

Diagtam de6.6ting aconatituent concept

Choose exampte6 o6each concept

Connect identgica-Lion OA exampte6ittastnating aconcept

INPUTS OUTPUTS

verhausymbo. LEinvotved in".shaping" (e.g.,incAement41; andpai.A.6 OA neeevantexamgeh

i

[it1 environmentalI

lui 1 audio FT

2nd

Same as abov butKOA. a diAlleAconcept (e.g.,kein6okcement)

Choose examples o6each concept

Connect identi6ica-.icon oK exampte6iteusttatinq aconcept

kj .4.h.m1-7,7)

v transient v

ACTIONS

ivi1 perceptual

I--vill motor

3rd

Diagnams takingtwo on maceconcepts; phobtems

Select 6nom opttorsconnect Linkagea o6pubtem4

Connect identiAica-ti.on o6 how two onmote constituentconcepts ate Linked.together

viiii vocal

I ix J subvocal

FOLD BACK PAGE G-69

DO NEXT PROBLEM

G-71

EXERCISE 6G


Problem: (3 + 4) + (6) + (7) - Problem-Solving Chain

FOLD OUT THIS PAGE

(;-7/G-73


PERFORMANCE LEARNING PROBLEMS PROBLEM SOURCE. MODE

1 1-,imiriation


banster

delayed basis

recognition mode

41110

4113P

INPUTS

rqassociations(2D

CED)

INPUTSdni.:InninatiOnS

generalizations

& ACTIONS

chains


par tial ri,01.cency

INPUTS

sim.larity Idis INo of proper ties

No of claststor, No members/classl

INPUTS & ACTIONS



INPUTS

Dii I

r-i

verbal/symbolic

environmental

audio

non realistic

transient

ACTIONS

perceptual

motor

OUTPUTS

A

ig

Eii

NI 2ED

I ]

12 I

I 1

iv iv

El v v

©

vocal

sub-vocal

Fvi vut

M yr, I rz

IS. Design Criterion Practice


EXAMPLEIS)


Child exhibits a behaviorproblem in class (newexample)

Take appropriate ACTION(varied from what was

0practiced) over a periodof time

Diminution of problem



VARIATION

a shaping gradual increasesin

quantity

. quality

b Fl/E/P

c. visual/verbal


e. procedures /principles

f

g

h

i

examples or demonstrations

verbal cues

visual cues

diagramming, overviews

I principles/proceduresk. altered criterion/

criterion



0. repetition

p. review

q. varied examples

2 A B C D E F vii I

1 q o-p 9 9 9-1

se h 1

3 b-q i-o-p g-h-k i-g i h

4 b-q 1 o.p g-h i-g i-g ' g h

3+4 b-i-q 1-o-p 9-h .9 1-g c rt e i

5 b-o i-o-p r-9-o-p b-g-I

6 o-p a n a-m-n

7 o-p 9-h-I I

G-74

BASED ON A REVIEW OFTHE OPPOSITE PAGE,FILL I N SECTION I I B

I !B. Design Preparatory Practice Progression I IC. Characterize


1st

INPUTS OUTPUTS

i verbal /symbolicI i 1

ii environmental 1-51

iii j audio Fil

2nd

iv non - realisticI I

v transitransient v

ACTIONS

vi perceptual

3rd

[vii 1 motor

viii vocal

ix subvocal

SEE ANSWERS

G-74a

ANSWERSBASED ON A REVIEW OFTHE OPPOSITE PAGE,

FILL IN SECTION 118

11B. Design Preparatory Practice Progression I IC. Characterize


1st

ViagAam4 exptaimIngand ittu4tnatingtype4 o6 ptobZemz;

IdentiO 4komoption type oli

pkobtem invo.evedin example

CokAect identiliica-.tLon o4 pnobtemtype

INPUTS OUTPUTS

li 1 verbal/symbolic 1 i 1

example o6 ptobtemand options as t0type

environmentalI i 1

`iii 1 audio Fi

2nd

Viagitams exptainingand ittu4t/Lati.ngtype4 o6 management4tkategie4; exampeezoli 4tAategie4 andoptions a4 .to ton.

Identiliy Knorr

option4 type4 ocmanagement 40tu-ti onz invotved inexampte

Cohnect identi4ica-tion o6 managementtope

1' "J nonrealistic W'v transient H

ACTIONS

vi perceptual

3rd

Viag,tamz showingmatching o6 pkobtem4and 4tAategie4;pnactice paobtemswith option4

Matches pkobZemsand 4tnategie4litom options

Covtect matchingvii motor

I viii i vocal

subvocal

FOLD BACK PAGE G-73

END OF EXERCISE

G-75


DOEXERCISEG.2.3-G.3.2 7

Exercises 7A-7C are designed to give you practice in designing feedback

to be given to students.


6 -76)//G-77

2.

3.

4.

5

6.

7.

8.

9-

10.

EXERCISE 7A

For each criterion performance below indicate with an X whether the feedbackis likely to be trainer-produced or student-produced.

Criterion PerformanceProduced by:

Student Trainer

Stating the consequences of applying and removing stressto perfectly elastic bodies.

Identifying the name of a Supreme Court case from adescription of the case.

Drawing the orthographic projection of the end and sideviews of a prism.

Drawing a circle with the aid of a compass.

Focusing a television camera using the automatic ormanual focus.

Given a declarative statement in Spanish, the studentwill transform it into a question in Spanish.

Taking the correct grip on a golf club.

Removing and replacing fuel filter and checking forleaks.

Identifying objects which belong to the same class.

Lowering an object attached to a scale into water todetermine what will happen to the scale reading.

G-78 SEE ANSWERS

2.

3.

4.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE 7A

For each criterion performance below indicate with an X whether the feedbackis likely to be trainer-produced or student-produced.

Criterion PerformanceProduced by:

Student Trainer

Verbally stating the consequences of applying andremoving stress to perfectly elastic bodies. X

Identifying the name of a Supreme Court case from adescription of the case (in a programmed text). X

Identifying the orthographic projection of the endand side views of a prism. X

Drawing a circle with the aid of a compass. X

Focusing a television camera using the automatic ormanual focus. X

Given a declarative statement in Spanish, the studentwill transform it into a question in Spanish. X

Taking the correct grip on a golf club. X

Removing and replacing fuel filter and checking forleaks. X

Identifying objects which belong to the same class. X

Lowering an object attached to a scale into water todetermine what will happen to the scale reading. X


EXERCISE 7B

Put an X through the description of the feedback example which ismore likely to assist learning.

Practice Situation

TV cameraman is practicing

"shooting" a simulated

interview show.

Teacher practices reinforc-

ing longer and longer

durations ofa child's

attending behavior.

[(3)(4) X 3) [2] = x

Given a ste of sentences

requiring the Insertion of

commas, the student will

rewrite the sentences using

the appropriate

punctuation.

Setting a still camera for

shutter speed and lens

opening for various types

of lighting.

Feedback A

Critique by the director

regarding appropriate and

inappropriate shots.

Teacher describes her class-

room performance and it is

critiqued to an expert in

behavior modification.!

Present all steps:

[(3)(4) X 3]

[2] = x

[12 X 3]

[2] = x

(36)(2) = x

72 = x

Present the same sentences

already correctly

punctuated.

Present as a model various

types of lighting conditions.

Correct shutter and lens

settings and types of photo-

graphs which result from

them.

Feedback B

Video replay of interview

show with accompanying

critique.

A checklist of do's and

don't's by which the teacher

can evaluate her performance.

Present answer:

72 = x

Supply a set of rules for

the use of commas.


types of lighting conditions

and correct shutter and

lens settings.


types of lighting conditions

and correct shutter and

lens settings.

11

EXERCISE 7B

Put an X through the description of the feedback example which is

more likely to assist learning.

Practice Situation

TV cameraman is practicing

"shooting" a simulated

interview show.

Teacher practices reinforc-

ing longer and longer

durations of a child's

attending behavior.

[(3)

(4)

x3]

[2] = x

Given a set of sentences

requiring the insertion of

commas, the student will

rewrite the sentences using

the appropriate

punctuation.

Setting a still camera for

shutter speed and lens

opening for various types

of lighting.

Feedback A

Critique by the director

regarding appropriate and

inappropriate shots.

Tea

r describes her c

room pe

.rmance an

it is

critiqued t

axpert in

behavior mo'ri

tion

Feedback B

A checklist of do's and

don't's by which the teacher

can evaluate her performance.

Pr

nt the same senten

alreaa

correctly p

ctuated.

types

Correct s

settings an

graphs

thee

Present answer:

72=x

Supply a set of rules for

the use of commas. DO

NE

XT

PR

OB

LEM

2.

3.

14.

5.

EXERCISE 7C

For each of the following situations describe the feedback you would provideif you were developing the instructional materials.

Practice Situation Feedback After Learner Gives Answer

Demonstration of Bernoulli'sprinciple: "If I blow air betweenthese candle flames, will theflames bend this way or this way?

Translation of Russian pressrelease into English. "Editthis incorrect translation."

Children are learnirg to classifyexamples of "fruits." Shown abanana, apple, orange, andartichoke. "Which of these doesnot belong with the others?"

You're going to see a 300 lb.rock and a 10 lb. rock droppedfrom a bridge. "Which will landfirst?"

Here is a task analysis of aperformance in the knowledge domain.Now perform the learning analysis.

G-82

SEE ANSWERS

2.

3.

14.

5.

ANSWERSEXERCISE 7C

For each of the following situations describe the feedback you would provideif you were developing the instructional materials.

Practice Situation Feedback After Learner Gives Answer

Demonstration of Bernoulli'sprinciple: "If I blow air betweenthese candle flames, will theflames bend this way or this way?"

Show the wag the f,!ame4 actuateybend (i.e., inwand).

Translation of Russian pressrelease into English. "Editthis incorrect translation."

Show the cotftect editing, i.e., theexact Changed in .the tnanotation he.shoutd have made.

Children are learning to classifyexamples of "fruits." Shown abanana, apple, orange, andartichoke. "Which of these doesnot belong with the others?"

Point .to the antichoke and zay,"Th,i4 one because an afttichoke i.6a vegetabee and the otheA4 akepats."

You're going to see a 300 lb.rock and a 10 lb. rock droppedfrom a bridge. "Which will landfirst?"

Show ,LeAutt6: 6imuttanecia tanding.

Here is a task analysis of aperformance in the knowledge domain.Perform the learning analysis.

Show Aesutta oli a tkainet-devetopedtea/ming anaey44.4.

G-83

END OF EXERCISE

After readongHandbook forsub-STEP(S)

DOEXERCISEG.3.3G.3.4 8

Exercises 8A-8C are designed to give you practice in designing the

reinforcement to be provided students either during or following instruc-

tion.


6-1/G-85

4.

2.

3.

4.

5.

6.

7.

3.

9.

10.

EXERCISE 8A

With an X indicate the type of reinforcers used in the examples below.

Example of Reinforcers Intrinsic Extrinsic

The teacher schedules math and then art because theclass likes art; they then do better on math; thereinforcement for math is:

The reinforcement for art in the above example (1) is:

To demonstrate how economic conditions restrict personaldevelopment, the teacher had the class play a game whichsimulated ghetto conditions.

The teacher knows that Ben is a baseball fan. She giveshim math problems which involve batting averages.

The teacher knows that Ben is a baseball fan. He tellsBen that if he completes all of his math assignments, hewill allow Ben to listen to the baseball playoffs onFriday.

The stuoents are required to write a research paper onthe use of media in instruction. Within this broad frame-work, the student may select a topic which most interestshim.

In order to encourage dropouts to remain in school, theprincipal promised to give a transistor radio to anystudent who scored 80 or above on a criterion test.

Every ,time Johnny works quietly on his spelling, theteacher gives him a gold star.

Ann selects the songs she wants to learn on the guitar.Her teacher adapts them to her level.

The teacher finds that all it takes to keep Johnnyattentive is to call on him to recite occasionally.

G-86 SEE ANSWERS

2.

3,

4.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE 8A

With an X indicate the type of reinforcers used in the examples below.

Example of Reinforcers Intrinsic Extrinsic

The teacher schedules math and then art because theclass likes art; they then do better on math; thereinforcement for math is:

X

The reinforcement for art in the above example (1) is:

-..--

X

To demonstrate how economic conditions restrict personaldevelopment, the teacher had the class play a game whichsimulated ghetto conditions.

X

The teacher knows that Ben is a baseball fan. She give'him math problems which involve batting averages. X

The teacher knows that Ben is a baseball fan. He tellsBen that if he completes all of his math assignments, hewill allow Ben to listen to the baseball playoffs onFriday.

X

--The students are required to write a research paper onthe use of media in instruction. Within this broad frame-work, the student may select a topic which most interestshim.

X

In order to encourage dropouts to remain in school, theprincipal promised to give a transistor radio to anystudent who scored 80 or above on a criterion test. X

Every time Johnny works quietly on his spelling, theteacher gives him a gold star. X

Ann selects the songs she wants to learn on the guitar.Her teacher adapts them to her level. X

The teacher finds that all it takes to keep Johnnyattentive is to call on him to recite occasionally. X


2.

3-

4.

5.

EXERCISE 8B

With an X indicate for each of the following situations whether the teacheris attempting to strengthen or to maintain persistence at work.

Reinforcement Practice Strengthen Maintain

Johnny's teacher told him she would give him a goldstar for every line he wrote in his Journal.

On Monday Johnny's teacher told him she would give him agold star for one line of writing; on Tuesday sherequired two lines, and continued increasing the amounthe had to produce in order to receive his reward.

Betty rarely works for a couple of minutes at a time.Her teacher decided to reward her with candy for workingsteadily for an entire class period. After Betty reachedthe "hour" goal, the teacher began giving her candy atregular intervals.

At the onset of the school year the teacher accepted avery low standard of writing from the children. Shepraised almost any kind of writing. As the year wore onshe would only praise better and better examples ofwriting and did so only on occasion.

To encourage his students to exercise, the gym teacherposted the names of people who had completed the dailyexercise requirements. He started easy in the fall butended hard at the end of the term.

G-88 SEE ANSWERS

2.

3

4.

5

ANSWERSEXERCISE 8B

With an X indicate for each of the following situations whether the teacheris i.ttempting to strengthen or to maintain persistence at work.

Reinforcement Practice Strengthen Maintain

Johnny's teacher told him she would give him a goldstar for every line he wrote in his journal. X

On Monday Johnny's teacher told him she would give him agold star for one line of writing; on Tuesday sherequired two lines, and continued increasing the amounthe had to produce in order to receive his reward.

X

Betty rarely works for a couple of minutes at a time.Her teacher decided to reward her with candy for workingsteadily for an entire class period. After Betty reachedthe "hour" goal, the teacher began giving her candy atregular intervals.

X

At the onset of the school year the teacher accepted avery low standard of writing from the children. She

praised almost any kind of writing. As the year wore onshe would only praise better and better examples ofwriting and did so only on occasion.

X

To encourage his students to exercise, the gym teacherposted the names of people who had completed the dailyexercise requirements. He started easy in the fal' butended hard at the end of the term.

X


2.

3.

4.

5

EXERCISE 8C

Draw an X through the one type of behavior in each pair (A or B) which youfeel requires reinforcement to be delivered following instruction.

Behavior A Behavior B

Citing the disadvantages of usingdrugs.

Refraining from using drugs.

Going to the polls to vote. Explaining the consequences fordemocratic government of voterapathy.

Supervisory foreman behavingtoward subordinates in a way thatshows respect for them asindividuals.

Supervisory foreman cites reasonsfor good interpersonal relationsbetween superiors and subordinates.

Student refrains from smoking inprohibited area.

Student states what the dangers areof smoking in a prohibited area.

Listing what should be done toprevent V.D.

Observing precautions against V.D.

G-90

SEE ANSWERS

2.

3.

4.

5.

ANSWERSEXERCISE 8C

Draw an X through the one type of behavior in each pair (A or B) which youfeel requires reinforcement to be delivered following instruction.

Behavior A Behavior B

Citing the disadvantages of usingdrugs.

Refrain .11 usi

Going t -- soils to v -. Explaining the consequences fordemocratic government of voterapathy.

Supery foreman behavi.-toward subor. es a way thatshows respec r- t .s

indiv'... s.

Supervisory foreman cites reasonsfor good interpersonal relationsbetween superiors and subordinates.

Student re ,' fru . .ing inprohibite. ..

Student states what the dangers areof smoking in a prohibited area.

Listing what should be done toprevent V.D.

Observe . autio st V.D.

G-91

END OF EXERCISE

After readmgHandbook forsub-STEP(S)

DOEXERCISEG.4.1G.4.2 9

Exercises 9A-9E are designed to give you practice in identifying media

requirements and making media decisions.


9-..,2/..// G-93

2.

3.

4.

5.

EXERCISE 9A

For each learning situation below indicate with an X all the instructionalcapabilities the selected medium does NOT possess.

TO BE LEARNED MEDIUM SELECTED

AccommodationDisplay of of Provides a

INPUTS/OUTPUTS ACTIONS Record

Applying a correcthold to a drowningvictim.

Film showing thedrowning victimthrashing about.

Where to enter elec-trical circuits totroubleshoot for ashort in the circuit.

Circuit diagram withstudent putting markson diagram for pointsto enter for testing.

Reading words notencountered before(phonics lesson).

Slides of new words;students say themaloud.

.4

Using reinforcementprinciples to manageclassroom behavior.

Film showing thirdgraders beinginattentive.

Translating fromChinese charactersaloud.

Tape recorder.

G-94 SEE ANSWERS

2.

3.

4.

5.

ANSWERSEXERCISE 9A

For each learning situation below indicate with an X all the instructionalcapabilities the selected medium does NOT possess.

TO BE LEARNED MEDIUM SELECTED

AccommodationDisplay of of

INPUTS/OUTPUTS ACTIONSProvides aRecord

Applying a correcthold to a drowningvictim.

Film showing thedrowning victimthrashing about.

X X

Where to enter elec-trical circuits totroubleshoot for ashort in the circuit,

Circuit diagram withstudent putting markson diagram for pointsto enter for testing.

Reading words notencountered before(phonics lesson).

Slides of new words;students say themaloud.

X

Using reinforcementprinciples to manageclassroom behavior.

Film showing thirdgraders beinginattentive.

X X

Translating fromChinese charactersaloud.

Tape recorder.X


EXERCISE 9B

This is an editim exercise.

Your task is to correct the instructional deficiencies created by the medium selected (in the previousexercise).

DO NOT LOOK AT THE PREVIOUS EXERCISE.

TO BE LEARNED

I.

Applying a correct hold to

a drowning victim.

2.

Where to enter electrical

circuits to troubleshoot

for a short in the circuit.

111.

11.1

I

Reading words not

encountered before (phonics

lesson).

MEDIUM SELECTED

YOUR IMPROVEMENT

Film showing the drowning

victim thrashing about.

Circuit diagram with student

putting marks on diagram for

points to enter for testing.

Slides of new words;

students say them aloud.

Using reinforcement

principles to manage

classroom behavior.

Film showing third graders

being inattentive.

5.

ITranslating from Chinese

characters aloud.

1111

1110

1111

1101

1111

Tape recorder.

AN

SW

ER

SEXERCISE 9B

This is an editing exercise.

Your task is to correct the instructional deficiencies created by the medium selected (in the previous exercise).

DO NOT LOOK AT THE PREVIOUS EXERCISE.

3. 4. 5.

TO BE LEARNED

Applying a correct hold to

a drowning victim.

Where to enter electrical

circuits to troubleshoot

for a short in the circuit.

Reading words not

encountered before (phonics

lesson).

Using reinforcement

principles to manage

classroom behavior.

Translating from Chinese

characters aloud.

MEDIUM SELECTED

YOUR IMPROVEMENT

Film showing the drowning

victim thrashing about.

Circuit diagram with student

putting marks on diagram for

points to enter for testing.

Slides of new words;

students say them aloud.

Film showing third graders

being inattentive.

Tape recorder.

Paper and pencil .to allow

student to sag what hemoufd

do.

None.

Tape Aeconden to plovide

a Itecon.d.

Paper and pencil to attow

teachem to 'say what they

would do; OR, notelotaying

to le-t .them pkacace doing

it with 4itmino o4 it to

pkOvide a teeoltd.

To disptau INPUTS, painted

Chinese chanacteits.

DO

NE

XT

PR

OB

LEM

EXERCISE 9C

Put an X through the best use of a medium for the inputs/outputs to

be displayed.

The medium should be neither

overutilized nor underutilized.

TO BE DISPLAYED

Orbits of planets

Anatomy of eye

Movement of bull in

bullfight

Shape of diamonds

Cooking sauce

A.

Drawing showing

relative size and

distance of planets.

Cutaway line drawing

of eye showing interior

and exterior parts.

Film of bull from

point of view of

bullfighter.

Glass cut like

diamonds.

Color photographs of

sauce.

MEDIA USED

B.

Mobile using spheres of

varying sizes and dis-

tances from one

another; spheres circle

the center snbere_

Opaque 3D model of eye

showing exterior parts.

Simulated bull which

can recreate actual

movements.

Opaque model of

diamonds.

Black and white

photographs of sauce.

C.

Stationary version of

mobile in Example B.

Transparent plastic 3D

eye showing interior

and exterior parts.

Series of still

photographs showing

changes in movement.

Photograph of diamonds.

Mock sauce with full

visual properties.

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 9C

Put an X through the best use of a medium for the inputs /outputs to be displayed.

The medium should be neither

overutilized nor underutilized.

TO BE DISPLAYED

Orbits of planets

Anatomy of eye

Movement of bull

bullfight

in

Shape of diamonds

Cooking sauce

A.

Drawing showing

relative size and

distance of planets.

Cutaway line drawing

f eye showing interior

and exterior parts.

Film of bull from

point of view of

bullfighter.

Color photographs of

sauce.

MEDIA USED

B.

Opaque 3D model of eye

showing exterior parts.

Opaque model of

diamonds.

Black and white

photographs of sauce.

C.

Stationary version of

mobile in Example B.

Series of still

photographs showing

changes in movement.

Photograph of diamonds.

DO

NE

XT

PR

OB

LEM

EXERCISE 9D

Put an X through the MEDIUM which would be the most desirable from a logistical point (i.e., the smallest

logistical burden would be involved).

INPUT

ACTION

Damaged corn,

wheat, soy-

beans

Identifies

insect

responsible

for damage

Patient

Diagnoses

with eye

condition

problem

Electronic

Locates

malfunction

malfunction

symptoms

in circuit

Sound,

cracked, or

sagging

foundation

Evaluates

soundness

Damaged

Disassembles

exhaust

exhaust

analyzer

analyzer and

replaces it

A.

Samples of actual

damaged crops

Color photographs

Printed descriptions

of symptoms

Samples (actual

houses)

Three-dimensional

functioning mock-up

of lunar rover

MEDIA

B.

Enlarged photographs

of damaged crops

Color motion picture

film

Photographs of

symptoms

Three-dimensional

small scale models

Diagram showing

location of parts of

lunar rover

C.

Verbal descriptions of

what damaged crops look

like

Black and white

photographs

Three-dimensional

mock-up with symptoms

displayed

Photographs of

foundations

Film of assembly and

disassembly of lunar

rover

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 9D

Put an X through the MEDIUM which would be the most desirable from a logistical point (i.e., the smallest

logistical burden would be involved).

INPUT

ACTION

Damaged corn,

wheat, soy-

beans

Identifies

insect

responsible

for damage

Patient

Diagnoses

with eye

condition

problem

Electronic

Locates

malfunction

malfunction

symptoms

in circuit

Sound,

cracked, or

sagging

foundation

Evaluates

soundness

Damaged

Disassembles

exhaust

exhaust

analyzer

analyzer and

replaces it

A.

Samples of actual

damaged crops

Color photographs

Ped descript

of symp

Samples (actual

houses)

Three-dimensional

functioning mock-up

of lunar rover

MEDIA

B.


of damaged crops


film

Photographs of

symptoms

Three-dimensional

small scale models

C.

Bla

and white

photogr

. . .

Three-dimensional


displayed


disassembly of lunar

rover

DO

NE

XT

PR

OB

LEM

EXERCISE 9E

For the examples below create an example of medium selection which you feel

is a good compromise between what

is offered as "best" from an instructional and from a logistical point of view.

INPUT

ACTION

OUTPUT

Facial

expres-

sion of

patient

Analyst

deals

,vith

patient

Best

patient

treatment

Medieval

and re-

Analyze

Paintings

analyzed

naissanceference

baroque

in treat

paintingsnent

of

light

Patient

Position

Patient

with

leg and

X-rayed

broken

operate

leg to becontrols

X-rayed

TV

Identify

Problems

monitor and

reported

showing

report

traffic

troubles

problems

Moving

orally

Position

blip on

identify

identi-

radar

position

fled to

screen

to pilotspilots

BEST INSTRUCTIONAL

An actor simulating the

role, patients with

which analyst practices

correct action

Full color printed

high quality reproduc-

tions

Training model of ma-

chine with working con-

trols and someone act-

ing as patient; learner

produces actions

TV tape showing typical

traffic problems

Film of blip moving

across radar screen

BEST LOGISTICAL

Concrete, verbally

described situation,

and analyst produces

correct action in

writing

Black and white repro-

ductions from textbooks

shown with aid of over'-

head projector

Drawing of controls and

correct and incorrect

positioning of arai;

learner verbalizes and

identifies correct

]

Schematic sketch of

traffic problems

Drawing of blip "path"

COMPROMISE

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 9E

For the examples below create an example of medium selection which you feel

is a

is offered as "best" from an instructional and from a logistical point of view.

INPUT

ACTION

OUTPUT

Facial

expres-

sion of

patient

Analyst

deals

with

patient

Best

patient

treatmentl

Medieval

and re-

Analyze

for dif-

Paintings

analyzed

naissanceference

baroque

in treat

painting5ment

of

light

Patient

Position

Patient

with

leg and

X-rayed

broken

operate

leg to bEcontrols

X-rayed

TV

Identify

Problems

monitor

and

reported

showing

report

traffic

problems

troubles

Moving

Orally

Position

blip on

identify

identi-

radar

position

fied to

screen

Ito pilotspilots

BEST INSTRUCTIONAL


role, patients with

which analyst practices

correct action

Full color printed


tions

Training model of ma-

chine with working con-

trols and someone act-

ing as patient; learner

-produces actions

TV tape showing typical

traffic problems

Film of blip moving

across radar screen

BEST LOGISTICAL

Concrete, verbally

described situation,

and analyst produces

correct action in

witinc



shown with aid of over-

head projector

Drawing of controls and

correct and incorrect

positioning of arm;

learner verbalizes and

identifies correct

Artinng

Schematic sketch of

traffic problems


good compromise between what

COMPROMISE

Photogkapha o6 4aciat

expitasions to which

anatubt Aupondb Ion

papa)

Caolted 6tideh o4

painting ptua paper

land pencil

Mock-up 06 machine with

non-Aunctioning conticot

and someone acting ae

patient; temnet SiMa-

On MO ca-u

Photoghaphs ob backed-

up tkaii6ic and welt

and pencil ion answers

Mechanicat model with

h.-and-ape/toted cWc4

showing moving btipa,

and audio tape

END OF EXERCISE


#3



(;-/O1Y:// G-105


FOLLOW THE "F" SCHEDULE INSIDE

2.

3.

4.

5.

6.

7

8.

EXERCISES FOR TASK F


OnHANDBOOK

1 39

---EA=1--...

F.1.1 F.2.1

F.2.2 41 - 47

F.2.3 49 - 69

F.2.4 - F.3.1 71 107

F.3.2 109 129

F.3.3 131 - 145

F.4.1 F.4.2 147 - 171

DoWORKBOOKExercises

' OnWORKBOOK

Paaes

1 Fl - F3

2 F5 - F7

3A - 3F F9 - F29

4A - 4B F31 - F35

5 F37 - F39

6* F41 - F43

Type of Practice

Deciding to test fccriterion and subcrit

outputsHow much of criteribehavior to sample

in tests

Developing test item

Identifying errorpatterns on test resu

Developing probes tfollow up student

test errors

Developing diagnostest items

Trying out and reusitesting procedures

*WHEN YOU HAVE COMPLETED ALL THE EXERCISES IN THIS SECTION OF THE WORKBOOK,PROCEED TO FINAL EXERCISE 4 IN THE FINAL EXERCISES VOLUME.

F-i

After readingHandbook forsub STEPS)

DOEXERCISEF.1.1F.2.1 1

This exercise is designed to give you practice making decisions about

situations in which you would test for criterion and preparatory outputs.


F-1

2.

3.

4.

5.

6.

7.

8.

10.

EXERCISE 1

For each objective below check as many columns (A, B, and/or C) indicatingthe type(s) of testing information you might be likely to want.

OBJECTIVES

Desirable to Test in Order to Assess for:A. B. C.

DIAGNOSTICProficiency Evidenceat CRITERION INTERIM of Learning

Behavior Pro ress Difficulties

Given a statement of objectives for anysubject matter or any type of learning, thecurriculum development trainee will formulatean instructional strategy.

Instructed to draw the curve for positivelyand negatively skewed and for normal distribu-tions, the student will correctly draw eachtype.

Given a written description of a researchproblem in the social sciences, the studentwill categorize it as one of nine possibletypes of research problems.

Given the results for items on a multiplechoice test, the student will carry out thefive steps involved in procedures for conduct-ing an item analysis.

Given English sentences, the student willidentify the subject and the predicate. Theteacher plans to cover this material in about1 I.

Given unpunctuated sentences, the studentwill edit them using correct capitalization.The teacher plans to spend several weeks onthis.Given a description of several importantchanges in American socre.ty, the student willidentify from a set of alternatives the state-ment which best describes the commonlyaccepted probable cause.

Given an oral presentation of ten words,students will write them producing correctspelling on all ten.

Based on one lesson, students will be givenexamples of music played with varying degreesof tonal quality and be expected to rate them(approximately the ratings made by experts).

Given a singular or plural personal pronoun,the student will use the correct presenttense of the verb "to be" (based on one hourof instruction).

F-2 SEE ANSWERS

2.

3.

4.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE 1

For each objective below check as many columns (A, B, and/or C) indicatingthe type(s) of testing information you might be likely to want.

OBJECTIVES

Desirable to Test in Order to Assess for:A.

Proficiencyat CRITERION

Behavior

B.

INTERIMProgress

C.

DIAGNOSTICEvidence

of LearningDifficulties

Given a statement of objectives for anysubject matter or any type of learning, thecurriculum development trainee will formulatean instructional strategy.

X X

Instructed to draw the curve for positivelyand negatively skewed and for normal distributions, the student will correctly draw each

type.

X

Given a written description of a researchproblem in the social sciences, the studentwill categorize it as one of nine possibletypes of research problems.

X X X

Given the results for items on a multiplechoice test, the student will carry out thefive steps involved in procedures for conducting an item analysis.

X X

Given English sentences, the student willidentify the subject and the predicate. Theteacher plans to cover this material in aboutan hour.

X

Given unpunctuated sentences, the studentwill edit them using correct capitalization.The teacher plans to spend several weeks onthis.

X X X

Given a description of several importantchanges in American society, the student willidentify from a set of alternatives the statesent which best describes the commonlyaccepted probable cause.

X X X

Given an oral presentation of ten words,students will write them producing correctspelling on all ten.

X

Based on one lesson, students will be givenexamples of music played with varying degreesof tonal quality and be expected to rate them(approximately the ratings made by experts).

X X

Given a singular or plural personal pronoun,the student will use the correct presenttense of the verb "to be" (based on one hourof instruction).

X

F-3 END OF EXERCISE


DOEXERCISEF.2.2 2

This exercise is designed to give you practice in determining how much

of criterion behavior to sample in tests.


F-LVF-5

2.

3.

14.

5.

EXERCISE 2

In each problem below there are two statements of objectives. Each describesthe number of INPUT classes to be sampled.

Put an X through the objective, A or B, for which you would develop MOREtest items PER CLASS.

Objective A Objective B

Given: Any example of the five types Given: Any example of a vitamin orof nutrient requirements of the body,namely, water, carbohydrates, proteins,fats, vitamins, and minerals

Student will: State the functions

of a mineral

Student will: Identify the exampleas a vitamin or a mineral (RECALL)

each performs in the body (RECALL)

Given: Any example of a paragraph Given: Any example of a paragraphusing one of six ways to develop aprogression of ideas

Student will: Identify the technique

which has the central idea statedeither in the first sentence or ina concluding sentence

Student will: Identify the topicused and cite specific content usedto implement the technique (TRANSFER) sentence in each by underlining it

(TRANSFER)

Given: Any example of three types Given: Any example of quantitativeof quantitative data: ordinal,interval, or ratio

Student will: Name the type

and qualitative data

Student will: Identify the type(TRANSFER)

(TRANSFER)

Given: Any example of any of the Given: Any letter of the alphabetfive vowels or any example of thetwenty-five consonants

Student will: Label it as a

in any of the following forms:script, lower case artisan, uppercase artisan, and lower and uppercase versions for two other typefaces (gothic, italics)

Student will: Read the letter

Nowel" or a "consonant" (RECALL)

correctly (RECALL)

Given: Any example of the four Given: Any example of a learningtypes of component learning skills(discriminations, generalizations,associations, or chains)

Student will: Describe the type

problem: acquisition vs. retention

Student will: Describe the type ofinstruction he would prepare for it(TRANSFER)

of instruction he would preparefor it (TRANSFER)

F-6

SEE ANSWERS

2.

3.

4.

5.

ANSWERSEXERCISE 2

In each problem below there are two statements of objectives. Each describesthe number of INPUT classes to be sampled.

Put an X through the objective, A or B, for which you would develop MOREtest items PER CLASS.

Objective A Objective B

Given: Any example of the five types .: Any example of a vitam - orof nutrient requirements of the body,namely, water, carbohydrates, proteinsfats, vitamins, and minerals

Student will: State the functions

of a m al

Student will: --- y the exampleas a vitamin - a m al (RECALL)

each performs in the body (RECALL)

Given: A:1y example of a paragraph Gi.r.: Any example of a pareusing one of six ways to develop aprogression of ideas

Student will: Identify the technique

which the central ide atedeither in t 'first s ence or in

-.a concluding c. ,e

Student wi . Identi he topicused and cite specific content usedto implement the technique (TRANSFER) sente in each by underli g it

( 'SFER)

Given: Any example of three types Giv- Any example of quan veof quantitative data: ordinal,interval, or ratio

Student will: Name the type

and quail ve data

Student will: the type-ffRANSF :w."-

(TRANSFER)

Gi : Any example of any of the Given: Any letter of the alphabetfive v. -'s or any example of .etwenty-five nsonants

student will: La t as a

in any of the following forms:script, lower case artisan, uppercase artisan, and lower and uppercase versions for two other typefaces (gothic, italics)

Student will: Read the letter

"vowel" or a "c ona " (RECALL)

correctly (RECALL

Given: Any example of the four Any example of a learn -.types of component learning skills(discriminations, generalizations,associations, or chains)

Student will: Describe the type

probie . acquisition vs. ention

Student will oesc e the type ofinstruction he repare for it(TRANSFER)

of instruction he would preparefor it (TRANSFER

F-7

END OF EXERCISE

After readingHandbook forsub STEP(S)

DOEXERCISEF.2.3 3

Exercises 3A-3F are designed to give you practice in identifying the

required properties of test items and in developing test items which

meet these requirements.


F-'f/ F-9

3.

4.

5.

6.

7.

8.

9.

10.

EXERCISE 3A

For each of the following test items, put an X in the column indicatingthe type of response mode required.

TEST ITEMSResponse Mode:

RECOGNITION EDITING PRODUCTION

Make one sentence out of the following two.Use a conjunction to connect the twosentences. The women worked.

The children played.

If the punctuation is incorrect, correct it.If it is O.K., do nothing. "Mr. Douglas, whohas been married three times, arrived on timefor the press conforenr.e."

Solve the following problem: 12 * 3 =

Correct the error in 43

this division problem. t5 50605050

Listen to this folk song and tell me if it'sRussian, Hungarian, Israeli, or Greek:

Name two problems that came with the growthof cities.

Match the following terms:Presto a. Very slowAdagio b. Moderate speedModerato c. Fast

Name the food in each of these pictures.(Student is shown pictures of apple, carrot,etc.)

Is this spelling correct? if yes; do nothing.If no, correct it. Conscience

Write a report describing the food processingmethod known as drying, tracing its develop-ment from the prehistoric era to the presentsoave age.

F-10 SEE ANSWERS

2.

3.

4.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE 3A

For each of the following test items, put an X in the column indicatingthe type of response mode required.

TEST ITEMSResponse Mode:

RECOGNITION EDITING

Make one sentence out of the following two.Use a conjunction to connect the twosentences. The women worked.

The children played.

X

If the punctuation is incorrect, correct it.If it is O.K., do nothing. "Mr. Douglas, whohas been married three times, arrived on timefor the press conference."

X

Solve the following problem: 12 : 3 =X

143Correct in

X

the error5015T6

this division problem. 60

5050

Listen to this folk song and tell me if it'sRussian, Hungarian, Israeli, or Greek. X

Name two problems that came with the growthof cities. X

Match the following terms:Presto a. Very slow

XAdagio b. Moderate speedModerato c. Fast

Name the food in each of these pictures.(Student is shown pictures of apple, carrot,etc.)

X

Is this spelling correct? If yes, do nothing.If no, correct it. Conscience X

Write a report describing the food processingmethod known as drying, tracing its develop-ment from the prehistoric era to the presentspace era.

X

F-11 DO NEXT PROBLEM

EXERCISE 38

For each pair of test items below put an X through the one which does a better job of meeting FORMAL requirements

for test items.

In Column C, tell why the one you selected

2,

3.

4. 5.

A.

Rewrite the following

sentence in a new way.

A big striped tiger lay at

the edge of the jungle.

Listen to this folk song and

tell me if it's Russian or

Hungarian.

Round off the following

number to the nearest

hundredth.

3.627

is better.

B.


sentence im a new way.

Add

or subtract words if neces-

sary, but do not change the

meaning of the sentence.




tell me if it's Russian,

Hungarian, Israeli, or Greek.

An accountant must always

round off numbers to the

nearest hundredth.

How

would an accountant round

off the number 3.627?

An act forbidding any further

issue of paper money in the

colonies was called:




a.

The Townshend Act

a.

The Sugar Act

b.

The Currency Act

b.

The Stamp Act

c.

The Economic Control Act

c.

The Currency Act

d.

The Monetary Act

d.

The Civil Rights Act

An Act which levied tax on

all colonial imports from the

Spanish and French West

Indies was called

A tax was levied on all

imports from the West Indies

by

C.

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 3B

For each pair of test items below put an X through the one which does a better job of meeting FORMAL requirements

for test items.

In Column C, tell why the one you selected is better.

1 2.

3.

4.

5.

A.


sentence in a new way.




tell me if it's Russian or

Hungarian.

ct forbidding any furtitt<

epaper money

the

Hies

call

B.

)(cite the following

sent-abc4 in a new wa,

or subtrIkH word

sary, but do

meaning

the se

A b'

striped tiger

edge of the jungle.

Add

neces-

change the

ace.

at

Lis

to this folk

tel me

it's R

Hungarian,

and

an,

i, or Greek.

An accountant must always

round off numbers to the

nearest hundredth.

How

would an accountant round

off the number 3.627?




a.

The Sugar Act

b.

The Stamp Act

c.

The Currency Act

d.

The Civil Rights Act

A tax was levied on all

imports from the West Indies

by

C.

Cteatet, more adequate

inst4uctions

MoVI options which minhnize

chance 6actoia in getting

anawek

Conci4e, not wordy

P4ovides ptausibte option6

Unambiguous

DO

NE

XT

PR

OB

LEM

2.

3.

4.

5.

EXERCISE 3C

For each statement of objectives below two test items have been developed.

Put an X through the one whose content better reflects the difficulties inlearning and performing the criterion behavior specified in the objective.

Objective Test Item A Test Item B

Given specific travelneeds and information,the secretary-traineewill prepare a travelitinerary. It willinaZutia: (a) travcicr'sname, date, and destina-tion; (b) daily on-the-hour schedule; (c) namesof airlines, flightnumbers, and arrival anddeparture times; and (d)credit card accepted.

(The test item presentsa hypothetical travelspecification.) Thestudent must write atravel itinerary whichconforms to the criteriain the objective.

What items should beincluded in a travelitinerary?

Given a famous historicalspeech (Lincoln's Gettys-burg Address), the studentwiZZ identify the knownfacts contained in thespeech and separate thefacts from inferences.

Read the followingspeech by AbrahamLincoln. Underline theportions of the speechwhich present knownfacts. Double underlinethe portions of thespeech which areinferential.

Read the followingby Abraham Lincoln.Underline one statement

speech

con-of fact. Doubleline one inference

under-

speech.tained in the

Given a map and a choiceof descriptions, thestudent will identify thedescriptions which bestcharacterize the map.

Read this map. Thenread the four sentencesbelow the map. Put anX in front of the one

Read this map. Thenread the sentences below.Indicate by a true orfalse answer if thesentence is appropriatefor the map.

sentence which isappropriate for the map.

Given a specific locationand a specific month, thestudent will name theseason that would be ineffect that month.

What season of the yearwould it be in Bogotaduring June?

Fill in thechart by identifyingseason for

City

following

each city.

Month

the

Season

MontevideoMiamiMontrealSeattleBogota

JuneJan.Jan.Sept.Sept.

Given an instance inwhich man has altered hisenvironment, the studentwill name the positive andnegative effects of thealteration.

A dam is a man-madealteration of theenvironment. Giveone negative effect.Give one positiveeffect.

The following are man-made alterations in theenvironment. Provideone positive and onenegative effect resultingfrom each: dam, oilfield, freeway, wastesystem disposal, gravelpit, park.

F-14 SEE ANSWERS

2.

3.

4.

5.

ANSWERSEXERCISE 3C

For each statement of objectives below two test items have been developed.

Put an X through the one whose content better reflects the difficulties inlearning and performing the criterion behavior specified in the objective.

Objective Test Item A Test Item B

Given specific travelneeds and information,the secretary-traineewill prepare a travelitinerary. It willinclude: (a) traveler'sname, date, and destina-tion; (b) daily on-the-hour schedule; (c) namesof airlines, flightnumbers, and arrival anddeparture times; and (d)credit card accepted.

he test item presentqa pothetcal travelspec'fication.) Th-

studen must writ- atravel i inerar whichconforms t criteriain the obje . ive.

What items should beincluded in a travelitinerary?

Given a famous historicalspeech (Lincoln's Gettys-burg Address), the studentwill identify the knownfacts contained in thespeech and separate thefacts from inferences.

d the followingspe- h by AbrahamLinco Underl' e theportions f t speechwhich prese knownfacts. uble nderlinethe po ions of e

spe which arei erential.

Read the followingby Abraham Lincoln.Underline one statement

speech

con-of fact. Double under-line one inferencetamed in the speech.

Given a map and a choiceof descriptions, thestudent will identify thedescriptions which bestcharacterize the map.

this map. Thenread - four se ncesbelow the Put anX in fro o he one

Read this map. Thenread the sentences below.Indicate by a true orfalse answer if thesentence is appropriatefor the map.

sente e which i

a.- opriate for the :.

Given a specific locationand a specific month, thestudent will name theseason that would be ineffect that month.

What season of the yearwould it be in Bogotaduring June?

*11 in thecha by identifyingseaso for

City

following

each ci

M Season

MontevideoMiamiMontr-Sea e

gota

Jan.Jan.Sept.Sept.

Given an instance inwhich man has altered hisenvironment, the studentwill name the positive andnegative effects of thealteration.

A dam is a man-madealteration of theenvironment. Giveone negative effect.Give one positiveeffect.

e following are man-ma alterations inenviro ent. Prov* eone posi e an onenegative of resultingfrom each da- oil

field, eeway, . to

sys disposal, gr.p , park.


2.

3.

4.

5.

EXERCISE 3D

For each test goal below, two types of scoring are described. Put an Xthrough the type of scoring which is likely to be done more objectively.

TEST GOAL A.

SCORING METHODB.

Student must identifya major theme inJane Eyre.

Scorer checks to seewhether the correctanswer in a multiplechoice item isendorsed.

Scorer checks to seewhether ideas involvedin major theme arepresent in an essaywritten by student.

Student must correctlypunctuate an unpunctu-ated paragraph givenhim.

Scorer rates studenton scale of 1-5 foruse of each type ofpunctuation: periods,commas, and semi-colons.

Scorer works from acorrectly punctuatedparagraph and comparesstudent's paragraph withit; counts number ofcorrespondences.

Student must compareand contrast "monetary'!and "fiscal" policy.

Scorer assigns from1-10 points to thestudent's essay answerdepending on hisestimate of adequacyof examples providedby student.

Scorer has a list ofproperties the studentmust mention for eachconcept and adds up thenumber mentioned by thestudent.

Student must do"school figures" infigure skating compe-tition.

Pattern skater mustexecute is marked onice. Judges assessdegree of adherenceby student to pattern.

Judges, based on theirprior experience, assessthe adequacy of eachpattern executed.

Student mechanic mustset spark plug gap tocorrect width.

Scorer visuallyinspects gap andaccepts or rejects.

Scorer passes instrumentthrough gap and checksfor snugness of fit.Accepts or rejects.

F-16

SEE ANSWERS

2.

3

4.

5.

ANSWERSEXERCISE 3D

For each test goal below, two types of scoring are described. Put an Xthrough the type of scoring which is likely to be done more objectively.

TEST GOAL A.

SCORING METHODB.

Student must identifya major theme inJane Eyre.

- er checks to s=whet the c ectanswer in multiplechoic: tem i

...rsed.

Scorer checks to seewhether ideas involvedin major theme arepresent in an essaywritten by student.

Student must correctlypunctuate an unpunctu-ated paragraph givenhim.

Scorer rates studenton scale of 1-5 foruse of each type ofpunctuation: periods,commas, and semi-colons.

..rer works from acorr - ly punct edparagrap* - comparesstudent' a raph withit; nts numbe f

respondences.

Student must compareand contrast "monetary"and "fiscal" policy.

Scorer assigns from1-10 points to thestudent's essay answerdepending on hisestimate of adequacyof examples providedby student.

rer has a list ofprop ties the s entmust me on eachconcept an dds up thenumber ntion by thestu t.

Student must do"school figures" infigure skating compe-tition.

P. ern skater muexecu is ma d onice. Jude- assessdegr .f adhe ceb tudent to patt

Judges, based on theirprior experience, assessthe adequacy of eachpattern executed.

Student mechanic mustset spark plug gap tocorrect width.

Scorer visuallyinspects gap andaccepts or rejects.

Sr -r passes inst entthroug a ecksfor snug : - fit.Acce or rejcc

F-17

DO NEXT PROBLEM

EXERCISE 3E

Your task in the problems appearing on the next page is to improve theobjectivity of the scoring.

A list of possible ways to improve objectivity is provided below. Read itand then do the problems on the next page.

-Produce a standard forcomparison

Identify properties ofa standard output

Develop criteria whichmust be met

Create a permanent recordof the output

-Evaluate for the presenceor absence of elements

-Provide bench markers fordegrees (in rating)

- Identify a behavioralobjective


F-19

EXERCISE 3E

1. A coach has to rate the p.cformance of five gymnasts. The coach plansto have them each perform exactly the same maneuvers. He also plans toobserve each one in turn and then select the best one.

What else could the coach do to make the rating more objective?

2. A teacher is devising an item to test students' use of topic sentencesin paragraphs. She plans to have them write a paragraph about theirfavorite food and to underline the topic sentence in order to seewhether it occurs at the beginning or end of the paragraph.

What can she do in addition to make her scoring of the adequacy of therelationship between the topic sentence and other sentences moreobjective?

3. Students in a woodworking class are being evaluated for the course on asmall bookshelf they each made during the course. The instructor hasdeveloped a list of criteria to judge the students' outputs, all ofwhich were made from the same plans.

What else can the instructor do to make scoring more objective?

SEE ANSWERS

F-20

ANSWERSEXERCISE 3E

1 A coach has to rate the performance of five gymnasts. The coach plansto have them each perform exactly the same maneuvers. He also plans toobserve each one in turn and then select the best one.

What else could the coach do to make the rating more objective?

(1) Caseate a 6itm 06 each gymnast's pegoAmance as a permanent

AecoAd which .the coach coad Zook at again and again .to contAast

and compaAe pet6oAmances; (2) develop a checktist o6 standards by

which each gymnast could be Hated as he pet4oAmed.

2. A teacher is devising an item to test students' use of topic sentencesin paragraphs. She plans to have them write a paragraph about theirfavorite food and to underline the topic sentence in order to seewhether it occurs at the beginning or end of the paragraph.

What can she do in addition to make her scoring of the adequacy of therelationship between the topic sentence and other sentences moreobjective?

Develop a set o6 categoAies 06 types 06 sentences which should

eitheA 4ottow on precede topic sentences; and check 6on ptesence on

absence 06 these types.

3. Student in a woodworking class are being evaluated for the course on asmall bookshelf they each made during the course. the instructor hasdeveloped a list of criteria to judge the students' outputs, all ofwhich were made from the same plans.

What else can the instructor do.to make scoring more objective?

Produce u.standaAd" measurements and then measuae the bookshelves

produced, and identiO'how cZo4e .to 4tandaAd each student is.

F-21

DO NEXT PROBLEM

e. p e- are+HISPAGEWA& MISSING FROM THE DOCUMENT THAT WASSUBMITTED TO ERIC DOCUMENT REPRODUCTION SERVICE.

F -23) F-a'1

Form F.2(1)

LESSON

ANSWERSTest Item #1 Answer

OBJECTIVE FORM FOR TEST DEVELOPMENT

"GIVEN" INFORMATION YOU PLAN TO GIVE TO STUDENT

Instructions

Question orProblem

INPUTS(new/old)

.AIDS(when applicable)

a.

b.

To what good gnoup doe4 ice cAeam belong?

What iz the main nutAitive contaaution made bu thi4 good?

.ANSWEROPTIONS(when applicable)

"STUDENT WILL" WHAT THE STUDENT IS EXPECTED TO DO

ACTIONS(new /old)

mode

In waiting ztatez "mJ.lfz and da&u," and "cmecium and nibogeavin."

"RESULTING IN" WHAT THE STUDENT IS EXPECTED TO TURN OUT

OUTPUI

..answers

..product

Type of Scoring

Standardsfor Scoring

-Anzweaz az above

-Right/wAong 4tandatd eon good eategov and go& the two nuttientz


Form F.2(1(

LESSON

Develop Test item #2

OBJECTIVE r 2 FORM FOR TEST DEVELOPMENT


Instructions

Question orProblem

I NPUTSInew/old)

AIDS(when applicable)

.ANSWEROPTIONS(when applicable)


ACTIONS(new/old)

mode


OUTPUT

..anwyers

. product

Type of Scoring


F-26 SEE ANSWERS

Form F.2(1)

LESSON


OBJECTIVE 2 FORM FOR TEST DEVELOPMENT


Instructions

Question or Find the quotient Son the Soliowing ten pnobtems:Problem

33 : 14 = 36 .:- 12 =INPUTS(new /old) 67 I. 55 = 49 : 13 .

AIDS(when appticable/

52 : 24 = 23 + 13 =

93 : 26 = 98 + 44 =

29,s 19 = 25 : 11 .

ANSWEROPTIONS(when applicable)


ACTIONSInew/old)

mode

Pnoduce the connect answen to each pnobtem.


OUTPUT

answers

-Product

Type of Scoring


-Ten connect quotients (.to one decimal Oace)

-Odd numbens na.ised one -to nound oSS; even numb e,4 untouched)

-4n6wekz one /bight on. wrong (no pattiat coedit)


Form F.2(1)

LESSON

Develop Test Item #3



Instructions

Question orProblem

INPUTSInewio Id)


A NSWE ROPTIONS(when applicable)


ACTIONS(new/old)

mode


OUTPUT

answers

productType of Scoring


F-28 SEE A

Form F.2(1)

LESSON




InstructionsDraw a -three view, Vtont, top, and end, onthogitaphic ptojecti.on

Question or oti thiA object.Problem

INPUTS(new /old)

P/m6ent object with a cyLi.n.dn.i.caf pant.


ANSWE ROPTIONS(when applicable)


ACTIONSInew/old)

.mode

DAow 4nont, top, and Aide view o4 object


OUTPUT

answersproduct

Type of Scoring


Connect onthognaphic ptoject.i.on o4 cytinditicae. pa/Lt.

FOLD BACK FAG-E F.24

F-29 END OF EXERCISE

After readingHandbook forsubSTEP(S)

DOEXERCISEF.2.4-F.3.1 4

Exercises 4A-4B are designed to give you practice in identifying error

patterns on tests.


F-3/F-31

2.

3.

4.

5.

EXERCISE 4A

For the general error patterns described below, put an X in the columnfor the most likely type of learning failure indicated by them.

Descrjption of Error PatternDiscrimi-nation

FAILURE IN:General-ization Association

Shown pictures of two types of land forms,mountains and hills, a student labels bothas "mountains."

On a recall test item a student correctlylabels a panda as a carnivorous mammal. Heincorrectly labels a carnivorous skunk (atransfer item) as herbivorous.

A student incorrectly labels one type ofparallel circuit diagram as a "seriesparallel" circuit while correctly labelingother parallel circuit diagrams. .

Student labels all "parallel" circuit and"series parallel" circuit diagrams as beingparallel.

Incorrectly says that Stan Laurel is the"fat one," and Oliver Hardy is the "skinnyone."

F-32 SEE ANSWERS

2.

3.

4.

5.

ANSWERSEXERCISE 4A


Description of Error PatternDiscrimi-nation

FAILURE IN:General-ization

Shown pictures of two types of land forms,mountains and hills, a student labels bothas "mountains."

X

On a recall test item a student correctlylabels a panda as a carnivorous mammal. Heincorrectly labels a carnivorous skunk (atransfer item) as herbivorous.

X

A student incorrectly labels one type ofparallel circuit diagram as a "seriesparallel" circuit while correctly labelingother parallel circuit diagrams.

X

Student labels all "parallel" circuit and"series parallel" circuit diagrams as beingparallel.

X

Incorrectly says that Stan Laurel is the"fat one," and Oliver Hardy is the "skinnyone."

X


2.

3.

4.

5.

EXERCISE 4B


Description of Error Patterns

FAILURE IN:General-ization Chain in

A secretary is placing a call on "hold." She incorrectlyhangs up the phone before depressing the hold button,and a disconnect results.

Given a scrambled list in the dishwashing process, thestudent is asked to number these steps in the mostefficient order. Several steps are numbered incorrectly.

To meet dietary needs, a student can use fresh, canned,frozen, or dried vegetables. On several test items askingfor variation in meeting dietary needs, she alwaysrecommends fresh vegetables.

Student adding and subtracting fractions omits reducinganswer to its simplest form.

Mechanical drawing student can use a compass or a templateto draw a circle. On a drawing test a student incorrectlyatterwts to draw a circle with the aid of a "Frenchcurve."

F-34 SEE ANSWERS

2.

3.

4.

5.

ANSWERSEXERCISE 4B


Description of Error Patterns

FAILURE IN:General-ization Chaining

A secretary is placing a call on "hold." She incorrectlyhangs up the phone before depressing the hold button,and a disconnect results.

X

Given a scrambled list in the dishwashing process, thestudent is asked to number these steps in the mostefficient order. Several steps are numbered incorrectly.

X

To meet dietary needs, a student can use fresh, canned,frozen, or dried vegetables. On several test items askingfor variation in meeting dietary needs, she alwaysrecommends fresh vegetables.

X

Student adding and subtracting fractions omits reducinganswer to its simplest form. X

Mechanical drawing student can use a compass or a templateto draw a circle. On a drawing test a student incorrectlyattempts to draw a circle with the aid of a "Frenchcurve."

X

F-35 END OF EXERCISE

After readingHandbook forsubSTEP(S) F.3.2

DOEXERCISE L1J

This exercise is designed to give you practice in developing probes you

might use following up student errors on test items.


F-3(,/F-37

EXERCISE 5

For each situation below assume that student replies to your initial probes do not provide J clue as to what has

'

gone wrong.

Develop two types of probes you might use to follow up the first probe.

Record them in the order in which you

would use them (i.e., 2-3).

2.

3.

4.

5.

What Student Does

Incorrectly classifies

levers.

(Classifica-

tion depends on where

fulcrum, load, and

eort

are.)

Omits commas or incor-

rectly uses commas in

paragraph with

restrictive and non-

restrictive clauses.

Uses the wrong average

(mean, median, mode).

(Correct use depends on

distribution, use of

the statistic.)

With the words "pairs,"

"series," or "group of"

as subjects, uses

incorrect present tense

of verb,

Wrongly identifies the

artist who did paint-

ings.

(Identification

based on colors,

bush strokes, etc.1

Why did you call this

a Type II

lever?

Why did you put commas

here?

Why did you

leave a comma out here?

Why did you choose the

mode here, rather than

the mean or median?

Why did you say "are"?

Why did you call these

"Matisse's"?

PROBES

23

rwm

gml

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 5

For each situation below assume that student replies to your initial probes do not provide a clue as to what has

gone wrong.

Develop two types of probes you might use to follow up the first probe.

Record them in the order in which you

would use them (i.e., 2-3).

2.

3.

What Student Does

Incorrectly classifies

levers.

(Classifica-

tion depends on where

fulcrum, load, and

effort applied are.)

Omits commas or incor-

rectly uses commas in

paragraph with

restrictive and non-

restrictive clauses.

Uses the wrong average

(mean, median, mode).

(Correct use depends on

distribution, use of

the statistic.)

4.

With the words "pairs,"

"series," or "group of

as subjects, uses

incorrect present tens

5.

Wrongly identifies the

artist who did paint-

ings.

(Identification

based on colors,

brush strokes, etc.)

Why did you call this

a Type II

lever?

Why did you put commas

here?

Why did you

leave a comma out here?

Why did you choose the

mode here, rather than

the mean or median?

Why did you say "are"?

Why did you cal

these

"Matisse's"?

PROBES

2

Tell me what chaxactek

istics o6 this teven

made you eat: it

Type 11?

In what way woutd the

clause have to be

dibiekent lion you to

use/not use a comma?

What was . there about

the statisticat pkobt

that made you choose

the mode.?

What kind ob word

cs"s cries" that made you

say "ate"?

What katakes o6 these

paintings made you say

"Matisse"?

3

Look at ;!!he position

the liutcAum, toad, and

efiliokt &Ince.

Is there

anything .there that

made you say Type II?

Does the ptesence o6

this ctause nest/act

the meaning o6 the

sentence?

Was the/Le something

about the distAibution

ob scones that made you

choose the mode?

Is " series" zingutax

on pttuLat?

1.6 you had ignoted

"cotolt," woutd you

stitt have said

Matisse?

END OF EXERCISE

After readingHandbook forsub-STEP(S) F.3.3

DOEXERCISE

This exercise is designed to give you practice in developing diagnostic

test items.


F-1/0F-41

2.

3.

4.

5.

EXERCISE 6

For each situation below, develop a diagnostic test item which will helpyou to identify the nature of the learning failure that has, occurred.

SITUATION" DIAGNOSTIC TEST ITEMS

PHONICS

Student produces incorrect soundfor letters.

Has he failed to discriminatebetween letters?

ENGLISH

Student incorrectly labels clauseas "restrictive" or "non-restrictive."

Has he fai led to gonoDalize acrossthe same types of clauses?

PHYSICS

Student identifies direction offorces (indicated by arrows)incorrectly.

Has he failed to ,generalize acrosspushing and pulling forces?

PHYSICS

Student ineorr..,..41y ,-.1.cifiestype of lever.

Has he failed to discriminateamong types?

ENGLISH

Student uses incorrect form ofverb "to be" with personalpronouns.

Has he failed to associate theproper form of the verb withsubjects?

F-42

SEE ANSWERS

2.

3.

4.

5.

ANSWERSEXERCISE 6

For each situation below, develop a diagnostic test item which will helpyou to identify the nature of the learning failure that has occurred.

SITUATION DIAGNOSTIC TEST ITEMS

PHONICS

Student produces incorrect soundfor letters.

Has he failed to discriminate

PILebent a "b" and a "d" and ask:"Ate these supposed to be pto-nounced in the same of in a

ndi66een ayt w?between letters?

ENGLiSH

Student incorrectly labels clause as"restrictive" or "non restrictive."

Hos he failed to generalize across

Ate these accuses o6 the sametype?

"A man (who has a berftd) attivedon time."

"A man (who has a beatd) met thettaix."

the same types of clauses?

PHYSICS

Student identifies direction of Is the d.Otectiono6 the twotiotees the sameon dilt<onont9 . _

f

1

rort.c (indicated by arrows]incorrectly.

ho ,1- t- eHas q cuieopushing and pulling forces?

PHYSICS

Student incorrectly classifiestype of lever.

Has he failed to discriminate

,....."--

Do these leveks belong to the sameceaseamong types?

ENGLISH

Student uses incorrect form ofverb "to be" with personalpronouns.

Has he failed to associate the

Which is cottect?

"He don't."

"He doesn'."t

proper form of the verb withsubjects?

F-43

END OF EXERCISE


#4


F-411F-45



FOLLOW THE "E" SCHEDULE INSIDE

2.

3.

4.

5.

6.

7.

EXERCISES FOR TASK E


OnHANDBOOK

Pages

E.).1 E.1.2 1 - 27

E.1.3 29 33

E.2.1 35 47

E.2.2 49 63

E.2.3 65 75

E.2.1 E.2.3 35 - 75

OoWORKBOOKExercises

WORKBOOKPages

lA IC El - E7

2 E9 - Ell

3 E13 - E17

4A 4C Elg - E25

5A - 5B E27 E31

6 E33 - E35

Type of Practic

Assessing simulation

Assessing seriousnessusing criterion beha'

in practice

dentifying what propeto simulate

Selecting or devissimulation

Making final simulidecision

Using simulation fi

*WREN IOU HAVE COMPLETED ALL THE EXERCISES IN THIS SECTION OF THE WORKBOOK,PROCEED TO FINAL EXERCISE #5 IN THE FINAL EXERCISES VOLUME.

E-i

L


DOEXERCISEE.1.1-E.1.2 1

Exercises 1A, 1B, and IC are designed to give you practice in assessing

simulation needs based on logistical and instructional factors.


E -1

2.

3.

14.

5.

6.

7-

8.

9.

10.

EXERCISE 1A

Identify the types of logistical problems of most concern if criterionbehaviors were to be used in each of the Instructional situationsdescribed below.

Check as many columns as are appropriate.

rnc-r

A beginning surgical intern practicesopen-heart surgery on actual patient

Electronic repair student practicestroubleshooting circuits in- a largeelectronic computer used for CAI purposes

Apprentice upholsterer practices installingpadding before furniture proceeds to nextdepartment

Student driver practices using gear shift,brakes, steering in actual auto on streetsor highway

Student driver who already knows mechanics ofoperating a car practices driving in trafficon actual street or highway

Apprentice fireman practices combattingdifferent types of fires using fire trucksrequired to be available for emergencies

Apprentice restorer of old paintings practicescleaning techniques on a !6th century orIgin2!

Apprentice gift wrapper in department storepractices wrapping gifts while customers wait

Apprentice watchmaker practices setting widthof mainspring to be used in assembly ofwatches

(Beginning) Student X-ray technician practicestaking X-rays with actual patients, actualfilm, and actual equipment

E-2 SEE ANSWERS

2.

3

4.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE IA

Identify the types of logistical problems of most concern if criterionbehaviors were to be used in each of the instructional situationsdescribed below.


OND rOcT

A beginning surgical intern practicesopen-heart surgery on actual patient X

Electronic repair student practicestroubleshooting circuits in a largeelectronic computer used for CAI purposes

X X X


X


X


X


X X X

Apprentice restorer of old paintings practicescleaning techniques on a 16th century original X

Apprentice gift wrapper in department storepractices wrapping gifts while customers wait X


X

(Beginning) Student X-ray technician practicestaking X-rays with actual patients, actualfilm, and actual equ;pment

X

E -3 DO NEXT PROBLEM

1

2.

3.

4.

5.

6.

7.

8.

9.

10.

EXERCISE 1B

Identify the type of instructional problems of most concern if criterionbehaviors were used in each of the instructional situations describedbelow.


CONDITIONS SAMPLINGSTANDARD-IZATION MANIP

A beginning surgical intern practicesopen-heart surgery on actual patient

7






Apprentice restorer of old paintings practicescleaning techniques on a 16th century original

Apprentice gift wrapper in department storepractices wrapping gifts while customers wait



E-4 SEE ANSWERS

2.

3.

4.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE 18

Identify the type of instructional problems of most concern if criterionbehaviors were used in each of the instructional situations describedbelow.


CONDITIONS SAMPLINGSTANDARD-IZATION M

A beginning surgical intern practicesopen-heart surgery on actual patient X X


X X X


X


X


X X X


X X X

Apprentice restorer of old paintings practicescleaning techniques on a 16th century original X X

Apprentice gift wrapper in department storepractices wrapping gifts while customers wait X X X


t X


X

E -5 DO NEXT PROBLEM

2.

3

4.

5.

EXERCISE IC

The decision has been made to include the criterion behaviors below ininstruction.

For each of the six listed criteria rate the degree of seriousness posedby the decision.

S = Serious; A = Average; N = Negligible

Criterion BehaviorsUsed in Training

DOWN-TIME COST

DANGER/DAMAGE

SAMPL-ING

STANDARD-IZATION

MANIPU-LATION

Dental student practicesidentifying types ofcavities and fillingthem in on live patient

Apprentice boat handlerpractices docking boatin heavily traffickeddocking area

Student teacher practicesidentifying problembehavior children andreferring those who needprofessional help

highway patrolman practicesspotting and ticketingspeeding or safetyviolations

Audiovisual specialistpractices operating oneof two overhead projectorsin a school for the deaf(that makes extensive useof visuals)

E-6

SEE ANSWERS

2.

3.

5.

ANSWERSEXERCISE IC

The decision has been made to include the criterion behaviors below ininstruction.

For each of the six listed criteria rate the degree of seriousness posedby the decision.

S = Serious; A = Average; N = Negligible


DOWN-TIME COST

DANGER/DAMAGE

SAMPL-ING

STANDARD-IZATION

MANIPU-LATION


N A S S S S


A N S N N A


N N S S S S

Highway patrolman practicesspotting and ticketingspeeding or safetyviolations

N A A A A A


A N N N N N

E-7

END OF EXERCISE


DOEXERCISEE.1.3 2

This exercise is designed to give you practice in deciding whether or not

to simulate based on an assessment of the degree of seriousness of using

criterion behavior during instruction.


E- 1/7 E-9

2.

3.

4.

5.

EXERCISE 2

Below are the ratings of seriousness of using criterion behavior.

For each situation write in your yes or no decision about simulation.


DOWN-TIME COST

DANGER/DAMAGE

SAMPL-ING

STANDARD-IZATION

MANIPU-LATION


yes no

N A S S S S

Apprentice boat handlerpractices docking boatin heavily trarfickeddocking area

yes no

A N S N N A


yes no

N N S S S S

Highway patrolman practicesspotting and ticketingspeeding or safetyviolations

yes no

N A A A A A


yes no

A N N N N N

E-10

SEE ANSWERS

2.

3

14.

5.

ANSWERSEXERCISE 2

Below are the ratings of seriousness of using criterion behavior.

For each situation write in your yes or no decision about simulation.


DOWN-TIME COST

DANGER/DAMAGE

SAMPL-ING

STANDARD-IZATION

MANIPU-LATION


X yes no

N A S S S S


X yes no

A N S N N A


X yes no

N N S S S S

Highway n:trolman practicesspor.Z.:7.9 and ticketingspeeding or safetyviolations

X yes no

N A A A A A


yes X no

A N N N N N

E -1 1

END OF EXERCISE

After readingHandbook forsub-STEP(S) E.2.1

DOEXERCISE 3

This exercise is designed to give you practice in identifying the

properties of INPUTS, ACTIONS, or OUTPUTS it is desirable to simulate

when deciding on what type of simulation to use.


E / y/E -13

2.

3.

4.

5.

6.

7. .

8.

9.

10.

EXERCISE 3

For each problem below, put an X through the one property of thecriterion behavior you would most want to simulate.

LEARNING PROBLEM

MOST IMPORTANTPROPERTY TO SIMULATE

#1 #2 #3

A teacher has to be able to identify the typeof problem behavior a student is exhibitingin order to be able to apply an appropriatemanagement technique.Property of INPUTS to simulate:

Duration ofhyper-activityexhibited

Location inclassroom ofhyperactivebehavior

Gender ofstudOntexhIbi.tinghyperactivebehavior

Dental student has to determine extent ofdrilling to do based on condition of a cavity,Property of INPUTS to simulate:

Type oftoothinvolved

Patientreport ofdegree ofpain

Resistanceto drilling

Physics student has to make discriminationsappropriate to learning principles involvedin Archimedes' Law.Property of INPUTS to simulate:

Color offloatingobject

Magnitudeof a buoyantforce

Size of asoak facehowynapparentwei.ght loss

Student driver learning to pass cars on ahighway.Property of INPUTS to simulate:

Width oflanes

Distance inback of carahead

Horsepowerof carahead

Student airplane pilot learning to land aplane has to make discriminations aboutconditions.Property of INPUTS to simulate:

Degree ofincline ofplane

Dryness orwetness oflandingstrip

Compositionof landingstrip

Student learning to develop instructionalmaterials.Property of ACTIONS to simulate:

Feedinginformationto computer

Administera programfor tryoutpurposes

Producinga film

Teacher using reinforcement principles tomanage classroom behavior.Property of ACTIONS to simulate:

Withholdingattention(which isreinforcing)

Asking achild whatis wrong

Asking achild tostop movingabout

Student driver learning to pass cars on ahighway.Property of ACTIONS to simulate:

Checkimg nwrear emirror forcars inleft lane

Acceleratingand deceler-acing

Braking car

Student draftsman has to decide whetherdrawings he has produced meet requirements.Property of OUTPUTS to simulate:

Neatness ofdrawings

Drawings aredone toscale

Color ofink used

Student driver learning to parallel park.Property of OUTPUTS to simulate:

Closenessto curbafter caris parked

Closenessto car infront after

p'aris

nrkprY

Closenessto car inback aftercDararkeima

E-14 SEE ANSWERS

2.

3.

4.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE 3

For each problem below, put an X through the one property of thecriterion behavior you would most want to simulate.

LEARNING PROBLEM #1 #2 #3

A teacher has to be able to identify the typeof problem behavior a student is exhibitingin order to be able to apply an appropriatemanagement technique.Property of INPUTS to simulate:

't!--.ation

hyp -

act t

ibite

Location inclassroom ofhyperactivebehavior

Gender ofstudentexhibitinghyperactivebehavior

Dental student has to determine extent ofdrilling to do based on condition of a cavity.Property of INPUTS to simulate:

Type oftoothinvolved

Patientreport ofdegree of.ain

°,-ist --to ss-.' Zing

Physics student has to make discriminationsappropriate to learning principles involvedin Archimedes' Law.Property of INPUTS to simulate:

Color offloatingobject

-itud-of a oyantfor

Size of ascale faceshowingarmarentwetght Loss

Student driver learning to pass cars on ahighway.Property of INPUTS to simulate:

Width oflanes

Di snback : carah d

Horsepowerof carahead

Student airplane pilot learning to land aplane has to make discriminations aboutconditions.Property of INPUTS to simulate:

,:eree oinc -.4.- ofpl..-

Dryness orwetness oflandingstrip

Compositionof landingstrip

Student learning to develop instructionalmaterials.Property of ACTIONS to simulate:

Feedinginformationto computer

.l''nist<

a pro amfor

Producinga film

Teacher using reinforcement principles tomanage classroom behavior.Property of ACTIONS to simulate:

'thholdi..at %4 t.,(whi sr nforc

sking achild whatis wrong

Asking achild tostop moving

out

Student driver learning to pass cars on ahighway.Property of ACTIONS to simulate:

ekingres. vmirr ora.: ine t Zane

cceleratingand deceler-tin

Braking car

Student draftsman has to decide whetherdrawings he has produced meet requirements.Property of OUTPUTS to simulate:

Neatness ofdrawings

D n s -seoneSc'

Color ofink used

Student driver learning to parallel park.Property of OUTPUTS to simulate:

..senesto raft- ..,

- .arke

Closenessto car inront aftercar isarked.

Closenessto car inback aftercar isparked

E-15 DO NEXT PROBLEM

EXERCISE 3A

Your task in this exercise is to identify the properties of INPUTS, ACTIONS, or OUTPUTS you would wish to simulate.

2. 3. 4. 5.

LEARNING PROBLEM

Nursing student has to

position patient for

X-ray, take X-ray, and

determine adequacy of

picture

Pilot trainee has to

land plane on deck of

aircraft carrier

Student has to relate

molecular motion and

heat

Comprehend spoken

French and reply in

French

Salesmen dealing with

customers courteously

INPUT Properties

To Be Simulated

ACTION Properties

To Be Simulated

OUTPUT Properties

To Be Simulated

1

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 3A

Your task in this exercise is to identify the properties of INPUTS, ACTIONS, or OUTPUTS you would wish to simulate.

LEARNING PROBLEM

Nursing student has to

position patient for

X-ray, take X-ray, and

determine adequacy of

_picture

2.

Pilot trainee has to

land plane on deck of

aircraft carrier

3.

14.

5.

Student has to relate

molecular motion and

heat

Comprehend spoken

French and reply in

French

Salesmen dealing with

customers courteously

INPUT Properties

To Be Simulated

Poaition 06 patient

bon. panticuan type

°A x-kau

Height above ccuoieic,

diatance 6nom cannier,

alignment with caititielt

deck, din /speed, wind

abeed, etc.

Speed o6 movement 06

motecuta; height o4

mencuny in thenmometen.

Audio pteaentation ob

Punch; pronunciation;

speed o6 speech; etc.

Vartiation4 in customer

mood!, Ianytu, pizaaant,

etc.)

ACTION Properties

To Be Simulated

Maniputating patient's

body and instnucting

him about poaition

Decisions about ai4

speed, connection o6

height, alignment, and

operations to caluty

then out

Going on vabat

descniption oK the

netationahip

Reaponze

otat

Make mat teaponae

OUTPUT Properties

To Be Simulated

Adequate daineation

o6 pant to be X-naued

Changes in INPUT

condition tinted

Vabat deauliption

vitae OUTPUT:

pnonunciation, intona-

tion, rhythm, etc.

RaponAe to eustomena

in appnoptiate tone

END OF EXERCISE

After readingHandbook forsub-STEP(S) E.2.2

DOEXERCtSE 4

Exercises 4A-4C are designed to give you practice in selecting or

devising simulation.


5-1yE-19

EXERCISE 4A

Put an X through the simulated INPUT (or simulated OUTPUT)* which, from an instructional point of view, is the

best candidate for use in training.

To Be Simulated:

Auto

to be

passed

Passes

auto

CLEAR-

ANCE

BETWEEN

THE TWO

AUTOS*

TREES*

Suitable

soil

Planting

recom-

mended

DROWNING

Apply

Victim

VICTIM*

proper

ready

hold

for

towing

CLOUD

Identi-

Identifi-

FORMA-

fies

cation

TIONS*

type of

of types

cloud

of

clouds

CUSTOMER

Identi-

Flow

ROUTES

fies

patterns

IN

traffic

identi-

DEPART-

flow

fied

MENT

STORE*

pattern

#1

Simulator with static

pictures of two autos

Drawings of trees

Person acting as

victim

Drawing of clouds

Maps of store showing

routes and flow

patterns

SIMULATION CANDIDATES

#2

Simulator with filmed

(canned) pictures of

two autos

Artificial trees

Film showing victim

Verbal description of

clouds

Frequency tabulations

for traffic volume in

each aisle

*What is to be simulated is presented in capitalized italics and is

#3

Simulator with actual

conditions (based on

student performance)

simulated

Photographs of trees

A wooden figure serving

as the victim

Photographs of clouds

Pictures of crowd

levels in sections of

the store

accompanied by an asterisk.

SE

E M

WS

WE

RS

Put an X through the simulated INPUT (or

best candidate for use in training.

To Be Simulated:

INPUT

ACTION

OUTPUT

Auto

-1Passes

to be

passed

auto

CLEAR-

ANCE

BETWEEN

THE TWO

AUTOS*

TREES*

Suitable

soil

Planting

recom-

mended

DROWNINGApply

Victim

VICTIM*

proper

ready

hold

for

towing

CLOUD

Identi-

Identifi-

FORMA-

fies

cation

TION

type of

of types

cloud

of

clouds

CUSTOMERIdenti-

Flow

ROUTES

fies

patterns

IN

DEPART-

traffic

identi-

STNT

ORE*

flow

pattern

fied

AN

SW

ER

SEXERCISE 4A

simulated OUTPUT)* which, from an instructional point of view, is the

#1

Simulator with static

pictures of two autos

Drawing of clouds


#2

Simulator with filmed

pictures of

two autos

ficial trees

Film showing victim

I- Verbal description of

clouds

Frequency tabulations

for traffic volume in

each aisle

#3

Photographs of trees

A wooden figure serving

as the victim

Pictures of crowd

levels in sections of

the store

*What is to be simulated is presented in capitalized italics and is accompanied by an asterisk.

DO

NE

XT

PR

OB

LEM

Put an X through the

in training.

To Be Simulated:

INPUT

ACTION

OUTPUT

EXERCISE 4B

simulated ACTION which, from an

Auto

parts

(choke)

ASSEMBLa:Assemblea

INPUTS IN

CORRECT

SEQUENCE

choke

Faulty

ADJUSTS

Correct

TV image

IMAGE

image

Malfunc-

LOCATES

Malfunc-

tion in

MALFUNC-

tion

the

TION

identi-

sequence

Pied

Array ofMIXES

A

chemical

solutions

SOLUTIONScompound

Car to

PASSES

Car

pass

passed

#1

Verbally indicates an

assembly sequence

On simulated TV console

turns knobs that pro-

duce a correct image

Selects from verbal

options what circuits

he would investigate

States verbally how

much of each solution

he would mix

In auto simulator

presses buttons when

passing should be done

instructional point of view,


#2

Points to parts in the

order 'n which he

would assemble them

Verbally indicates

what adjustment to

make

Circles circuits he

would investigate on

circuit diagram

Edits (verbally) an

incorrectly selected

amount of each

solution

In auto simulator

calls out what he

would do

is the best candidate for use

#3

From options presented

him, selects parts

next in the assembly

sequence

Selects from multiple

options the adjustment

to make

Selects one of two

circuits as the one to

investigate

Selects from verbally

presented options the

amount of each

solution to mix

In auto simulator

turns wheel to pass

auto ahead

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE

Put an X through the simulated ACTION which, from an instructional point of view, is the best candidate for use

in training.

To Be Simulated:

INPUT

ACTION

OUTPUT

Auto

parts

(choke)

ASSEMB &Assemb

INPUTS I

CORRECT

SEQUENCE

choke

Faulty

ADJUSTS

Correct

TV image

IMAGE

image

Malfunc-LOCATES

Malfunc-

tion in

MALFUNC-

tion

the

TION

identi-

sequence

fled

Array ofMIXES

A

chemical

solutio

SOLUTIO

compound

Car to

PASSES

Car

pass

passed

#1

Verbally indicates an

assembly sequence

Selects from verbal

options what circuits

he would investigate

es verbally how

much

ach so

ion

he would m

In auto simulator

presses buttons when

passing should be done


#2

Verbally indicates

what adjustment to

make

Edits (verbally) an

incorrectly selected

amount of each

solution

In auto simulator

calls out what he

would do

#3

From options presented

him, selects parts

next in the assembly

sequence

Selects from multiple

options the adjustment

to make

Selects one of two

circuits as the one to

investigate

Selects from verbally

presented options the

amount of each

solution to mix

DO

NE

XT

PR

OB

LEM

EXERCISE 4C

For each problem below, devise a type of simulated practice which you feel

is better than the one given (labelled

"LESS DESIRABLE SIMULATION") and which you feel will make transfer easier.

Write in your recommendation in the column marked "RECOMMENDATION."

2.

3.

4.

5.

INPUT

ACTION

OUTPUT

Misbe-

having

child in

class

Manages

problem

Problem

reduced

Bleeding

artery

Locate

pressure

point

Identi-

fled

pressure

point

Inatten-

tive

child

Rein-

forces

longer

duratio

of atte

tion

More

atten-

tive

child

Wet or

dry

roads

Brakes

car to

suit

condi-

tions

Car in

control

TV image

problem

Adjusts

set

Imprcted

image

LESS DESIRABLE

SIMULATION

RECOMMENDATION

Responds orally to problems

portrayed on film

Locating pressure spot on anatomical

diagram

Verbal description of durations o

attention

States how he would brake car for

prevailing road conditions

Critiques and edits (verbally)

adjustments portrayed on film

SE

E A

NS

WE

RS

AN

SWE

RS

EXERCISE 4C

For each problem below, devise a type of simulated practice which you feel

is better than the one given (labelled

"LESS DESIRABLE SIMULATION") and which you feel will make transfer easier.

Write in your recommendation in the column marked "RECOMMENDATION."

1 2.

3.

4.

5.

INPUT

ACTION

OUTPUT

Misbe-

having

child in

class

Manages

problem

Problem

reduced

Bleeding

Locate

Identi-

artery

pressure

fied

point

pressure

point

Inatten-

Rein-

More

tive

forces

atten-

child

child

duratio

tive

of atten

tion

child

Wet or

Brakes

Car in

dry

car to

control

roads

suit

condi-

tions

TV image

Adjusts

improved

problem

set

image

LESS DESIRABLE

SIMULATION

RECOMMENDATION

Responds orally to problems

portrayed on film

Responds orally to problems acted

out or role played out by actual

children

Locating pressure spot on anatomical

diagram

Locating pressure spot on human model

or on dummy

Verbal description of durations of

attention

Film sharing increasing durations

of attention

States how he would brake car for

prevailing road conditions

Brakes car in simulator

Critiques and edits (verbally)

adjustments portrayed on film

Makes adjustments on mock-up

END OF EXERCISE


DOEXERCISEE.2.3 5

Exercises 5A and 5B are designed to take into account logistical

considerations when making a final decision about what type of simulation

to use.


E-27

EXERCISE 5A

Put an X through the type of simulation which would be the most desirable from a logistical point of view

(i.e., the smallest logistical burden would be involved).

2.

T co3.

4.

5.

To Be Simulated:

Damaged

crop

Identi-

fies

respon-

sible

insect

Identi-

fied

cause

Patient

Observes

Diagnosis

with

and iden-

skin

condi-

tion

tifies

condi-

tion

TV mal-

Locates

Identi-

functionmalfunc-

fied

symptoms

tion

cause

problem

Road

Adjusts

Speed

condi-

speed of

appropri-

tions

auto

ate for

condi-

tions

Damaged

Disassem,Repaired

part in

bles

motor

motor

motor anc

replaces

part

111

Samples of actual

damaged crops

Color photographs

Printed descriptions

of symptoms

Photographs of

conditions and printed

descriptions of

appropriate action to

Three dimensional

functional mock-up

of motor


#2


of damaged crops


film

Photographs of

symptoms

Film of conditions

and printed descrip-

tion of action to take

Diagram showing

location of parts of

motor

#3

Verbal descriptions of

what damage looks like

Black and white

photographs

Three-dimensional


displayed

Simulator mock-up with

INPUT and ACTION

capabilities


disassembly of motor.

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 5A

Put an X through the type of simulation which would be the most desirable from a logistical point of view

(i.e., the smallest logistical burden would be involved).

2. 3.

14.

5.

To Be Simulated:

INPUT

ACTION

OUTPUT

Damaged

crop

Identi-

fies

respor-

sible

insect

Identi-

fied

cause

Patient

Observes

Diagnosis

with

and iden-

skin

Itifies

condi-

1condi-

tion

tion

TV mal-

Locates

Identi-

function matAnc-

fied

symptoms tion

cause

oroblem

Road

Adjusts

Speed

condi-

speed of

zppropri-

tions

auto

ate for

condi-

tions

Damaged

Disassem-

epaired

part in

bier

motor

motor

motor and

replaces

part

#1

Samples of actual

damaged crops

Color photographs

Pri

descrip

of sympt

P . .raphs of

condit .s an

descripti

appr.

ate act

e

rinted

Three dimensional

functional mock-up

of motor


#2


of damaged crops


film

Photographs of

symptoms

Film of conditions

and printed descrip-

tion of action to take

Di

am showing

locate

motor

fp

s of

#3

Three-dimensional


displayed

Simulator mock-up with

INPUT and ACTION

capabilities


disassembly of motor

DO

NE

XT

PR

OB

LEM

EXERCISE 58

For each example below design simulated practice which you feel

is a good compromise between what is offered as

"best" from an instructional and from a logistical point of view.

2.

14.

5.

To Be Simulated:

INPUT

ACTION

OUTPUT

Facial

expres-

sion of

patient

Therapis,:eat

deals

with

patient

accord-

ingly

watient

reatment

Medieval

Analyze

raintings

and re-

treatmen,,,alyzed

naissancsof

light

baroque

and

paintingsshadow

Patient

Position"atient

to be

patient

-rayed

X-rayed

and

operate

controls

Tunnel

Identify

oblems

traffic

and

'- ported

problems

report

troubles

',loving

Identify

'stance

blip on

distance

.denti-

radar

screen

of objec,

ied

BEST INSTRUCTIONAL

SIMULATION


role of patients;

therapist practices

correct action

Full color printed


tions

Training model of

X-ray machine controls

and actual patient

Film showing typical

traffic problems (e.g.,

length of backup)

Film of blip moving

across radar screen

BEST LOGISTICAL

SIMULATION

Concrete, verbally

described situation;

therapist produces

correct action in

writing




head projector

Drawing of controls

and positioning of

patient; learner

verbalizes about

actions

Schematic sketch of

traffic problems


YOUR COMPROMISE

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 5B

For each example below design simulated practice which you feel

is a good compromise between what is offered as

"best" from an instructional and from a logistical point of view.

2.

3.

4. 5.

To Be Simulated:

INPUT

ACTION

OUTPUT

racial

expres-

sion of

ipatient

Therapis

deals

.pith

patient

accord-

ingly

est

atient

reatment

Medieval

and re-

Analyze

treatmen

aintings

lyzed

naissanceof

light

baroque

and

paintingelshadow

Patient

Position

atient

to be

patient

- rayed

X-rayed

and

Operate

controls

Tunnel

Identify

oblemu

traffic

and

eported

problems

report

troubles

Moving

Identify

stance

Kip on

distance

'denti-

radar

screen

of objet

ied

BEST INSTRUCTIONAL

SIMULATION


role of patients;

therapist practices

correct action

Full color printed


tion

Training model of

X-ray machine controls

and actual patient

Film showing typical

traffic problems (e.g.,

length of backup)

Film of blip moving

across radar screen

BEST LOGISTICAL

SIMULATION

Concrete, verbally

described situation;

therapist practices

correct action




head projector

Drawing of controls

and positioning of

patient; learner

verbalizes about

actions

Schematic sketch of

traffic problems


YOUR COMPROMISE

Photographs of facial

expressions showing

mood of patient to

which therapist

res ands

Colored slides of

painting

Mock-up of machine with

non-functioning

controls and dummy

Photographs of backed-

up traffic

Mechanical model with

hand-operated discs

showing moving blips

END OF EXERCISE

After readingHandbook forsub - STEPS) E.2.1-E.2.3

DOEXERCISE 6

This exercise is designed to give you practice in planning simulation

in working from and with actual forms.

Review the analysis results on the next page and then fill in simulation

form, FORM E.1(1), on page E-34a.

Complete all these stens:

(a) Assess the seriousness of need for simulation based on each

logistical and instructional factor;

(b) Decide whether to simulate (write in "yes" or "no" on form);

(c) If yes, devise alternative simulation plans;

(d) Identify final choice (with check marks )

FOLD OUT THIS PAGE

E-33

-J

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Form E.1(1)

LESSON OBJECTIVE1

SIMULATIONDECISIONS

a. assessing simulation needs due to

LOGISTICAL CONSIDERATIONS

downtime cost danger

riINSTRUCTIONAL CONSIDERATIONS

sampling standardization manipulation

b. planning simulation when needed

INPUT types

people

man made objects

natural objects

events

words

symbols

other

ACTION types

perceptual

motor

vocal

sub-vocal

OUTPUT types

people

man made objects

natural objects

events

words

symbols

other

PROPERTIES: physical, psychological SIMULATION PLANS: visual, audio, etc.

SEE ANSWERSE-314a

Form EMI)

LESSON OBJECTIVE

ANSWERSSIMULATIONDECISIONS

a, assessing simulation needs due to

LOGISTICAL CONSIDERATIONS

downtime

N

Cost

N

danger

S

INSTRUCTIONAL CONSIDERATIONS

sampling

N

standardization manipulation

N N

b. planning simulation when needed

INPUT types

people

man made objects

natural objects

events

words

symbols

other

ACTION types

perceptual

motor

vocal

subvocal

OUTPUT types

people

man made objects

natural objects

events

words

symbols

other

PROPERTIES: physical, psychological

-Sometki.ng to be injectedinto

-Re6i4tance .to needZe

-HypodeAmic to be in4ented

Thluat and aneveeinfectbil

-Connect angle

SIMULATION PLANS: visual, audio, etc.

Otange on. othen toe o4A/mit

PLUSActuat hypodetmic

Dce4 actuaZ injection

-Empty hypodenmic

Connect anotve

FOLD BACK PAGE E-33

E-35


#5



E-340E-37


FOLLOW THE "D" SCHEDULE INSIDE

6.

7.

EXERCISES FOR TASK D

i After ReadingOnHOOK

D',1111 11--13

D';112.2--D;I:3: 15:7--33=;

D:114 :----4 0"

D'.115:1 45:-.55';

DL'2:1V. 577--77-i

M.:-.2:: M-103:

M.-.3:' 05--125:

oWORKBOOKExercises

SnWORKBOOKPages

IA - IB Di - D5

2 D7 D9

i

3 D11 D13

1

4 DI5 D17

1

5A 5D D19 - D29

6 D31 - D33

7 035 - D37

Type of Practic

Identifying tritersubcriterion, an,

prebaratery obiect

Deciding whether tprovide performance

Deciding on one or 0,performance direction

Deciding on how muchcriterion behavior t.

sample

Assessing adequacy (statements of objecti

Preparingstatements of objecti

Preparing statementsobjectives to be giv

to students

8..4WHEN YOU.YAVE. COMPLETED. ALL THE EXERCISES IN THIS SECTION OF THE WORKBOOK,PROCEED TO FINAL EXERCISE #6 IN THE FINAL EXERCISES VOLUME.

After readingHandbook forsub STEPS)

DOEXERCISED.1.1 1

Exercises IA and 1B are designed to give you practice in the identifica-

tion of criterion objectives and preparatory objectives.


D-1

EXERCISE lA

This exercise is designed to give you practice identifying performance which is self-contained and should therefore

be treated as a criterion objective, and performance which is not self-contained and should therefore be treated as

a preparatory objective.

For each pair of examples below (A and B), enter the letter A or B in the column which identifies the type of

objective you judge the example to be.

2. 3.

4.

5.

General Subject Matter

or Perfcrmnce Area

Algebra

Telling time

History

English

Physics

A

Raising numbers to the

power indicated by an

exponent

Identifying the minute

hand and the hour hand

Comparing and contrast-

ing several theories of

historical change

Writing an essay

Defining concepts

involved in Ohm's Law

B

Identifying numbers

with and without

exponents or with

different exponents

Reporting time to the

nearest second

..

Listing what variables

a theory of historical

change must deal with

Writing paragraphs

which have a logical

progression of ideas

Given a problem,

selecting Ohm's Law as

the one to solve it,

substituting values in,

the formula and solving

prnhIpm

Should be treated as a:

CRITERION PREPARATORY

Objective

Objective

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE IA

This exercise is designed to give you practice identifying performance which is self-contained and should therefore

be treated as a criterion objective, and performance which is not self-contained and should therefore be treated as

a preparatory objective.

For each pair of examples below (A and B), enter the letter A or B in the column which identifies the type of

objective you judge the example to be.

Should be treated as a:

CRITERION PREPARATORY

Objective

Objective

2. 3. 4. 5.

General Subject Matter

or Performance Area

Algebra

Telling time

History

English

.Physics

A

Raising numbers to the

power indicated by an

exponent

Identifying the minute

hand and the hour hand

Comparing and contrast-

ing several theories of

historical change

Writing an essay

Defining 4..oncepts

involved in Ohm's Law

B

Identifying numbers

with and without

exponents or with

different exponents

Reporting time to the

nearest second

Listing what variables

a theory of historical

change must deal with

Writing paragraphs

which have a logical

progression of ideas

Given a problem,

selecting Ohm's Law as

the one to solve it,

substituting values in

the formuia and solving

problem

AB

BA

AB

AB

BA

DO

NE

XT

PR

OB

LEM

EXERCISE 1B

This exercise is designed to give you practice determining which skill components should and should not be identified

a- preparatory objectives.

Put an X through the objective in the column which should probably not be identified as a

preparatory objective.

If both examples should be treated as preparatory examples, do not put an X through either.

Training Situation

Diagram of Skill Components

Skills Which Should NOT Be

Identified As Preparatory Objectives

ab

Seventh grade art

students must

construct a color

wheel.

They have not

yet learned which

colors are primary,

secondary, or

intermediate.

Discriminating

among colors which

are primary,

secondary, and

intermediate

Associating the

type of color with

its position on the

color wheel

Primary

colors

-0-outside

Place in

circle

'0-correctly

Primary colors

placed

Secondary

colors

-IP-middle

Place in

circle

-I..correclty

Secondary colors

placed

Intermediate

colors

4.-

Place in

outside

circle

-*

Intermediate

colors correctly

placed

Vocational high

school students must

select best insulator

for direct-current

circuits

Discriminating

among inputs

Associating the

equipment or fixture

with the correct

type of insulator

Motors

-0-

Select

and use

fiber

-10-

Fiber

insulation used

Toasters

or other

(non-motor)

appliances

Select

mica

Mica

insulation used

Outlets and

switches

Select.

bakelite

Bakelite

insulation used

Third graders who can

already pronounce the

sounds of all letters

in the alphabet must

identify which are

called consonants

and which are called

vowels

Discriminating

between letters

in the alphabet

.

Associating the

labels with the

appropriate letters

a, e,

I,

o, u

Labels as

v ow els

Vowels

b, c, d,

f, etc.

Labels as

consonants

4.b..

Consonants

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 18

This exercise is designed to give you practice determining which skill components should and should not be identified

as preparatory objectives.

Put an X through the objective in the column which should probably not be identified as a

preparatory objective.

If both examples should be treated as preparatory examples, do not put an X through either.

Training Situation

Skills Which Should NOT Be

Identified As Preparatory Objectives

Diagram of Skill Components

ab

Seventh grade art

students must

construct a color

wheel.

They have not

yet learned which

colors are primary,

secondary, or

intermediate.

Discriminating

among colors which

are primary,

secondary, and

intermediate

sociating the

te of color wi ,

its -osition o

the

color .heel

Primary

colors

41"

Place in

outside

circle

-*Primary colors

correctly

placed

Secondary

colors

*Place in

middle

circle

-0-correctly

Secondary colors

placed

Intermediate

colors

4.

Place in

outside

circle

.-

Intermediate

colors correctly

placed

Vocational high

school students must

select best insulator

for direct-current

circuits

' iscriminating

a ng inputs

Associating the

equipment or fixture

with the correct

type of insulator

Motors

*Select

and use

fiber

-0-insulation

Fiber

used

Toasters

or other

(non-motor)

appliances

*

Select

mica

-0-

Mica

insulation used

Outlets and

switches

-0,Select

bakelite

-0-Bakelite

insulation used

Third graders who can

already pronounce the

sounds of all letters

in the alphabet must

identify which are

called consonants

and which are called

vowels

'scriminating

be

een letter

in th

alph

et

Associating the

labels with the

appropriate letters

a, e,

1,

o, u

Labels as

vowels

-0-Vowels

b, c, d,

f, etc.

40-

Labels as

consonants-0-Consonants

END OF EXERCISE


DOEXERCISED.1.2-D.1.3 2

This exercise is designed to give you practice deciding whether or not

performance aids should be provided for use during the criterion behavior.


D 670-7

EXERCISE 2

For each example indicate your decision with a yes or no answer. If yougive a yes answer, indicate the training role it will play.

Recommendation regardingdesirability of having

aids availableYES NOCriterion Behavior

1. Using a slide rule for computations

2. Having a table of multiplication (products) on hand

3. Having a table of logarithms on hand for use whendoing computations with logarithms

4. Having a French dictionary on hand for studentswho must read scientific papers in French

5. Radar operator at air traffic control centeridentifying patterns and radioing instructions;having examples of possible patterns on hand as guide

6. Statistical clerk having formulas on hand forcomputation of all the various types of statisticshe is expected to compute

7. Opera singer performing in two or three differentoperas a week; having a prompter on hand in aprompter's box to aid recall (when necessary)

8. Secretary who types letters has a handbook withexamples and rules for how to address officialsin a variety of professional walks of life

9. A doctor must select from a range of available drugsthose suitable for conditions he encountersfrequently and infrequently

10. Worker on an auto assembly line has severaloperations to perform

0-8 SEE ANSWERS

ANSWERSEXERCISE 2

For each example indicate your decision with a yes or no answer. If yougive a yes answer, indicate the training role it will play.

Recommendation regardingdesirability of having

aids availableCriterion Behavior

1. Using a slide rule for computations X

2. Having a table of multiplication (products) on hand X

3. Having a table of logarithms on hand for use whendoing computations with logarithms X

4. Having a French dictionary on hand for studentswho must read scientific papers in French X

5. Radar operator at air traffic control centeridentifying patterns and radioing instructions;having examples of possible patterns on hand as guide

X

6. Statistical clerk having formulas on hand forcomputation of all the various types of statisticshe is expected to compute

X

7. Opera singer performing In two or three differentoperas a week; having a prompter on hand in aprompter's box to aid recall (when necessary)

X

8. Secretary who types letters has a handbook withexamples and rules for how to address officialsin a variety of professional walks of life

X

9. A doctor must select from a range of available drugsthose suitable for conditions he encountersfrequently and infrequently

X

10. Worker on an auto assembly line has severaloperations to perform X

D-9 END OF EXERCISE


DOEXERCISED.1 .4 3

This exercise is designed to give you practice identifying situations

in which objectives should require practice in one or two performance

directions.


D--lo/D-11

2.

3.

4.

5.

6.

7.

8.

9.

10.

EXERCISE 3

For each of the examples below, put an X in the appropriate columnindicating your judgment (based on potential learning difficultiesinvolved) as to whether practice in one or two performance directionsshould be required.

Criterion Behavior INPUTS ACTION

OneDirection(forward)

TwoDirections(forward and

reverse)

Cleaning up stainsoccurring in thehome (home economics)

Type of stains Selection oftypes ofcleaners (fromperformance aid)

Translating from andwriting in Spanish

Spanish words Using Englishequivalents

Defining and illus-trating declarative,interrogative, andimperative sentences

Example of eachtype of sentence

Applyappropriatelabel

Diagnosing amalfunction in anautomobile fromsound of motor

Sound of enginerunning

Identifymalfunctiontype

Determining correctpostage from a scalewith rate chartsbuilt into it

Readings on scalefor differentclasses of mail

Determinepostage required

Given a physicsproblem, selectingand using rightformula to solve it

Problem requiringOhm's Law

Select and useOhm's Law

Contrasting thephilosophicalconcepts: "realism"and "nominalism"

Terms Give definitionand/or examples

Writing test itemsfor specificationsin a variety ofsubject matters

Specificationsfor test items

Create testitenis

Identifying vowelsand consonants

Terms "vowels"and "consonants"

Give letterscorresponding toeach category

Expanding abinomial

An example of abinomial to beexpanded

Expand

D-12 SEE ANSWERS

2.

3.

4.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE 3

For each of the examples below, put an X in the appropriate columnindicating your judgment (based on potential learning difficultiesinvolved) as to whether practice in one or two performance directionsshould be required.

Criterion Behavior INPUTS ACTION

OneDirection(forward)

TwoDirections(forward andreverse)

Cleaning up stainsoccurring in thehome (home economics)

Type of stains Selection oftypes ofcleaners (fromperformance aid)

X

Translating from andwriting in Spanish

Spanish words Using Englishequivalents

X

Defining and illus-trating declarative,interrogative, andimperative sentences

Example of eachtype of sentence

Applyappropriatelabel

X

Diagnosing amalfunction in anautomobile fromsound of motor

Sound of enginerunning

Identifymalfunctiontype

X

Determining correctpostage from a scalewith rate chartsbuilt into it

Readings on scalefor differentclasses of mail

Determinepostage required X

Given a physicsproblem, selectingand using rightformula to solve it

Problem requiringOhm's Law

Select and useOhm's Law X

Contrasting thephilosophicalconcepts: "realism"and "nominalism"

Terms Give definitionand/or examples X

Writing test itemsfor specificationsin a variety ofsubject ma r5

Specificationsfor test items

Terms "vowels"and "consonants"

Create testitems

Give letterscorresponding toeach category

X

XIdentifying vowelsand consonants

Expanding abinomial

An example of abinomial to beexpanded

ExpandX

D-13 END OF EXERCISE


DOEXERCISED.1.5 4

This exercise is designed to give you practice determining how much of

a sample of the total criterion behavior should be represented in a

statement of objectives.


D- iqi// D-15

2.

3.

4.

5.

6.

7.

8.

9.

10.

EXERCISE 4

For each description of INPUTS below, check either column a, b, or cindicating how much of the criterion situation should be represented ina statement of objectives.

Members to be included:a. b. c.

INPUTS

Elements in nature: There are 103 differentelements in nature. Each element representsa different class.

The Elephantidae family of mammals consistsof one member, the elephant.

There are four classes of musical notes to belearned: whole, half, quarter, and eighth.Each class includes multiple examples of notesheld for a fixed duration.

The class of INPUTS is "Baroque music." AllBaroque music is characterized by a repetitionand elaboration of a single line, overlap ofthematic entrance, and contrastin. movement.

The class of INPUTS is vertebrates: Anyanimal with a segmented spinal column.Members include mammals, birds, reptiles,amphibians, and fishes.

Bears - The many difficult classes of bearsare all characterized by their massive bodies,coarse, heavy fur, relatively short limbs, andalmost rudimentary tails.

-..

The classes of INPUTS involve audiovisualmethods in teaching; each class involves awide range of types.

Two classes of INPUTS are involved: (a)[x y], and (b) (x - (y)]. It is possibleto substitute a wide range of numbers inthese equations.

Two classes of INPUTS involve varied examplesof "transitive" and "intransitive" verbs.

There are twenty-six classes of INPUTS,one for each letter of the alphabet.

D-16 SEE ANSWERS

2.

3.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE 4

For each description of INPUTS below, check either column a, b, or cindicating how much of the criterion situation ,..hould be represented ina statement of objectives.

INFUTS

Members to be included:a. b. c.

All Lar e Sample Small Sample

Elements in nature: There are 103 differentelements in nature. Each element representsa different class.

X

the Elephantidae family of mammals consistsof one member, the elephant.

X

There are four classes of musical notes to belearned: whole, half, quarter, and eighth.Each class includes multiple examples of notesheld for a fixed duration.

X

The class of INPUTS is 1:.aroque music." AllBaroque music is characterized by a repetitionand elaboration of a single line, overlap ofthematic entrance, and contrasting movement.

X

The class of INPUTS is vertebrates: Anyanimal with a segmented spinal column.Members include mammals, birds, reptiles,amphibians. and fishes,

X

Bears - The many difficult classes of bearsare all characterized by their massive bodies,coarse, heavy fur, relatively short limbs, andalmost rudimentary tails.

X

The classes of INPUTS involve audiovisualmethods in teaching; each class involves a X

wide range of types.

Two classes of INPUTS are involved: (a)

(x y], and (b) (x (y)]. It is possibleto substitute a wide range of numbers inthese equations.

X

Two classes of INPUTS involve varied examplesof "transitive" and "intransitive" verbs. X

There are twenty-six classes of INPUTS,one for each letter of the alphabet. X


After readingHandbook forsub-STEP(SI 0.2.1

DOEXERCISE

Exercises 5A-5D are designed to give you practice in deciding on the

adequacy with which statements of objectives have been formulated.


-/S/D-19

EXERCISE 5A

Below are three statements of objectives written with varying degrees ofcompleteness for the same criterion behavior.

Check the number of the one which you judge to be the most complete.

Form 02111

LESSON 5 SPECIFICATION OF OBJECTIVES

1.

3.

GIVEN

Cr stemon Inputs

mode vosual/verbal/etc.

e number of examples from class

new and/or old warrept es

typical/al vprtal oondurons

wwlabrlire of performance suds

Given a novel which hasnot been used ininAtRuction

Given a novel which hasnot been used ininAtAvetion

Given a Fnench novelfin English tnanAtationf

STUDENT WILL

Criterion Actions

tamale recounitron. editing, production

alteenatnres new and /or old ...Pies

mock. perceptual/motor/voolhodeoce

The studentinteapRet the theme o6the novel

The student wilt statethe themes og the noveland AuppoRt hieintexpRetation

The student wittintenpRetwih auppontingmatexiat the theme o6the novel

RESULTING IN

Criterion Outputs

morJe. vowel/verbal/etc.

Ionnts. standerdt

duantnatove: amount /degree/time limns

Clualoatrve

A statement oi thecent/tat theme withauppoRting ne6exeneeA topensona. objeeta. ORevents in the text

A a tatement o6 thecent/vat and Aubotdinatethemes with auppottingexampleA (Rom the text.Citation o6 intenpneta-tiona o66ened ba atteaAt two ceitica

A aupponted atatement ogthe centhat theme

D-20SEE ANSWERS

ANSWERSEXERCISE 5A

Below are three statements of objectives written with varying degrees ofcompleteness for the same criterion behavior.

Check the number of the one which you Judge to be the most complete.

Form 0 2111

LESSON

1.

2.

5 SPECIFICATION OF OBJECTIVES

GIVEN

Cater on Inputs

mode uisual/verltsolietc.

numb., of swamp!. from OW.

new and/or old .samples

Wis....I/atypical conditions

availabilit of owl otrnanc-e aids

Given a novel which hasnot been aAed ininatAuction

Given a novel which hasnot been used ininstAuction

V

Given a French novel(in Engtish tAanstation)


Criterion Actions

r"..de recognition. editing. production

Iternateves new and /or old ...moles

MOO. Perceptual/motor/vocal/sub...I

The student willintenptet the theme o6the nova

The student witt elatethe themes oi the noveland Auppott hieintertputati.an

The student willinteApAet with suppottinmaterial the theme (315the novel

Criterion Outputs

rnode visulivetbalfetc

Iimits. standards

Ourtntitative amount /degree/time limit,

Quallitatsv

A statement o6 thecentAat theme withAupponting Aelienences topeAsons, objects, oneventA in the text

A statement o6 thecentAat and subordinatethemes with suppottin9examples titom the text.Citation o6 inteApneta-tionA obierted by atleast 44o cAitics

A euppokted statementthe cent/cat 411eme

D-21DO NEXT PROBLEM

EXERCISE 5B

Below are three criterion objectives written with varying degrees ofobjectivity for the same criterion behavior.

Check the number of the one which you judge to be the most objective.

co...02(11


GIVEN

C. merlon Inputs

mode vsuallvelballelc

number of examples Ions Class

new and /or old examples

tstOrCal,etvprcal condrPons

sparlaborty of performance aids

Given a ti.4t 04 6ivepas4ibte deAinitione

Given a tat 0.4 roabibtede iinitio

Given a tilt o4 vepo46ibte atteknativea

1).

STUDENT WILL

Cruet on Acpons

node rerognrtron. edurnsr, production

aiternatrues new and/or old en:artistes

smut, perceptualirnotottvocalisubvorai

Student will check o44the one which moatacounateen deseitibes thepot. itions 04 idle.dia chakg e pokta in theidle speed atiatem

Student wilt choase thebest deecitiption o4 idledischakge potts

Student (cite indicatethe one which bestdeseiLibee the idlespeed sus tem

RESULTING IN

Cr ttentOn Outputs

nnode ...suet/ye/bin/etc

Itmos. standards

quantuattve amount !degree/tune Irma.

oualrtatrve

Check atongaidestatement which deoutibesthe idle dizchange potte(le being to Bated jubtabove and betow thethkottee vatve

Selection 04 statementwhich descAibe,6 theidle discha/Loe

Selection o4 statementwhich deactibee theaccutate position o4 theidle discharge Ponta

SEE ANSWERSD-22

ANSWERSEXERCISE 5B

Below are three criterion objectives written withobjectivity for the same criterion behavior.

Check the number of the one which you judge to be

Form 0 2111

LESSON

.

V

2.

3.

5

varying degrees of

the most objective.


GIVEN

Cater on Inputs

mode ,r,snalrverbalreic

number ot examples horn class

new end/Or Old arnpleS

tvorCallatyincal conthtions

rwadab.ntV Crl Performance a.ds

Given a list oti 6ivepossible

Given a list o4 possibtode tcinitions

Given a tilt oi Sivcpubskbier aiteknatives

STUDENT WILL

Cr;terron Act.om

rnode rer-09n.non edning, ptdduct,on

teener nattyet new and /Or old eemples

rnode perceptual/motor/vocal/sub vocal

Student will check c.,Athe one which mostace/etatau des cnibes thepositions o:;diz change pont:, in theidle speed zustem

Student wal choose Thebeet des crtiption oA idtedachakoe poets

Student wife indicatethe one tehch beatdeactibez Cite idtespeed 6116 tern

RESULTING IN

Cater on Outputs

mode snsualnrerbalietc

Inst.. standards

Cluant4atom amount rdegrwr,n,

rwan IdliVe

Check alongsidea tat anent wh.ich desma. esthe idte discharge portsas be.ing located justabove and belay thethnottle valve

Selec-tion (34 statementwhich de-scnibes theidte dis ch aka e

Setecti.on 0.lehich dee cki bes theaceuta te .noeition of theidte discharge pokte

DO NEXT PROBLEM

D-23

EXERCISE 5C

Below are three criterion objectives written varying in degree ofimplications they have for training with respect to the same criterionbehavior.

Check the one which is best in terms of its usefulness for prescribingtraining and testing.

Form 0 2111


1.

2.

3.

GIVEN

Criterion Inputs

mode visual/verbal/etc,

number of example, from class

new and/or old samples

typical/atypical conditions

orailability of performance aids

Given examptea o6 twotate, oi the same age,one baed on a westbalanced diet and onebred on a pooatuoatanced diet

Given photogtapha o6 two/cats, one baed on a weftbalanced diet and onebted on a pooatubalanced diet

Given photogtapha o6 twoants, one bted on a weltbatanced diet and onebaed on a pooatybalanced diet

STUDENT WILL

CotermnActiom

mode recognition, editing, production

elternatwes. new and/or old

mode perceptual/motor/vocal/sub...1

The student will Pietdi64etences in phllaicat4eatutes

The student witt fiatdi66enencea in phoaicatKeatutea o6 atance, boneat/Luc/ate, coat, andcondition o4 ,(set

The student will Gistdi66eaences in phyaicattieatutea olc stance, boneatnucturce, coat, andcondition o4 6eet

RESULTING IN

Gnerion OU13,11,

mode visual/verbal/etc

Iimitz, standards

quantittive amount /degree/time limits

qualitalive

Two tate identi6uingwett nounished andpooata nouaished

Two tiata: weftnourciahed - azza stance,welt pamed body, smooth,ahinu coat, smooth-shinned beet; poottmnoutiahed - &coopingstance, ,matt boneattuctute, thin, unevencoat, and scata, toughbeet

Two Bata identiOingwell nouaished and poontanouaished attaibutesstance, bone ettuctute,and coat

D-24SEE ANSWERS

ANSWERSEXERCISE 5C

Below are three criterion objectives written varying in degree ofimplications they have for training with respect to the same criterionbehavior.

Check the one which is best in terms of its usefulness for prescribingtraining and testing.

Ferns 13 2111


GIVEN

Criterion Inputs

mode visual/verbal/etc.

number of examples from class

snow and/Or old examples


availability of performance aids

Given examptee o4 twomate o6 the came age,one bmed on a wellbalanced diet and oneMed on a poolttybalanced diet

Given photographs n6 twonate, one bhed on a wellbalanced diet and onebled on a poontubalanced diet

Given photaghaphs o6 twomatA, one toted on a wellbalanced diet and onebmed on a poolaybalanced diet

1).

STUDENT WILL

Criterion Actions

osode recognition. editing, production

Itet nat Ivey new and/or old examples

'mode perceptual/motor/vocal/sub.vocat

The student will Listdi66e4ence6 in phoicat6eaturte4

The otudent will tiatdi66e4encea in phqsicat6eaturtes o6 stance, boneotnuctute, coat, andcondition o6 beet

The student will listdi66etence4 in phoicat6eatuheA oi stance, boneatAuctate, coat, andcondition 04 beet

RESULTING IN

Criterion Outputs

twode visual/verbal/etc

larnits. standards

Quantitative amount /degree/time limits

clualitative

Two Liete identi6qingwell nourished andpoo'th nouhiAhed

Two tihte: wellnouhiAhed - azixt stance,well iolumedbodu, smooth,shims coat, emooth-shinned beet; poolctunourished - &coopingstance, amatt boneatAuctune, thin, unevencoat, and seals, /coughbeet

Two Lists identigqingwell nourished and pooktanourished attAibutee o6stance, bone Atnuctune,and coat

D-25DO NEXT PROBLEM

EXERCISE 5D

This exercise is designed to give you practice developing a statement ofcriterion objectives, working from the results of task analysis, learninganalysis, competency analysis, and mode analysis.

Below are decisions already made concerning formulation of objectives.

On the next page is a completed A.5(4) form. Study the form and then writea statement of criterion objectives on page D-28a.

SUMMARY OF DECISIONS REGARDINGFORMULATION OF OBJECTIVES

Criterion behavior identified as self-containedtotal performance

Decision made to require TRANSFER

Decision made not to include use of aids in astatement of objectives

Decision to require forward direction only instatement of objectives

Decision to sample a relatively large number ofmembers belonging to each class of INPUTS representedin the task analysis diagrams

FOLD OUT THIS PAGE

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X

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ct104Choos

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.......r.....xxxn, O.... ,..,,,...KRA...Ulla.

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,...., , ,..... AA, ...who. A,

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IXOCIZPOIVS

- .., ..

CHAIN.X

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OUTPUT

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DISC-14W.;;hTIOArt

.. ..ACI MI . .......

v.,uAt

X....raeor

Aa o, anew. pee

CA MI /11. to. nwe le

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.......a..... X

........... X 0111, A.......4 on, .....

1)-28

Form 0.2(11

LESSON SPECIFICATION OF OBJECTIVES

GIVEN

Criterion Inputs

mode: visual/verbal/etc.


new and/or old examples



STUDENT WILL

Criterion Actions

rnode: recognition, editing, production

alternatives: new and/or old examples

mode: perceptual/motor/vocal/sub-vocal

RESULTING IN

Criterion Outputs


o limits, standards

',quantitative: amount /degree/time limits

qualitative

SEE ANSWERS.

D-28a

Form 0.211)

LESSON

GIVEN

ANSWERS

STUDENT WILL


RESULTING IN

Criterion Inputs Criterion Actions Criterion Outputs






mode: recognition, editing, production


mode: perceptual/motor/vocal/sub-vocal


limits, standards

quantitative: amount /degree/time limits

qualitative

Given any subt&actionpltob.tem (new on. ad)invatving the zubtnac-tion positive ofnegative numbens tiltomthe minuend

Student wilt subtractthe two numb ens whenboth ate positive andWit add the two numbenswhen .the subtrahendnegative

A smatZet numbert (ox anegative numbelt) whenboth ate positive; atanget number when one

negative; wilt get at.east 90 petcent o6pflobZems calumet

D-29

FOLD BACK PAGE D-27

END OF EXERCISE


DOEXERCISE

This exercise is designed to give you practice preparing criterion and

preparatory objectives.

The student's capability to engage in practice of criterion behavior as

diagrammed on the next page is assessed as follows:

1. The student is not capable of producing a compound sentence

on request.

2. The student is able to write compound sentences when

provided with a model compound sentence.

All the analysis results for this lesson are presented on the next page.

Using the information above and the analysis on the next page, prepare

a criterion objective and a preparatory objective.

FOLD OUT THIS PAGE

0/0-31

N- Aso,.r rrsr 070 m. UZI I 011101107rel

.007

--a.

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D - 3 2

Form 0.2(1 )

LESSON

1.

1SPECIFICATION OF OBJECTIVES

GIVEN

Criterion Inputs






3.


Criterion Actions


atternatives: new and/or old examples

mode: perceptual /motor /vocal /sub -vow

Criterion Outputs

mode: visuativerbz-Vetc.

Iimits, standards


qualitative

SEE ANSWERS

D-32a

Form 0.2111

LESSON ANSWERS SPECIFICATION OF OBJECTIVES

GIVEN

Criterion Inputs

mode: visual /verbal /etc.




"availability of performance aids

\°'s

1.

OR

Given any pai.A o6independent sentencesnot used duninginstnuction

Given any pa it o6independent sentences,a modet o6 a compoundsentence, and a tist o6att possibZeconjunctions

Given a taAge sampZe v6sentences, some being.compound sentences withconjunctions and somenot, and asked toidentip which Les .the"compound" and to ciAceethe conjunction

STUDENT WI LL

Criterion Actions



mode: perceptual/motor/vocal/subvocal

The student wilt kowatethe sentences joiningthem with an appitoptiateconjunction

The student wilt itemitethe sentence joiningthem with one oi .theconjunctions on the tat

The student wiltidenti6y the compoundscntences t.-y checkingthem and theconjunctions by eiActingthem

RESULTING IN

Criterion Outputs


limits, standards


qualitative

A compound sentenceconsisting oi twoindependent sentence.sjoined by a conjunction

A compound senten ----]which in holm matotesthe example and uses anyconjunction on the .gist

Checks and c.f./totesindicating connectidenti6ications on attcompound sentences0.e-suited

FOLD BACK PAGE D-31


After readtngHandbook forsub-STEP(S) D.2.3

DOEXERCISE 7

This exercise is designed to give you practice preparing statements of

objectives for students.

Your task is to write a statement of objectives for a student who is

learning to do various kinds of multiplication problems on a printing

calculator. The objectives will cover only the portion of the lesson

on accumulative multiplication, circled on the task analysis appearing

on page D-36.

Study the forms on the next page, and then write the student objectives

on FORM D.2(2) on page D-36a.

FOLD OUT TmIS PAGE

D-31// D-35

.._..Itr rasa I a I 771 I = tSTIO I = 1

115/ 011.51CM1.76001

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.1

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I .

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mottrime%otA.tton

1.1,30 VCCI. if_ur Kora CO 0A CT oitS

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raw eatalet oluteonto the haw r.ehte.wa than ofeve mina.

tavr clnect elute°to the et,. Peohtetettexrt 4. much (r,Accra tatty

D 3 6

Form D.2(2)

LESSONSTATEMENT OF OBJECTIVES

FOR !STUDENTS'

3.

GIVEN

Inputs

objects, people, events,words, symbols, etc.

their properties

examples:numbernew or old



problem formate.g., single input vs. multiplechoice

YOU WILLActions

select, edit, or produce

type of actione.g., point to, label, write,classify, etc,

RESULTING IN

Outputs

objects, events, words, symbols,etc.

their properties (quantity/quality)

o standards of acceptability

YOU MUST LEARN TO

distinguish betweenIexamples from

on the basis of

see similarityamong exampleswithin each of the

on the basis of

# input classes

# properties

input classes

At- properties

associate one ofwith each one of the # actions

input classesexhibit

exhibit the series ofassociations in the

At alternativeactions

chain

D-36a SEE ANSWERS

Form D.2(2)

LESSON ANSWERSSTATEMENT OF OBJECTIVES

FOR ISTUDENTS)

1.

3.

GIVEN YOU WILL YOU MUST LEARN TOInputs Actions distinguish between

examples from.

on the basis of

see similarityamong exampleswithin each of the

on the basis of

associate one ofwith each one of the

exhibit

exhibit the series ofassociations in the

objects, people, events,words, symbols, etc.

their properties

examples:numbernew or old

e availability of performance aids


problem formate.g., single input vs. multiplechoice

select, edit, or produce

type of actione.g.. point to, label, write,classify, etc.

# input classes

# properties

RESULTING IN#

input classes

Outputs properties

objects, events, words, symbols,etc.

their properties (quantity/quality)

standards of acceptability

actionsAt

#input classes

alternativeactions

chain

Given Iiive aecumutativemuttigication ptobtem4and a prtinting catcutatw

You witt petiokm theconnect pueedute on thecaecutaton which wit!.ne4utt in a wit/metan4wen Sot each oS thehive pnobtemis

you wit e have to .Leann .todistinguish aceumutativematiptication pubtem4Snom °then types o6 mut.-tipZication ptobtem4, toapply the ptocedune6 thatone used Son accumutativemuttipticat,ton but notSon °then mopes , and topettionm ate them p&oce-dute4 in connect sequence

FOLD BACK PAGE D-35


DO FINAL EXERCISE

#6



D-39


FOLLOW THE "C" SCHEDULE INSIDE

1.

2.

3.


OnHANDBOOK

U2.22.-....

C.1.1 1 - 25

C.1.2 - C.2.2 27 65

C.3.1 - C.3.2 67 - 85

EXERCISES FOR TASK C

DoWORKBOOKF r is s

OnWORKBOOKPa es

1 C-1 - C-3

2A - 2E C-5 - C-15

3 C-17 - C-19

Type of Practice

Assembling separatetaslc'analysis results

Sequencingsub-criterion behaviors

Identifying how much tctaught in an

Instructional hour

WHEN YOU HAVE COMPLETED ALL THE EXERCISES IN THIS SETTION OF THE WORKBOOK,4. PROCEED TO THE EXERCISES IN SECTION "B" OF THIS WORKBOOK. THERE IS NO

FINAL EXERCISE FOR "C."

After readingHandbook forsub-STEP(S) C.1.1

DOEXERCISE LJ

This exercise is designed to give you practice in assembling task analysis

forms for a single Sub-Criterion in an appropriate sequence.


C-1

EXERCISE I

Review the following illustration which represents forms collected for fourSub-STEPS which make updetailed levels of analysis

Using appropriate numberbottom of the page the order

a Sub-Criterion behaviorfor two of the

and collectedfour.

designations, indicateassemble the forms.

for more

at theand number/letterin which you would

Sub-STEP Sub-STEP Sub-STEP Sub-STEP#1 #2 #3 #4

FORM FORM FORM FORMA.5(4) A.5(4) A.5(4) A.5(4)

2a 4a

2b 14b

2c

INDICATE YOUR SEQUENCE HERE

C-2

SEE ANSWERS

ANSWERSEXERCISE 1

Review the following illustration wh1ch represents forms collected for fourSub-STEPS which make up a Sub-Criterion behavior and collected for moredetailed levels of analysis for two of the four.

Using appropriate number and number/letter designations, indicate at thebottom of the page the order in which you would assemble the forms.

Sub-STEP#1

FORMA.5(4)

SubSTEP#2

I- FORMA.5(4)

2a

4,

2b

4,

I 2c

Sub-STEP Sub-STEP#3 #4 .

FORMA.5(4)


FORM I

A.5(4)

Ita

4b

2c 2b 2a 2 3 4b 4a 4

C- 3

END OF EXERCISE


DOEXERCISEC.1.2-C.2.2 2

Exercises 2A-2E are designed to give you practice in sequencing all (the

forms for) Sub-Criterion behaviors which make up a criterion behavior.*

4R','ilar considerations are involved in sequencing separate criterionbehaviors (covered in STEP C.2).


/ C-5

EXERCISE 2A

Your task is to identify what the common element is which two Sub-Criterion behaviors share.

Put an X through the shared element, #1 or #2.

Sub-Critericn Behavior A

i.

Speaking words

2.

3.

4.

5.

Classifying types of

levers

Using the verb "to be"

with personal pronouns

Adding

Computing a mean

Sub-Criterion Behavior B

Understanding spoken

words

Defining mechanical

advantage of levers

Using the verb "to

have" with personal

pronouns

Subtracting

Computing a standard

deviation

Element #1

Correctly identifying

the sounds of

individual letters

Distinguishing between

singular and plural

personal pronouns


one-, two-, three,

etc., place digits

Associating the symbol

E with "summation"

Element #2

Correctly distinguish-

ing between the

concepts of vowels and

consonants


effort force and

resistance force


nouns and personal

pronouns

Identifying + and -

signs


"mean" and "standard

deviation"

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 2A

Your task is to identify what the common element is which two Sub-Criterion behaviors share.

Put an X through the shared element, #1 or #2.

2.

3.

Sub-Criterion Behavior A


Speaking words

Classifying types of

levers

Using the verb "to be"

with personal pronouns

1--

4.

Adding

5.

Computing a mean

Understanding spoken

words

Defining mechanical

advantage of levers

Using the verb "to

have" with personal

pronouns

Subtracting

Computing a standard

deviation

Element #1

Element #2

Correctly distinguish-

ing between the

concepts of vowels and

consonants


nouns and personal

pronouns

Identifying 4- and -

signs


"mean" and "standard

deViation"

DO

NE

XT

PR

OB

LEM

EXERCISE 2B

Your task is to identify what the OUTPUT is from one Sub-Criterion behavior which becomes an INPUT to another

Sub-Criterion behavior.

Put an X through the INPUT, #1 or #2, provided by Sub-Criterion behavior A to Sub-Criterion behavior B.

1


Computes an F-value

for the significance

of a difference between

multiple means

2.

Selects the formula for

pressure (P = T) as

suitable for a given

problem

3.

4.

5.

Identifying the type of

classroom misbehavior

being exhibited

Prepares a draft of a

report

Prepares an

instructional strategy


Obtains a probability

value from a table for

the obtained difference

between means

Substitutes obtained

values into the formula

Selects a management

strategy suitable to

type of misbehavior

Edits the draft report

Develops instructional

materials

INPUT

1

The size of the

difference between

means becomes the INPU

for the ACTION taken

:

The formula (P = Al

becomes the INPUT for

the ACTION taken in B

Identified type of

misbehavior becomes the

INPUT for the ACTION

taken in B

Editing policy becomes

the INPUT for ACTION

taken in B

Prescription for type

of prepared practice



INPUT #2

The obtained F-value



The obtained values for

Ifand A become the

INPUT for ACTION taken

in B

Management strategy

becomes the INPUT to

ACTION taken in B

Draft version becomes

the INPUT for the

ACTION taken in B

Rules for preparing


become the INPUT for


SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 2B

Your task is to identify what the OUTPUT is from one Sub-Criterion behavior which becomes an INPUT to another

Sub-Criterion behavior.

Put an X through the INPUT, #1 or #2, provided by Sub-Criterion behavior A to Sub-Criterion behavior B.

2. 3.

5.



Computes an F-value

for the significance

of a difference between

multiple means

Selects the formula for

pressure (P =

Aas

suitable for a given

problem

Identifying the type of

classroom misbehavior

being exhibited

Prepares a draft of a

report

Prepares an

instructional strategy

Obtains a probability

value from a table for

the obtained difference

between means

Substitutes obtained

values into the formula

Selects a mar'gement

strategy suitable to

type of misbehavior

Edits the draft report

Develops instructional

materials

INPUT #1

The size of the

difference between

means becomes the INPUT

for the ACTION taken

in

Editing policy becomes

the INPUT for ACTION

taken in B

Pre-

.tion for

of prep

tice

becomes

efor

the

ION taken

Be

The obtained values for

f and A become the

INPUT for ACTION taken

in B

Management strategy

becomes the INPUT to

ACTION taken in B

Rides for preparing


become the INPUT for


DO

NE

XT

PR

OB

LEM

EXERCISE 2C

Your task in this exercise is to identify which of twoSub-Criterion behaviors (A or B)

is a prerequisite for the

other.

In the third column, write the letter (A or

B) which identifies the prerequisite Sub-Criterion behavior.

2. 3.

4. 5.

Defining "pressure" as

"force

area"

Judging distances between

cars

Identifying the subject

of a sentence

Adding

Dividing

B

Defiling "force"

Parking

Making a verb agree with

the subject of a sentence

Identifying numbers

Multiplying

Which is the Prerequisite

Sub-Criterion Behavior

SE

E A

NS

WE

RS

ANSWERS

EXERCISE 2C

Your task in this exercise is to identify which of two Sub-Criterion behaviors (A or B) is a prerequisite for the

other

In the third column, write the letter (A or B) which identifies the prerequisite Sub-Criterion behavior.

2. 3.

14.

5.

Defining "pressure" as

"force

:area

Judging distances between

cars

Identifying the subject

of a sentence

Adding

Dividing

Which Is the Prerequisite

8Sub-Criterion Behavior

Defining "force"

Parking

Making a verb agree with

the subject of a sentence

Identifying numbers

Multiplying

6 6

DO

NE

XT

PR

OB

LEM

2.

3.

4.

5.

6.

7.

8.

9.

10.

EXERCISE 2D

For each example below, indicate with an X the one or more relationshipswhich the Sub-Criterion behaviors probably bear to one another.

Sub-Criterion A Sub-Criterion BShareElements

One Provides One Is aan INPUT Prerequisite

to the Other for the Other

Sequencing sentencesto make an effectiveparagraph

Using commas toexpress correctmeaning in a sentence

Adding Multiplying

Identifying type ofmeasurement involvedin using researchinstruments

Selecting statisticaltest appropriate totype of measurementused

Defining and illus-trating "reinforce-ment"

Defining and illus-trating "extinguish-ing"

Mixing red andyellow to getorange (theoperation)

Mixing white andblack to get gray(the operation)

Threading a filmprojector

Adjusting the focusof the projector

Selecting a formulato use to solve aproblem in computingelectrical resistance

Substituting obtainedvalues into theformula

Perceiving thedifference betweenthe "f" sound andunvoiced "th" sound

Pronouncing "f" and"th" correctly

Formulating a hypo-thesis to accountfor observed problem

Proposing solutionto problem

Using an Englishdictionary

Using a Frenchdictionary

C-12 SEE ANSWERS

2.

3.

4.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE 2D

For each example below, indicate with an X the one or more relationshipswhich the Sub-Criterion behaviors probably bear to one another.

Sub - Criterion A Sub - Criterion B

One Provides One IsShare an INPUT Prerequisitelements to the Other_ forhe Other

Sequencing sentences Using commas toto make an effective express correctparagraph meaning in a sentence

X

Adding Multiplying X X

Identifying type of Selecting statisticalmeasurement involved test appropriate toin using research type of measurementinstruments used

X X

Defining and illus- Defining and illus-trating "reinforce- trating "extinguish-ment" ing"

X X

Mixing red and Mixing white andyellow to get black to get grayorange (the (the operation)operation)

X

Threading a film Adjusting the focusprojector of the projector X

Selecting a formula Substituting obtainedto use to solve a values into theproblem in computing formulaelectrical resistance

X X

Perceiving the Pronouncing "f" anddifference between "th" correctlythe "f" sound andunvoiced "th" sound

X

Formulating a hypo- Proposing solutionthesis to account- to problemfor observed problem

X X

Using an English Using a Frenchdictionary dictionary X

C-13 DO NEXT PROBLEM

EXERCISE 2E

Your task in this exercise is to indicate the order in which you wouldsequence forms for each of the Sub-Criterion behaviors (and shared elements)listed below.

At the bottom of the page identify the sequence you would create based onthe following set of conditions:

#1

Sub-Criterion Behaviors

#2 #3 #4

"All four Sub-Criterion behaviors share common elements, a, b, andc. (These elements are unrelated to one another.)

"Sub-Criterion Behavior #4 is a prerequisite for #1.

"Sub-Criterion Behavior #1 makes an INPUT to #2; and #2 makes anINPUT to #3.


C-14

SEE ANSWERS

ANSWERSEXERCISE 2E

Your task in this exercise is to indicate the order in which you wouldsequence forms for each of the Sub-Criterion behaviors (and shared elements)listed below.

At the bottom of the page identify the sequence you would create based onthe following set of conditions:

#1

Sub-Criterion Behaviors

#2 #3 #4

--All four Sub-Criterion behaviors share common elements, a, b, andc. (These elements are unrelated to one another.)

--Sub-Criterion Behavior #4 is a prerequisite for #1.

--Sub-Criterion Behavior #1 makes an INPUT to #2; and #2 makes anINPUT to #3.


a. b c 4 1 2 3

C-15

END OF EXERCISE

After readingHandbook forsub STEPS) C.3.1-C.3.2 I

DOEXERCISE 3

This exercise is designed to give you practice in identifying how much

can be practiced (learned) in an instructional hour.


C.-a,' if/ C-17

#1

#2

EXERCISE 3

Your task in this exercise is to select from the options provided the amountof time more likel-y to be required to teach the Sub-Criterion behaviorsrepresented below by the learning analysis portions of FORM A.5(4).


M.1110 maw.

xX%8110....

- --- N=R010111

CIOUN.

13.1. IGEN-"'MEEMEE11111

slims wan


OEMOMM007.

40..... mu,................--....o.....,

.7. ...".''.....

...........

...............

-----.---,

SEMMEM

iliFri.MOEMEM

....-:.......................

......0.......1...................Eto

.......-..-

............ i

......

MENNMnu.-..-...............

.............

---..-'---.MEMMEMEM

Orniraita Olt

.

C-18

15 minutes

2 hours

v1,1

Ontio112111

MEMMEM

01{11011a

lainLY0.01

EE*

MEMMEMUMW

D1014

MEP:M.

2 hours

6 hours

SEE ANSWERS

#1

ANSWERSEXERCISE 3

Your task in this exercise is to select from the options provided the amountof time more likely to be required to teach the Sub-Criterion behaviorsrepresented below by the learning analysis portions of FORM A.5(4).


OMNI YA1,001

'

ME INNE j

x


15 minutes

X 2 hours

#2 X 2 hours1

~

1.1110.

NMI

L

114.1 Wool

Kx

...13.1108A aess

0.110.11.0

C-19

Owl .11

MUMMOM

0.1011.1.4X1.4

NEMENOHEI

MEMME

11.11COMMINIATSMO

IIIINF211110MMEN

0111.1. MA ISM

6 hours

END OF EXERCISE

THERE IS NO FINAL EXERCISEASSOCIATED WITH VOLUME "C"

OF THE HANDBOOK.

PROCEED TO VOLUME "B"OF THE HANDBOOK AND ITS

ASSOCIATED WORKBOOK EXERCISES.


C-..20 // C-21


FOLLOW THE "B" SCHEDULE INSIDE

2.

3.

4.

5.

6.

7.

8.

9.

10.


OnHANDBOOKPa es

B.2.1 59 - 67

B.2.2 69 - 79

8.2.3 81 - 87

1 8.3.1 - B.3.4 89 - 131

8.3.5 133 151

B.4.1 - B.4.2 153 - 201

8.4.3 203 - 209

B.4.4 211 - 231

8.4.5 233 - 245

8.5.1 247 - 265

8.1.1 - 8.1.5 I 57

EXERCISES FOR TASK B

DoWORKBOOKExercisesL.

OnWORKBOOKPages

IA - 1B -1 8-5

2A - 211 - - B-11

3 8-13 - B-15

4A - 4B B-17 - B-26

5A - 5F B-27 - B-45

6A - 6c B-47 - 8-57

7 B-59 - 8-61

8A - 8E B-63 - B-75

9 8-77 B-79

10 8-81 - B-89

L

Type of Practice

Selecting informants

Planning how much detailto seek in describing

criterion behaviorDetermining whether

repetition in analysisis necessary

Sub-dividingknowledge domains

Identifying performancerequirements for

knowledge domains

Doing a task analysts

Doing more detailedtask analyses

Doing a learning analysis

Doing a competency(performance) analysis

Doing a mode analysis

Collecting descriptionsabout critical elementsof criterion behavior

WHEN YOU HAVE COMPLETED ALL THE EXERCISES IN THIS SECTION OF THE WORKBOOK,12. PROCEED TO FINAL EXERCISES #7 AND #8 IN THE FINAL EXERCISES VOLUME.

B-i


DOEXERCISEB.2.1 1

This exercise is designed to give you practice in recognizing when it is

appropriate to rely on one expert as an informant for all the types of

analyses which must be performed and when it is important to seek the

expertise of more than one expert.

TURN PAGE FOR PROBLEMS

B-I

EXERCISE lA

Read the description of the instructional development requirements and ofthe qualifications of an available informant.

Indicate your judgment of the suitability of the available informant bychecking the appropriate option.

1 You are going to prepare a handbook to teach people how bodily functionsare improved as a result of eating organically grown food.

Mr. Bailey has been running an organic farm for twenty-five years andpublishes a journal on how to grow organic food.

Mr. Bailey is:

a. An unsuitable informant

b. Suitable for obtaining task description information

c. Suitable for obtaining information useful in conductinga task description, task analysis, learning analysis, andaudience analysis.

2. Your task is to train inner-city disadvantaged youth in techniques touse on job interviews.

Miss Miller conducts an orientation class for disadvantaged youth whoare poor and come from rural non-farm areas. She prepares them toconduct themselves properly during a job interview by instructing themon how to dress for an interview, how to respond to questions aboutthemselves, and general techniques to use during a job interview.

Miss Miller is unsuitable as an informant for obtaining informationwhich could be useful in performing:

A task description

A task analysis

A learning analysis

An audience analysis

SEE ANSWERS

B-2

ANSWERSEXERCISE IA

Read the description of the instructional development requirements and ofthe qualifications of an available informant.

Indicate your judgment of the suitability of the available informant bychecking the appropriate option.

1 You are going to prepare a handbook to teach people how bodily functionsare improved as a result of eating organically grown food.

Mr. Bailey has been running an organic farm for twenty-five years andpublishes a journal on how to grow organic food.

Mr. Bailey is:

a. An unsuitable informant

b. Suitable for obtaining task description information

c. Suitable ror obtaining information useful in conductinga task description, task analysis, learning analysis, andaudience analysis

2. Your task is to train inner-city disadvantaged youth in techniques touse on job interviews.

Miss Miller conducts an orientation class for disadvantaged youth whoare poor and come from rural non-farm areas. She prepares them toconduct themselves properly during a job interview by instructing themon how to dress for an interview, how to respond to questions aboutthemselves, and general techniques to use during a job interview.

Miss Milier is unsuitable as an informant for obtaining informationwhich could be useful in performing:

A task description

A task analysis

A learning analysis

An audience analysis

DO NEXT PROBLEM

B-3

EXERCISE 1B

Read the description of the type of criterion behavior to be analyzed and of the qualifications of an available

informant.

Indicate by checking the appropriatc box whether you would rely on the one expert or whether you would also seek

additional experts.

Use More

Use One

Than One

Criterion Behavior

Available Informant

Expert

Expert

2.

3.

4.

5.

Delivery of post-natal care to

A head nurse has had experience in

patients

delivering post-natal care

Providing vocational rehabilitation

counseling to disabled people

A trainer with ten years' experience

training others to provide vocational

rehabilitation counseling

Designing curriculum materials for

fourth grade math students

Curriculum specialist in elementary

school mathematics with teaching

experience

Terminal behaviors involving basic

bio-chemistry concepts and principles

for 12th graders

A Ph.D. bio-chemist who has taught

chemistry at the graduate level

Performing heart surgery

Cardiologist who has gone directly

from a residency into private practice

.4=

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 1B

Read the description of the type of criterion behavior to be analyzed and of the qualifications of an available

informant.

Indicate by checking the appropriate box whether you would rely on the one expert or whether you would also seek

additional experts.

Use More

Use One

Than One

Expert

Expert

2. 3.

4.

5.

Criterion Behavior

Available Informant

Delivery of post-natal care to

patients

A head nurse has had experience in

delivering post-natal care

Providing vocational rehabilitation

counseling to disabled people

A trainer with ten years' experience

training others to provide vocational

rehabilitation counseling

Designing curriculum materials for

fourth grade math students

Curriculum specialist in elementary

school mathematics with teaching

experience

Terminal behaviors involving basic

bio-chemistry concepts and principles

for 12th graders

A Ph.D. bio-chemist who has taught

chemistry at the graduate level

Performing heart surgery

Cardiologist who has gone directly

from a residency into private practice

END OF EXERCISE

After re...dingHendbook forsub-STEP(S)

DOEXERCISEB.2.2 2

Exercise 2A is designed to give you practice in distinguishing between

contingent and non-contingent tasks.

Exercise 2B is designed to give you practice in deciding whether to organize

information collection about performance at broad levels of detail or at

relatively specific levels of detail.

01.171,


(4, // B-7

EXERCISE 2A

In each of the following pairs of tasks described below, one is "contingent," and the other is "non-contingent."

Put an X through the task you think is an example of a contingent performance.

2.

3.

4.

5.

TASK I

TASK 2

Comparing and contrasting classical

and romantic music

Listing the properties of classical

music

Coding a document in three unrelated

ways; analyze for:

direct code,

indirect code, and superimposed code

Using a library:

search through card

catalog; identify document number; and

retrieve document from shelf

Preparing a wet mount:

clean slides

and cover slips; place drop of water

on slide; place sample on drop of

water

Evaluating structure of a paragraph by

checking for:

a topic sentence;

coherent arrangement of detail; and a

concluding statement

Labeling parts of a microscope

Performing long division

Rating a public speaker on:

appearance, platform deportment, and

effectiveness

Disassembling and cleaning a movie

projector

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 2A

In each of the following pairs of tasks described below, one is "contingent," and the other is "non-contingent."

Put an X through the task you think is an example of a contingent performance.

2. 3.

4.

TASK]

TASK 2

Compar

d contrasting

and romantic

cal

Listing the properties of classical

music

Coding a document in three unrelated

ways; analyze for:

direct code,

indirect code, and superimposed code

Using a

ary:

search t

:.

card

catalog; ident

nt number; and

retrieve d

from

Pr

a wet mount:

clean

s

and cover

place

.. of water

on slide; plat

on drop of

water

Evaluating structure of a paragraph by

checking for:

a topic sentence;

coherent arrangement of detail; and a

concluding statement

Labeling parts of a microscope

Perform

ng division

1...._

5.

Rating a public speaker on:

appearance, platform deportment, and

effectiveness

Disass

projector

and cleanin

vie

DO

NE

XT

PR

OB

LEM

2.

3.

4.

5.

EXERCISE 2B

Read the performance descriptions and then indicate by putting an X in theappropriate column whether information should at the outset be collectedat a broad or at a specific level of detail.

nformation Collection at:PERFORMANCE D RPN Broad Level Specific Level

Cutting holes in metal: setting drill press for slowspeed; and stopping and checking speed two or three timesto obtain correct size

Doing inductive writing (e.g., correctly alluding to givenfacts; observing grammatical conventions; and incorporat-ing conclusion based on facts)

Conducting a literature search

Identifying characteristics of food processing method:canning, salting, smoking, drying, and dehydrating

Writing the plural forms of singular nouns

8-10 SEE ANSWERS

2.

3.

5.

ANSWERSEXERCISE 2B

Read the performance descriptions and then indicate by putting an X in theappropriate column whether information should at the outset be collectedat a broad or at a specific level of detail.

PERFORMANCE DESCRIPTIONInformation Collection at:Broad Level Specific Level

Cutting holes in metal: setting drill press for slowspeed; and stopping and checking speed two or three timesto obtain correct size

X

Doing inductive writing (e.g., correctly alluding to givenfacts; observing grammatical conventions; and incorporat-ing conclusion based on facts)

X

Conducting a literature search X

Identifying characteristics of food processing method:canning, salting, smoking, drying, and dehydrating X

Writing the plural forms of singular nouns X

B-11 END OF EXERCISE

After readingHandbook forsub-STEP(S) B.2.3

DOEXERCISE 3

This exercise is designed to give you practice in identifying situations

in which it is or is not necessary to repeat analyses once you have done

an initial one. Your decision will be based on whether either the MODE

or the SKILLS involved in the criterion behavior throughout the range of

examples the performer is likely to encounter are essentially identical

to thos:: already analyzed in an initial set of examples.


B-13

2.

3.

5.

6.

7.

8.

9.

10.

EXERCISE 3

For each example below indicate by checking two boxes below whether MODEand SKILLS involved in the whole range of criterion behaviors to beanalyzed are repetitive or non-repetitive.

R 1. repetitive

NON-R non repetitive

You have already analyzed the mode and skills involved in:MODE

R NON-RSKILLSR NON-R

Doing addition and subtraction problems; other specificaddition or subtraction problems involve:

Using reinforcement to strengthen adaptive classroombehavior; another performance is extinguishingnon-adaptive behavior, which involves:

A secretary taking dictation; other examples of takingdictation involve:

Discussing the application of a theory to physicalphenomena; other behavior to be taught is performingexperiments which involve:

Oral use of rules relating to singular and plural nounsand forms of verbs; other behavior to be taught iswriting using the same rules, which involves:

Writing the "method" section of a research report; otherbehavior consists of writing the "results" and"discussion" sections, which involves:

Providing examples of a social science concept; otherbehaviors consist of providing examples of otherconcepts--which involves:

Paraphrasina received definitions of philosophicalconcepts; other behaviors consist of comparing andcontrasting concepts which involves:

Sight-reading piano music (for Chopin); other behaviorsight-reading (for Berg), which involves:

Stating objectives in the instructional materialsdevelopment process; other behavior--constructing verbaltests, which involves:

B-14 SEE ANSWERS

2.

3

4.

5.

6.

7.

8.

9.

10.

ANSWERSEXERCISE 3

For each example below indicate by checking two boxes below whether MODEand SKILLS involved in the whole range of criterion behaviors to beanalyzed are repetitive or non-repetitive.

R repetitive

NON-R a non-repetitive

MODE*You have already analyzed the mode and skills involved in R NON-R

SKILLSR NON-R

Doing addition and subtraction problems; other specificaddition or subtraction problems involve:

1

Using reinforcement to strengthen adaptive classroombehavior; another performance is extinguishingnon-adaptive behavior, which involves:

A secretary taking dictation; other examples of takingdictation involve:

Discussing the application of a theory to physicalphenomena; other behavior to be taught is performingexperiments which involve:

Oral use of rules relating to singular and plural nounsand forms of verbs; other behavior to be taught iswriting using the same rules, which involves:

Writing the "method" section of a research report; otherbehavior consists of writing the "results" and"discussion" sections, which involves:

Providing examples of a social science concept; otherbehaviors consist of providing examples of otherconcepts--which involves:

Paraphrasing received definitions of philosophicalconcepts; other behaviors consist of comparing andcontrasting concepts which involves:

Sight-reading piaro music (for Chopin); other behaviorsight-reading (for Berg), which involves:

Stating objectives in the instructional materialsdevelopment process; other behavior--constructing verbaltests, which involves:

B-15 END OF EXEF:7ISE

After reading

Handbook for

sub-STEP(S) B.3.1 -B.3.4DO

EXERCISE 4

This exercise is designed to give you practice sub-dividing "knowledge

domains" into areas, topics, and sub-topics. When you have completed

this exercise, you will be able to record on FORM A.5(8) "task descrip-

tion" results for knowledge domains at differing levels of generality.

Below is an illustrative example of FORM A.5(8) completed for the areas:

"magnetism" and "electricity." Your products in this exercise will look

like this example.

Form A.6 (0 FOR SOMAARY OFAREASTOPICS

A.1 The natuxt of magnets A. Hew `geed axe wade

A.2 Leo of magnetic atteaction A.7 How magnets lose theirs.magetaism

A.3 The magnetic ii.ad A.S The cant* a6 a magnet

A.4 The (out oi a ma/net A.9 The ante of magnets

A.S TkWall of 1.(1.31Itta.

LetztAmigiet24

MagnetiA can be obtainedpow atafacitsi

8.2 How an etectammagnet iAmade

8.3 Making eteettowagErl:44tAome.A.

8.4 SimilaniticA and di((exencexin magnetA and eteetkomagnetA

8.5 Wei of etee,t0.09Reta

FOLD OUT THIS PAGE

13B-17

EXERCISE 4A

An interview between an informant and a training analyst is presented below.Learning material on geology is to be prepared for sixth grade sciencestudents.

Read the interview results, and then fill in Form A.5(8) which appears onpages 18a and 19. Be sure to label areas and topics using letters and numbers.

Interview Between Informant and Training Analyst

Training Analyst: We need a big picture or an overview of the major areascovered in your geology course. What are the major areas you cover?

Here's an example of what I mean from another subject. For example,if I were teaching a course on the human body, some major areas wouldbe the skeletal system, the digestive system, the vascular system, etc.

Informant: The course is divided into three broad categories. First, I

tear', the composition of the earth; then, I talk about forces thatshape and change the earth's surface; finally, there's something I callthe history of the earth, which is really about the various stages ofthe earth's development.

Training Analyst: Now, let's go back and identify the major topics withineach area just listed. Using the example of the human body again, ifthe sense organs were a major area, major topics within it would be:the skin, the nose, the eyes, and so on. What are the major topicsunder "composition of the earth"?

Informant: Well, I begin with how the earth was formed because that seemsa good way to begin. Next, we study the layers of the earth; that is,the crust, mantle, and core. I spend a great deal of time on rocks andminerals. I would say they are actually two sub-topics--Rocks consti-tute one, and minerals the other.

Training Analyst: What are the major topics under "forces that shape andchange the earth's surface"?

Informant: That's a big part of the course. I begin with the fact that thesolid parts of the earth can move and present various theories of whythey move. Other topics are folding and faulting, earthquakes, mountains,plains and plateaus, volcanoes, and hot springs and geysers. That's it.

Training Analyst: O.K. What are the major topics in "history of the earth"?

Informant: Three major topics which are related are: (1) how geologistsstudy the earth; (2) how geologists calculate the age of the earth; and(3) the geologic timetable. Once I've covered that ground, I go intothe Cenozoic Era, the Mesozoic Era, the Paleozoic Era, the ArchrozoicEra, and the Azoic Era. I would consider each era a major topic.

B-18

Form A-5 (8) FOR SUMMARY OF 1 TOPICSAREAS II

B-18a

Form A-5 (8) FOR SUMMARY OFAREASTOPICS

B -19

Form A-5 (8) ANSWERS FOR SUMMARY OFAREASTOPICS

A. Compo4ition o6 the earth

A.1 How the ea nth Uta4 tfonmed

A.2 Layeu 06 the earth.

A.3 Rockh

A.4 M.ineitatz

B. Foime6 that 'shape and change the eanth'6 AuA6ace4

8.1 How movement 06 zolid pants06 the eatth occuu and why

B.6 Volcanoe4

B.2 Folding and liautting 13.7 Hot Oitingb and geyheAA

2.3 EaAthquake4

8.4 Mountain's

8.5 Hain6 and p9ateau6

B-20

Form A-5 (8) FOR SUMMARY OFAREASTOPICS

C. HiAstoty oi the earth

C.1 Now geoLogi6.t.6 4tudy theeatth J

C.6 The Pateozoic Eta

C.2 Caeca-eating the age theearth

C.7 The Atcheozoic Eta

AM,

C.3 The geotogic timetabte C.8 The Azoic Eta

C.4 The Cenozoic Eta

C.5 The Me4ozoic Eta

FOLD BACK PAGE B-17 DO NEXT PROBLEMB-21

EXERCISE 4B

Exercise 4B is designed to give you practice sub-dividing topics intosub-topics. When you have completed this exercise, you will know how torecord sub-topics in the knowledge domain on FORM A.5(9).

Below is an example of FORM A.5(9) with sub-topics completed for two topicsunder the major area, magnetism.

Form A 5 (91 for AREA A TOPIC 1, 2 FOR SUMMARY OF SubTOP1CS

A.1 Slatane 06 magnets

4.1.1 De6inition 06 a magnet

A.1.2 Natuta magnets

A.2 Lax o6 magnetic attAaetton

A.2.I Identi6aing the di66enent04ce4 06 a magnet

4.2.2 The tehutt 06 dA66e4ent604cee

FOLD OUT THIS PAGE

/ B-23

EXERCISE 4B

Now that you've completed Form A.5(8), your task is to complete Form A.5(9).

Transcribe all necessary information from Form A.5(8) to A.5(9) and labelaccordingly. Then read the continuation of the interview (See below) andcomplete Form A.5(9) based on it.

FOR FA.MMAR Y OFAPSASTOPICS

A 88.8.AitiAA 88 at math

A./ 0r the meth OW pommel I

4.8 lemmet .4 am .math

1

A.7 ItseleA

A.4 iAaAA0A

B. fABAA that WIN mot 8181Agt am cAatIOA oo.efete.o

8.1 000 AABAd BA Wand.areemot Ai .01.81

of thA eatth wed. mod .**

0.7 FoGiling rd Brit* 8.7 Not ApAim0 AAd 0010.0.

8.7 EAABAAfialuA

CI MmAtAlor

LS PGAiAA and pa4teAu6

B-24

Training Analyst: Now, let's takeeach topic and identify thesub-topics within it.

First, let me transcribe themajor topics onto this newform.

Now, what are the sub-topicstreated in the topic "how theearth was formed"?

Informant: I present this materialchronologically. There'sformation of the earth fromwhite hot gases; cooling ofthe earth; formation of theearth's crust; formation ofclouds around the earth;formation of bodies of water;formation of the earth'satmosphere.

Form A-5 (9) for AREA TOPIC FOR SUMMARY OF Sub-TOPICS

B-21+a

Form A-5 (9) for AREA A

ANSWERSTOPIC A.1, A.2 FOR SUMMARY OF Sub-TOPICS

A. 1 How the earth wa6 6ohmed

A.1.1 Fotmation o6 the takth6kom white hot ga4e6

A.1.6 Formation o6 the eatth'aatmoohete

A.1.2 Cooling o6 the earth

A.1.3 Formation o6 the earth'scruat

A.1.4 Formation o6 ctoud.6around the earth.

A.1.5 Formation o6 bodieh o6water

A.2 Layers o6 the earth

The training analyst would continue -elicit all sub-topics within each

to ask the same type of questions totopic previously identified.

FOLD BACK PAGE B-23 END OF EXERCISE

B-25


DOEXERCISEB.3.5 5

Exercises 5A-5F are designed to give you the following types of practiceinvolving "knowledge domain" terminal behaviors.

5A. Identifying specific INPUTS and INPUT classes

5B. Identifying when members belonging to an INPUT class are new or old

5C. Identifying when terminal behaviors involve RECALL or TRANSFER

5D. Classifying terminal behaviors for competency levels

5E. Identifying adequacy of descriptions of terminal behaviors

5F. Collecting information about terminal behaviors


.26

B-27

EXERCISE 5A

In each problem below one column contains an example which is a specific INPUT; the other contains an example of

a member of an INPUT class.

Write in the letter in the appropriate column indicating which example is a specific INPUT and which Is a member

of an INPUT class.

Member of

Specific an INPUT

2.

3.

4.

5.

AB

-The label to be attached to the INPUT

example is:

"gorilla"

-The INPUT example is:

any gorilla


example is:

"King Kong"


King Kong


example is:

"a city"


San Diego

-The ;abet to be attached to the INPUT

example is:

"San Diego"


a dot on the

map indicating San Diego


example is:

"Ohm's Law"


1=

V


class is:

"a law in physics"


I=


example is:

"Macy's"


Macy's


example is:

"department store"


Macy's


example is:

"27"


3 X 7


example is:

"a problem in multipli-

cation"


3 X 7

INPUT

Class

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 5A

In each problem below one column contains an example which is a specific INPUT; the other contains an example of

a member of an INPUT class.

Write in the letter in the appropriate column indicating which example is a specific INPUT and which is a member

of an INPUT class.

Member of

Specific an INPUT

AR

INPUT

Class

2. 3.

4.


example is:

"gorilla"


any gorilla

The label to be attached to the INPUT

example is:

"King Kong"

The INPUT example is:

King Kong


example is:

"a city"

The INPUT example is:

San Diego


example is:

"San Diego"


a dot on the

map indicating San Diego


example is:

"Ohm's Law"


I


example is:

"MaGy's"


Macy's


class is:

"a law in physics"


Ie

V


example is:

"department store"


Macy's

5.


example is:

"27"


3 X 7


example is:

"a problem in multipli-

cation"


3 X 7

BA

BA

AB

A13

AB

DO

NE

XT

PR

OB

LEM

EXERCISE 5B

For each problem below put an X in the appropriate column indicating whether the INPUT used in a TEST is a new

or old example of the class described.

Cri erion B h vior

1.

To identify data

classified by name or

label as "nominal data"

2.

3.

To identify right angle

triangles

To use (or not use)

commas for "restrictive

clauses and "non-

restrictive" clauses

4.

To expand the binomial

theorem

5.

To use the proper

present tense of verbs

for singular and plural

pronouns

Practice During Training

Involves These Examples

"Occupation"

"Gender"

"Marital status"

A man who is very short

cannot serve in the

army.


spoke to us today.

I, you, he, she, it,

we, and they

walk(s)

run(s)

talk(s)

help(s)

Example of INPUTS

"Place of birth"


spoke to us today


we, and they

walks)

talk(s)

run(s)

help(s)

Old

New

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 5B

For each problem below put an X in the appropriate column indicating whether the INPUT used in a TEST is a new

or old example of the class described.

Criterion Behavior

i.

To identify data

classified byname or

label as "nominal data"

2.

3.

4.

To identify right angle

triangles

To use (or not use)

commas for "restrictivd'

clauses and "non-

restrictive" clauses

To expand the binomial

theorem

5.

To use the proper

present tense of verbs

for singular and plural

pronouns.

Practice During Training

Involves These Examples

"Occupation"

"Gender"

"Marital status"


cannot serve in the

army


spoke to us today.


we, and they

walk(s)

talk(s)

run(s)

help(s)

Example of INPUTS

in a TEST

"Place of birth"


spoke to us today

(x + y)4

(x + y)7


we, and they

walk(s)

talk(s)

run(s)

help(s)

Old

New X X

X

X

X DO

NE

XT

PR

OB

LEM

2.

3.

4.

5.

EXERCISE 5C

Read each of the examples below and put an X in the appropriate columnindicating whether performance on a TEST is likely to require RECALLor TRANSFER

In a Test Situation:Likely to Require:

RECALL TRANSFER

An art student has to indicate what the primary colorsare, i.e., red, yellow, and blue

An art student has to identify any example of painting,sculpture, or architecture which is classified byhistorians as Baroque

The English student has to use "am" every time he uses"I," "are" for "you," and "is" for "he," "she," or "it"

A literature student must identify any example of ametaphor he comes across

The instructional developer has to prepare test itemsappropriate to the subject matter he is teaching

8-32 SEE ANSWERS

2.

3.

4.

5.

ANSWERSEXERCISE 5C

Read each of the examples below and put an X in the appropriate columnindicating whether performance on a TEST is likely to require RECALLor TRANSFER.

In a Test Situation:Likely to Require:RECALL TRANSFER

An art student has to indicate what the primary colorsare, i.e., red, yellow, and blue X

An art student has to identify any example of painting,sculpture, or architecture which is classified byhistorians as Baroque

X

The English student has to usn "am" every time he uses"I," "are" for "you," and "is" for "he," "she," or "it" X

A literature student must identify any example of ametaphor he comes across X

The instructional developer has to prepare test itemsappropriate to the subject matter he is teaching X

B-33 DO NEXT PROBLEM


DOEXERCISE 5D

This exercise is designed to give you practice in classifying terminal

behaviors at the four levels of competency.

FOLD OUT THIS PAGE

8B-35

I

Form A.5(10)

For AREA TOPIC Sub-TOPIC FOUR COMPETENCY LEVELS

INPUT ACTIONTRANSFER I TRANSFER

new example of new example ofinputiclasst E action /chain {class

INPUT 4_ ACTIONTRANSFER RECALL

.new example ofinput -4-- action/chainIclassi

[specific

INPUT ACTIONRECALL 47 TRANSFER

ispecificl input

old example ofinput classj

new example ofaction/chain tclass{

new example ofaction/chain jc

INPUT ACTIONRECALL RECALL

ispecifici input

old example of

ecifsciaction/chain

specificinputiclassl action/chain

B-36

co

EXERCISE 50

Read the examples of terminal behaviors below and indicate at which competency level you would classify

each.

Refer to the fold out for the definition of levels.

DURING INSTRUCTION

the Student Practices:

ON A TEST

Identifying on a picture of a

thermometer (by inserting arrows)

where the boiling point and freezing

point are

The student makes the identical types

of identification

2.

Classifies cities (like Boston,

Ir7s7identclassifies

and provides

Chicago, New Orleans, Phoenix) as

a supporting list of properties for

being suitable or unsuitable transpor-

tation-15FITUFFT and lists their proper- the

cities:

Baltimore, San Francisco,

ties which qualify them as one or the

Reno, and Asheville

other

oN

3.

Stating the properties and advantages

of using a particular learning

taxonomy (e.g,. Bloom's)

Presented with a taxonomy formulated

by Gagne, compares and contrasts it

with the Bloom taxonomy

4.

Defining the concept "conduction"

Provides examples of the concept and

contrasts it with "convection"

COMPETENCY LEVEL

III

III

IV

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 5D

Read the examples of terminal behaviors below and indicate at which competency level you would classify

each.

Refer to the fold out for the definition of levels.

DURING INSTRUCTION

the Student Practices:

ON A TEST

Identifying on a picture of a

thermometer (by inserting arrows)

where the boiling point and freezing

point are

The student makes the identical types

of identification

Classifies cities (like Boston,

Chicago, New Orleans, Phoenix) as

being suitable or unsuitable transpor-

tationTErraTr and lists their proper-

ties which qualify them as one or the

other

The student classifies and provides

a supporting list of properties for

the cities:

Baltimore, San Francisco,

Reno, and Asheville

Stating the properties and advantages

of using a particular learning

taxonomy (e.g., Bloom's)

Presented with a taxonomy formulated

by Gagne, compares and contrasts it

with the Bloom taxonomy

Defining the concept "conduction"

Provides examples of the concept and

contrasts it with "convection"

FOLD BACK PAGE B-35

COMPETENCY LEVEL

III

III

IV

X

X

X

X

DO

NE

XT

PR

OB

LEM

EXERCISE 5E

For each of the five problems below, put an X through the one description among the three presented that you think

is the most objective and complete.

AB

The Student Will

The Student Will

Know what the properties are

which determine the

classification of a lever

Match nutrients and their

functions when given a list

of each

Produce the name commonly

associated with a land form

when given a verbal descrip-

tion or shown a pictorial

representation of it

Without assistance, contrast

six elements in the periodic

table

Solve addition problems

within a specified period of

time using a ten key adding

machine

Identify the class to which

pictorially presented levers

belong

Be able to identify the

functions of nutrients

Identify and name various

types of land forms

Without the aid of a periodic

table in front of him, list

the differences in numbers of

electrons and in atomic

weight of six elements


within twenty-five seconds

using a ten key adding

machine

C

The Student Will

Label pictorially presented

examples of levers (without

error) as belonging to

Class I,

II, or III

Know how to describe

nutrients and their functions

Identify a land form when

given a verbal description

or shown a pictorial


In criterion fashion, explair

the relationship among

elements in a periodic table

Know how to add quickly


machine

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 5E

For each of the five problems below, put an X through the one

description among the three presented that you think

is the most objective and complete.

A

The Student Will

4.

Know what the properties are

which determine the

classification of a lever

Pr

associa

when given

tion or s

a

repres

ation of

e the name common

with a

1form

1 descrip-

ctorial

Without assistance, contrast

six elements in the periodic

table


within a specified period of

time using a ten key adding

machine

B

The Student Will

Identify the class to which

pictorially presented levers

belong

Be able to identify the

functions of nutrients

Identify and name various

types of land forms

Wit

table I

the differe

electrons

weigh

t the aid of a p

ront of

.

odic

,list

n numbers of

tomic

f six ele

s

C

The Student Will

Know how to describe

nutrients and their functions

Identify a land form when

given a verbal description

or shown a pictorial


In criterion fashion, explain

the relationship among

elements in a periodic table

Know how to add quickly


machine

DO

NE

XT

PR

OB

LEM

EXERCISE 5F

This exercise is designed to give you practice inof terminal behaviors on FORM A.5(10).

Below is an example of FORM A.5(10) completed forSub-Topic 2 of the subject matter, "magnetism andin an earlier exercise. NOW, TURN THE PAGE.

331

31

Fern, A.5110)

For AREA A TOPIC Sub-TOPIC

recording descriptions

Area A, Topic 1,electromagnets," used

FOUR COMPETENCY LEVELS

INPUT _L_ ACTIONTRANSFER ' TRANSFER Sub-TOPIC 2 is "natanat magnets"

-When prtesented with examples 474 "tututat magnets," eithertthoe e identiti ten I/Ling ins trtuetia n o A now one4 . Canrtespond i.n a vartietu (a vartiz.tu o4 ACTIONS(:

Labeto them wt.:men/aLats thein pnapentiesCompartes them with other naturtat ma/gnat,

new "1"'P'e 0 f --... ,r,n, .x.rn, le 0 fmputlelassi -*- actionlchaln

INPUT j... ACTIONTRANSFER I RECALL

-When prtesented with excurintee not u.sed in inattaction.AA able to eta.4.si6q them aa rtatuAme magnet-a (the apeci4icACTION oa.ctieed dating inatnuetian)

new exempla of ...*o7-3''nowt dud ...-- .,,,,,,th..,

INPUT ACT /ONRECALL ± TRANSFER

l'Pecil° '''put --''-new

tac tor/chainexample

ifam(

old example of new example ofinput (class] .1- action /chain ,,a

INPUT i ACT /ONRECALL I- RECALL

t.F.'c't ',I 'null, kTSYld''.- action /chain

old example of _I. 4pecIficlil,Ouricimi ".- actIonicham

13 --JIG/

/ B-41

EXERCISE 5F

Your task in this exercise is to fill out FORM A.5(10) for the subjectmatter "the earth" used in previous exercises. For the purposes of thisexercise you will complete FORM A.5(10) for only one sub-topic, A.1.5(formation of bodies of water), indicated below by a check mark.

SEE OPPOSITE PAGE FOR INSTRUCTIONS.

A S . FOR SUMMARYAREASTOPICS

A. C,R,Ofi,tACA of the I0001

A .1 now flit emth mto 4mmed

A.: 500004 of LAE .00th

4.3 Roche

A . J .4 RE1AER

1

--1O. Foncna that shape and chanae din em eh ' au, 4 noon

15.1 nod movement of 6 a."( rantsof the each [IMOLA and who

8.6 Voteanota

8.2 Votdnd And iaatAna 0.1 Hot nt.inaa and 004WU

5. 5 1 an ChaaaocA

8.4 61ount.dans

8.5 Trouts and otattaan

Faun A S IBI Af. 14 IMniC. iSvA7DPICSI

A.1 How the math ums loaned

A.1.1 Fon/m.6ton 04 the watt,Atm Mute hot DataData

A.1.6 Fonnuttcon 04 01 t.'1...o-Ono6pheAt

1 6.1.2 Coot-nag o4 the oan..thi

4.1.3 P-04.0.taern 04 the tatth ' 6taus t

6.3.4 romnitcon o i cloud.mound the eadtth

/ 6.1.5 romataon 04 bodatao4 ...Can

5

4.2 lasicks o4 the e...,e).

1

1----

B-142

FOLD OUT THIS PAGE

Read the continuation of the interview from which the information containedon the forms on the opposite page was obtained. Record information obtainedfrom the informant onto FORM A.5(10) in the appropriate space (i.e., at theappropriate competency level). Be sure to continue your labeling system.

B -43

EXERCISE 5F

Training Analyst: New, for each of the sub-topics, let's identify how thelearner is expected to exhibit the fact that he has learned the facts,concepts, or principles involved. For example, after having learned aconcept, will he be expected to define it verbatim, or will he beexpected to give an example of the concept covered during instruction,or will he be expected to give a new example?

The analyst would begin with Sub-Topic A.1.1, "formation of the earthfrom white hot gases," and continue through the sequence for eachsub-topic. We enter the interview at Sub-Topic A.1.5.

Let's take the sub-topic, "formation of bodies of water." What arethe terms, concepts, facts, or principles you want the learner tolearn?

Informant: I want him to learn the process by which bodies of water wereformed. That process is that as rain fell causing the earth's crustto cool, some of the water, instead of evaporating, trickled down rocksto form small pools on the earth's surface. These were the beginningof the earth's lakes and oceans. For a long time it rained constantly,filling the earth's surface with bodies of water.

Training Analyst: For the process you mentioned, what kind of mastery doyou expect?

Informant: Oh, just to be able to explain the process in the student's ownwords. On a test I might ask, "Describe how the earth's lakes andoceans were formed." The child would then paraphrase the descriptionof the process learned during instruction.

B-1414

Form A.5110)

For AREA 1 TOPIC Sub-TOPIC FOUR COMPETENCY LEVELS

INPUT + ACTIONTRANSFER TRANSFER

new example of ..._... new example ofinput classi action/chain class]

INPUT 4- ACTIONTRANSFER RECALL

new example of WeCW.1_i,..input class -4-- action/chain

INPUT ACTIONRECALL + TRANSFER

new example of...ispecifici input -4-- action/chain iclaq

old example of new example ofinput 'class] -**-- action/chain Fc71.as:

INPUT ACTIONRECALL 4- RECALL

.. ....A OM NM

L ecificl[specific input ps

"4"-- action/chain

old example of 'specific_40.input 'class' action/chain

B-44a

Form A.5110)

For AREA TOPIC

ANSWERS

Sub-TOPIC FOUR COMPETENCY LEVELS

INPUT _L_ ACTIONTRANSFER i TRANSFER

new example of-y new example ofinput class] "'I-- action/chain class

INPUT + ACTIONTRANSFER RECALL

new example of ____... specific]4inputiclass] action/chain

INPUT ACTIONRECALL ± TRANSFER Sub-Topic 5 L4 "lioAmation ol6 bodies ol6 watch."

-When caked to descALbe how bodies oti waten. were lionmed,a question used tn instAuction, the atudent wil.t 'state.in hi...6 own wotds (pataphuue) the pxoce4s desuabeddating instAuction

new.... example ofI.specific input -41--- action/chain )class]

old example of new example ofinput 'class] action/chain r-cr,q

INPUT ACTIONRECALL RECALL

FOLD BACK PAGE B-43 END OF EXERCISE

'specific input 'specific'action/chain

old example of (specific]__1.-inputIclassi action/chain

B-

After readingHandbook forsub-STEP(S1

DOEXERCISEB.4.1-B.4.2 6

This exercise has three parts: 6A, 6B, and 6C. All are designed to

give you practice in diagramming task analysis results either on

FORM A.5(4) for "performance" Sub-STEPS or on FORM A.5(11) for

"knowledge domain" terminal behaviors.

FOLD OUT THIS PAGE

6-Y4B-147

EXERCISE 6A

This exercise is designed to give you practice in diagramming just INPUTSon task analysis forms.

Below are interview results for a performance Sub-STEP and for a knowledgedomain terminal behavior.

1. Read the examples below and fill in the INPUT blocks (only) on theappropriate forms, either Form A.5(4) or (11), on the adjacent page.

2. Fill in both task description blocks at the top of the form (a) andthe task analysis blocks on the lower portion of the form (b).

3. Make sure the diagramming for task description and task analysis iscross-referenced.

Knowledge Domain Example

The student must be able to discriminate between igneous rock formedfrom magma that reached the earth's surface as extrusive rock andigneous rock formed from magna that did not reach the earth's surfaceas intrusive rock.

Performance Example

in order to be able to do multiplication and division on a full-keyadding machine, a student must make discriminations between problemtypes, i.e., division problems and multiplication problems. Thestudent must also generalize across such types of division problemsas: whole numbers without remainders, whole numbers with remainders,and decimal problems with remainders; and must generalize across suchmultiplication problems as: simple multiplication, accumulativemultiplication, and three factor multiplication.

B-48

Ic I Zet,1 3 I

Nf I I !DPW

Lb SUP

C710..

e TSR AAAAA 545

iteSell..PfeTqfe

otan.;7 1

Sub INIC I IIleMAVION

I IOeelle ACTICIOI

e 0.5e.

B-148a

117Ata DISCAIeT.O.

OUTKA

SEE ANSWERS

Aerm A /al

40. ISK

0.0.15

Sri.

ANSWERS

r 3 I Soo MP1 3 1

DAY5AA0A04

onobtem to be o vedow a eateulaton

v

CTOft

vlll

15

iiS OISCINPrb00,AUT

111111/60/10.,

whole A470.44ptrn te....ndeu

Whole nubeIk...1.11ot Imatnrie.

Dturw 0.0bt0.S.urn to...aft:rev

v. .

5ILTIPLITAT1OA

S.moteoii.o.,n

,ecumutaXAveyil.p.2

F

Form A51111

M AREAI I ronc

r

L ISoo 1000C I I

NOV

1aneouo took

CTION

T515 515

'TAW DISCRIITIO1

Outta

I otRutvf A00.5I ... I

00004), +act

FOLD BACK PAGE B-147

B-1+9DO NEXT PROBLEM

rSu4STEPSI

EXERCISE 6B

In this exercise your task is to complete a task analysis diagram on FORMA.5(4) for Sub-STEP C.2.I, which is recorded on FORM A.5(3) below. Youcan obtain the information for the task analysis from interview resultswhich appear on the next page.

Be sure to transcribe any needed information from FORM A.5(3) below tothe blank FORM A.5(4) on page B-52a.

Form A5 (3)

for TASK I c STEP I 2 1

INPUT

Subtrucetion pkoblenesinvolving &tact-Zona

ofS &Asa than one

SUMMARY Of

ACTION

Pen4onm opmationto determinediC5enenee

OUTPUT

DiSiSeneneebetween two ktactitme

SubtAaction pnobtemconbiAting of

6/factionslose than one

SubtAaction lotoblemseithert withLike 04 unlikedenominatou

v

111.

ldentiliy thercelationahip bedueendenominatou in the

AubtAahend andminuend

Find di46eAeneeand exprcese it

it lowest tennis

FOLD OUT THIS PAGE

F3 - -SD

B-51

Identigiration oAlike cm unlikedenominators

III

Diblekeneein /meet te/ms

vi

EXERCISE 6B

Read the results of the interview and then fill in the diagram on theadjacent page.

Training Analyst: Let's get your details about Sub-STEP #1. When you areteaching children to subtract fractions, what are the different kindsof problems with fractions of less than one that require you tosubtract in a different way?

Informant: There are only tto types of problems. The simple kind like3/4 minus 1/IA where the denominators are the same, and the kind whichhave different denominators, such as 3/4 minus 1/3.

B-52

Form A-5 (4)

for TASK STEP Sub-STEP . TASK DESCRIPTION

INPUT ACTION OUTPUT

b. TASK ANALYSIS

B-52a

Form A-5 (4)

for TASK C STEP 2

ANSWERS

Sub-STEP 1 a. TASK DESCRIPTION

INPUT

Subtxaction pkobtemcona.ating oti

inactionzte64 than one

ACTION

Identitiy .theheZation4hip betweendenominatom in the

zubtnahend andminuend

ii

OUTPUT

Identigcationtike on untikedenominatou

Fnaction4 withtike denaminatou

I.a.n

3 1

i.b.1

2 1

Fnaetiono withuntike denominatou

i.b.n

b. TASK ANALYSIS

Identitiie6 identityin denominatou

ii.a

identige4 non-identityin denominatou

ii.b

FOLD BACK PAGE B-51.

B-53

Identi4ication ob .type4,6 netattonAhip between

denominatou in4ubtnahend and minuend

i 1 .a

Identitiication oti topeO nelation6hip between

denomination4 inAubtAahend and minuend

iii.b

DO NEXT PROBLEM

EXERCISE 6C

In this exercise your task is to fill in a task analysis diagram onFORM A.5(11) for Sub-Topic A.4.2, which is recorded on FORM A.5(10) below.You can obtain the information for the task analysis from the interviewresults which appear on page B-56.

73t

DI

Form A.5110)

For AREA A TOPIC L 4 i Sub-TOPIC FOUR COMPETENCY LEVELS

I INPUT _i_ ACTIONTRANSFER I TRANSFER

new example of new example of....---inpore4 4---- actionlchainiclassi

INPUT + ACTIONTRANSFER I RECALL When pteeented with a minenaf (not laed in inatAuction).

the student wilt name the type o6 mineltat and etatethe attrtibutes o that mineAat.new example of ___...---irk]

inPuticlassi .4-- action !chain

INPUT ACTIONRECALL + TRANSFER

7- ..j7-1 - new example of

FOLO OUT THIS PAGE

8-5Y// B 55

SECTION 6C

Read the interview results below, and then fill in both Section (a) taskdescription and Section (b) task analysis on the form on the adjacent page.

Training Analyst: Now we want to get specific details about the contentand terminal behavior expected for each concept you Just identified.

Let's take minerals. What will the learner be given when you testhim?

Informant: I have samples of minerals which I show the students. Theyhave to label each mineral as either "silicious," "non-metallic,"or "metallic," and state the attributes of the mineral that qualifyit for that label.

Training Analyst: Let's take the samples of minerals. What are the typesof minerals which the learner must classify as silicious?

Informant: That's a very large group containing about twenty-five of theearth's minerals. Some common ones are quartz, feldspar, mica, andolivine.

Training Analyst: What are the types of minerals which the learner mustclassify as non-metallic?

Informant: Well known examples of this group are calcite, dolomite, sulfur,rock salt, gypsum, and graphite. There are many more.

Training Analyst: What are the types of minerals which the learner mustclassify as metal ore minerals?

Informant: Such metals as gold, silver, iron, copper, and lead are foundin the minerals of this large group.

B-56

Form A-5 (11)

for AREA TOPIC Sub-TOPIC BEHAVIOR a. TASK DESCRIPTION

INPUT ACTION OUTPUT

b. TASK ANALYSIS

11

SEE ANSWERS

B-56a

I A I TASK DESCRIPTION

Form A-5 MI

for AREA

ANSWERSTOPIC I 1 f Sub-TOPIC 5 BEHAVIOR I

INPUT ACTION

Name the mine/tatand state atttibute4

that minetat. ---411.

OUTPUT

Minetat

b. TASK ANALYSIS

Quantz

Fad.6pan

--Mica

--Etc.

Cacite

sat flan.

- -Dotomite --Gyjo4um

- -Rock satt --Gkaphite--Etc.

Go.ed

--Ikon- Lead

Copper:.

Etc.

I--

Identiliy as 4iticiou4because they

contain ziticon

IdentiO_aAnon-metattic becauseo6 ab4ence oi6 metat

Identitiy as metatbecause they containeftment4 called mztat6

FOLD BACK PAGE B-55

Minexat identitiied

Kiltenat identi.6ied

Mine/tat identi6ied

END OF EXERCISE

B-57

After reading

Handbook for

sub-STEP(S)DO

EXERCISEB.4.3 7

r

This exercise is designed to give you practice in getting more detailed

task analysis information when needed.

In the example below the technologist has determined that the target

learner population is not able to perform simple multiplication. Upon

further questioning of the informant, the technologist is told that in

order to perform simple multiplication the student has to discriminate

between three classes of situations (and generalize within them); i.e.,

multiplication involving: (a) only one digit numbers; (b) a mixture of

two and one digit numbers; and (c) a mixture of three, two, and one

digit numbers.

Diagram this lower level analysis on the next page.

ForrnA.501

for TASK A STEP 2 Sub-STEP1 3 I a. TASK DESCRIPTION

INPUT ACTION OUTPUT

Muff/pi:ea/Ionpkobtem6

I v

PeagOAmMatipltcatianmaceduAce

v

Product

v I

b. TASK ANALYSIS

5 X 9Iv.a.1

25 X 34

iv.a.2

FeAlionm 4impLemattirtjration

v.a

PAoduct

vl.a

a X b

Iv.a.3

5 X 9 X 7

fv.b.i

25 X 34 X 61

Iv.b.2

PeA6oAm muttiptEcatiDnda4Re a44ociative

wwprAtie4v.b

PAIN:fact

vl.b

--.... ---.4..

aXbXcIv.b.3

6 -5rB-59

1

Form A-5 (4)

for TASK STEP1

Sub-STEP1

a. TASK DESCRIPTION

b. TASK ANALYSIS

B-60

Form A5 (4)

for TASK STEP

ANSWERSSub-STEP a. TASK DESCRIPTION

INPUT ACTION OUTPUT

b. TASK ANALYSIS

5 X 9

a X b

25 X 34

17 X 9

ac X bd

258 X 347

176 X 22

ace X bd6

Muttiptiesone digit numbela

Muttipties two digitnumbeks by one ok two

digit number

katiptieA tknee digitnumbeks by one, two,

ok thkee digit nambeu

Pkoduct

Pkoduct

Product

END OF EXERCISE

B-61


DOEXERCISEB.4.4 8

Exercises 8A-8E are all designed to give you practice in performing

learning analyses. Your task will be to make judgments about the

difficulties learners are likely to experience in acquiring the

component skills: discriminations, generalizations, associations, and

chains.

TURN TO NEXT PAGE

FOR PROBLEMS

13- tp-37B-63

2. 4.

EXERCISE 8A

For each problem put an X through the situation

in which learning to discriminate among

INPUTS is likely to be

more difficult.

In the last column, tell why.

SITUATION #1

SITUATION #2

A teacher has to rank the

essays of five students

A teacher has to rank essays

on the basis of:

content,

organization, syntax, and

interest level of writing

Automobile parts are being

produced 1/64 of an inch off

a standard

Having to select the low

intensity blue, given a low

intensity and a high

intensity blue

5.

Distinguishing such mammals

as horses, cows, and pigs

from such reptiles as snakes

and alligators


essays of fifteen students


on the basis of:

organization


produced

1 /100 of an inch off

a standard

Having to select the lowest

intensity blue, given two

low intensity blues of almost

equal intensity


as whales and porpoises from

such reptiles as crocodiles

and alligators

WHY?

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 8A

For each problem put an

X through the situation in which

learning to discriminate among

INPUTS is likely to be

more difficult.


SITUATION #1

SITUATION #2

......

...,


essays of five students


produced 1/64 of an inch

off

a standard

Having to select the low

intensity blue, given a low

intensity and a hie

intensity blue


as horses, cows, and

pigs

from such reptiles as snakes

and alligators


on the basis of:

organization

Aut

produce

a standard

bile parts are be

1/100 of

nch off

g to select the

low

blue, give

nten

bl

of a

Di

nguishing such ma

as wha

such re ti

and alliga

and porp

es from

crocodiles

WHY?

Having to rank more essays

makes seeing the differences

among them harder

The more attributes to

attend to, the harder the

discrimination

The smaller the deviation

from the standard, the

harder the discrimination

The more similar the

intensities, the harder it

is to tell them apart

In #2 they all live in water

(have similarities) and

therefore can become more

easily confused

DO

NE

XT

PR

OB

LEM

EXERCISE 88

For each problem put an X through the situation in which

learning to generalize across INPUTS is likely to be

more difficult.


SITUATION 1

SITUATION #2

1.

Categorizing as blue a range

of blues varying only in

intensity

4. 5.

Identify horses, pigs, cows,

porpoises, and whales as

mammals

Classifying three varieties

of rock as quartz

Matching five tenors for a

chorus based on:

intonation,

tone quality, and phrasing

Use spray paint to paint

under:

shutters, ratan

furniture, and picket fences


of blues varying in mixture

with other colors (i.e. gray

blues, green blues, purplish

blues)

Identify snakes, lizards,

and chameleons as reptiles

Classifying twenty-two

varieties of rock as quartz


chorus based on:

phrasing

Use latex house paint on:

clapboard, wood shingle, and

asbestos shingle

WHY?

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 8B

For each problem put an X through the situation in which learning to generalize across INPUTS is likely to be

more difficult.


2.

3.

4.

SITUATION #1


of blues varying only in

intensity

Wen

porpoise

mammals

horses, pigs

and wh

s as

ows,

Classifying three varieties

of rock as quartz

Use

under:

furniture,

ray paint to pai

utters,

an

cket fences

SITUATION #2

Cat

of blue

with other

blues, gre

blues)

Identify snakes, lizards,

and chameleons as reptiles

Cla

fying twenty-two

varlet

of rock

quartz,


chorus based on:

phrasing

Use latex house paint on:

clapboard, wood shingle, and

asbestos shingle

WHY?

The greater apparent

dissimilarity makes it harder

to see the similarity among

greenish and other types of

blues

Whales and porpoises bear a

surface dissimilarity to

horses, pigs, and cows

Harder to see a large number

of varieties as belonging to

the sane class

More difficult to keep

several properties in mind

The greater apparent

dissimilarity makes it harder

to see their similarity

DO

NE

XT

PR

OB

LEM

EXERCISE 8C

For each problem put an X through the situation in which learning to associate or to chain INPUTS and ACTIONS

is likely to be more difficult.


2.

3.

4. 5.

SITUATION #1

Threading an open-reel

tape recorder

Associating twenty

labels with twenty

styles of painting

Teacher has to

associate ten faces

and ten names

Taking apart a TV set,

piece by piece, replac-

ing faulty component,

and assembling

Mechanic has to

associate ten different

types of pliers with

ten different uses

SITUATION #2

Inserting a tape

cassette in a cassette

deck

Associating five labels

with five styles of

painting

Teacher has to

associate twenty-five

faces and twenty-five

names

Replacing intact

modules in a TV set

Mechanic has to

associate two types of

wrenches with their

uses

WHY?

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 8C

For each problem put an X through the situation in which learning to associate or chain INPUTS and ACTIONS

is likely to be more difficult.


2.

3.

4.

5.

SITUATION #1

Thre

ng

tape rec

an op

11

eel

Teacher has to

associate ten faces

and ten names

Me

nic has to

associ

to

ferent

types of

with

ten * ferent us

SITUATION #2

Inserting a tape

cassette in a cassette

deck

Associating five labels

with five styles of

painting

Replacing intact

modules in a TV set

Mechanic has to

associate two types of

wrenches with their

uses

WHY?

There are more steps

to be learned in the

sequence

It is harder to learn

to associate twenty

labels than five

The larger the number

of associations, the

harder it is to learn

There are more steps

to be learned in the

sequence

It is harder to learn

a large number of

associations

DO

NE

XT

PR

OB

LEM

EXERCISE 8D

For each example below, put an X through the ACTION generalization which is likely to be more difficult.

Background of Performer

Students in beginning French

have had practice in

recognizing (selecting from

options) which of two

pronunciations is the better

(for a series of words)

A training specialist has

had prior experience in

writing textbooks in physics

A student who has completed

only an introductory course

in statistics

Elementary grade students

who are in a beginner's

course in sex education;

they have practiced labeling

and defining elements of the

reproductive system

English students in high

school have had considerable

experience editing paragraphs

ACTION Generalization Ni

In anew practice or test

situation, they are given

examples of the same words

(one at a time) and asked to

correct each word--if the

pronunciation is wrong

He has to prepare a

programmed, verbal text on

"heat and energy"

On a test he is required to

select and use any one of

several equally applicable

techniques:

(1) t-test for

difference between means;

(2) t-test for mean differ-

ences; (3) F-test

On a test they are required

to state in their own words

and compare and contrast the

functions served by elements

of the reproductive system


to state verbally what is

wrong with paragraphs and to

indicate what needs to be

done

ACTION Generalization #2

In a new practice or test




indicate if they are right

or wrong

He has to prepare a

programmed film, using

primarily visual examples,

on "heat and energy"




techniques:

(1) t-test for



enrec


to give examples of

comparable elements in

animals


to produce original

paragraphs (which are accept-

able with respect to the

problems they have been

previously dealing with)

SE

E A

NS

WE

RS

AN

SW

ER

SEXERCISE 8D

For each example below, put an X through the ACTION generalization which is likely to be more difficult.

2. 4.

5.

Background of Performer

Students in beginning French

have had practice in

recognizing (selecting from

options) which of two

pronunciations is the better

(for a series of words)

A training specialist has

had prior experience in

writing textbooks in physics

A student who has completed

only an introductory course

in statistics

Elementary grade students

who are in a beginner's

course in sex education;

they have practiced labeling

and defining elements of the

reproductive system

English students in high

school have had considerable

experience editing paragraphs


In

new practice or tes

situat

,they are

en

examples o

the

words

(one at a ti

.nd asked to

correct

word- 'f the

pron

ation is wron

He has to prepare a

programmed, verbal text on

"heat and energy"

test he is required

sele

and use any on

several

all

a!cable

techniques:

t-test for

different

etwe

means;

(2) t-

st for mean

fer-

;(3) F-test

test they are requir

to st

in their ow

ords

and compa

and

rast the

functions se

by elements

of the r

oducti

system


to state verbally what is

wrong with paragraphs and to

indicate what needs to be

done


In a new practice or test




indicate if they are right

or wrong




techniques:

(1) t-test for



ences


to give examples of

comparable elements in

animals

On

test they are requ

to pro

ce original

paragraphs

whi

are accept-'

able with r

to the

problem

ey hay

een

pre

usly dealing wi

DO

NE

XT

PR

OB

LEM

EXERCISE BE

This exercise is designed to give you practice in performing a learninganalysis.

Your task is to review the task analysis results presented below onFORM A.5(4) and the results of an interview presented on the next page.Then, on the basis of both sets of results, put X's in the appropriateboxes on the learning analysis form appearing on page B-74a.

Farrel A -6 14)

f TASK A STEP Sub-STEP 5 1 a. TASK DESCRIPTION

INPUT

&aerates o6vatious hypes of

manuals

ACTION

Name the stimeateand give atteibateo

of that mincoat

OUTPUT

Alinexatidentigedby name and

atttibuteo given

b. TASK ANALYSIS

A sample 064IrazAtz

A sante 1

fetdoat

Etc.

A oampte 1,6calcite F

A Amp& oisutgua

Etc.

A emote of.gold

A sample o6ailvex

Etc.

Identify as 441.4.4.4.0414because they

contain oiticon

Identiiy asnon - meta /fie because06 absence o6 metals

identi6y as metal oaeabecause they containelements calttd metals

111.

Mintoal identifiedby name and

attributes given

Mine at identifiedby some and

atteibuteo giver

Mine al identifiedby name and

atticibuteo given

FOLD OUT THIS PAGE

/3 -7yB-73

INTERVIEW RESULTS

Re: INPUTS

Discriminations: Geologists classify minerals into groups, depending uponthe kinds of chemicals in them and also the structure of the crystalsthey form. Most rocks are made up of more than one mineral; and thereare hundreds of different kinds of minerals which are classified intofour groups. Some minerals in the non-metallic group are difficult totell from the metallic group because they contain chemical elements,such as calcium or magnesium, which chemists call metals.

Generalizations: The number of minerals within each class are numerous.For example, the silicious minerals contain about 25 percent of allthe known minerals on earth, and some are seemingly quite dissimilar,despite the essential similarity in crystal structure and chemicalcontent.

Re:

This is a new action to be learnedIt has never been performed beforesimilar actions. (Inspect diagramdifficulty levels for chains.)

ACTIONS

(i.e., correctly labeling minerals).nor have the students performed otheron preceding page for determining

Re: OUTPUTS

The output is the mineral correctly identified by name.

B-74

c. LEARNING ANALYSIS

inlevel of difficulty acquiring

DISCRIMINATIONSdue to hi med 10V

. similarity

No. of properties

No. of inputs

11

1 IGENERALIZATIONS

hi mod lo

dissimilarity

No. of properties

No. of inputsIt

ASSOCIATIONSdue to

hi med luVNo. of associations

associative strength of other actions

III

GENERALIZATIONS"IVO 111

integrative strength of action

CHAINStit med to

length of chain

output discrimination problems


DISCRIMINATIONSdue*,

hi med loV

similarity

No. of properties

No. of inputs

GENERALIZATIONShi med lo

dissimilarity

No. of properties

No. of inputs

B-Via

SEE ANSWERS

ANSWERS

c. LEARNING ANALYSIS

inlevel of difficulty acquiring +

DISCRIMINATIONSdue to hi med lo

7similarity

No. of properties

No. of inputs

X

X

X


dissimilarity X

No. of properties X

No. of inputs x

ASSOCIATIONSdue to hi meld 13

VNc. of associations


[ XX

GENERALIZATIONShi mod I,

integrative strength of action 1i

Ji

CHAINShe med lo

length of chain X

output discrimination problems X

associative strength of other actions X

DISCRIMINATIOMcitif to hi med lo

Vsimilarity

No. of properties

No. of inputs

X

X

X


dissimilarity MI X

No. of properties IIINo. of inputs OM X

B-75

Fni-n BACKpaiw R-73

END OF EXERCISE


DOEXERCISE 9

This exercise is designed to give you practice performing a competency

analysis.

FOLD OUT THIS PAGE

-7 VB-77

EXERCISE 9

Your job task is first to inspect the task analysis results below and thelearning analysis results on the adjacent page.

Then, based on these results, decide whether there is likely to be recallor transfer requirements.

Indicate your decision by putting an X in either the recall or transferboxes for INPUTS, ACTIONS, and OUTPUTS.

Form A6 (4)

Far TASK STEP Sub-STEP 5 a.

INPUT ACTION

&capita o6 Name the minenatAvalciouA types 06 and give atitnbutee

mineAats 06 that minereat

1TASK DESCRIPTION

OUTPUT

Minenat identigedby name and

attn.ibutea given

b. TASK ANALYSIS

A eampte o6Quartz

A 4ampte o6Setdapax

Etc.

1---A 4ampte o6

ratpir.

A 4ampte vi4ut64k

Etc.

A 4amptt o6gold

A 4ampte 06Aitven

Etc.

Identigy aA AitichouAbecause they

contain 4iticon

Identiiy a4non - metallic because06 abAence 06 metml%

Identi64 a6 metal oneAbecause they containetementA caned metatA

Minetat identi6iedby name and

attaibutu given

Mineral identiiiedby name and

attnibuteA given

Miry at identi4iedby name and

attnibuteA given

B -78

COMPETENCYANALYSIS c. LEARNING ANALYSIS d. MODE ANALYSIS

level of difficulty in acquiring i

INPUT

recall

transfer

DISCRIMINATIONSdue to hi med 10

symbolic verbal environmental

realistic

VISUAL

reproduced/fabricated

IN7

similarity

No. of properties

No. of inputs

X

X

X

GENERALIZATIONS

hi med lorealistic

AUDIO


dissimilarity x

No of properties X

No. of inputsOTHER: Kin:zesthctic, melt, taste

ACTION/CHAIN

recall

transfer

ASSOCIATIONSdue to

V hi med it) perceptual motor vocal sub/vocal

No. of associations


X

recognition

editing

production

X

GENERALIZATIONSh. .7,t41 hi

integrative strength of actionI

CHAINShi med lo

length of chain X



OUTPUT

recall

transfer

DISCRIMINATIONSdue to

hi med losymbolic verbal environmental

realistic

VISUAL


N7

similarity

No. of properties

No. of inputs

X

A

X


realistic

AUDIO


dissimilarity X

I

No. of properties X

No. of inputs XOTHER: Kinaesthetic, smell, taste

B-78e SEE ANSWERS

ANSWERS

COMPETENCYANALYSIS c. LEARNING ANALYSIS

level of difficulty in acquiring --+

d. MODE ANALYSIS

UPP'

iNPUT

recall

transfer Ig

DISCR:MiNATiONSdue to hi med lo


realistic

VISUAL


..., - Vsimilarity

No. of properties

No. of inputs

X--,

J X

X

GENERALIZATIONS

hi med lo realistic

AUDIO


dissimilarity X

.F.

No. of properties-.,

X

No. of inputs X WPM.

OTHER: Kinaesthetic, smell, taste

ACTION/CHAIN

recall (X.I

transfer

ASSOCIATIONSdoe 10

et, ?red 10 perceptual motor vocal sub/vocoi7No. of associations


X

recognition

edit Mu

production

X

GENERALIZATIONS

integrative strength of action 1 I

CHAINShi men lo

length of chain X


associative strength of other actions X

OUTPUT

recall lg

transfer

DISCRIMINATIONSdue to hi med Io


realistic

VISUAL

reproduced/I abricated

Vsimilarity X

No. of properties X .

No. of inputs X


realistic

AUDIO


dissimilarity

No. of properties

No, of inputs

X

X_X .OTHER: Kinaesthetic, mall, taste

B-79 FOLD BACK PAGE B-77 END OF EXERCISE


DOEXERCISEB.5.1 10

Exercises 10A and 108 are designed to give you practice identifying the

different types of INPUT, ACTION, and OUTPUT modes.


-81

EXERCISE 10A

For each example below put an X in the appropriate cell identifying theMODE of the INPUT or OUTPUT described in the problem.

1. Bar chart showing net corporate earnings foreach month in a 12 month period.

The mode of this INPUT is:

2. Student tunes his Guitar to the sound of anote on a pitch pipe.


3. Student must identify mineral from drawingrepresenting crystal formation.

The mode of the INPUT is:

4. During a singing lesson, student is givensheet music and must sing from it.


8-82

a 0301 ANALYSIS

W.... ma. omodommomis

01.1* doe

0 MOE ANALYSIS

oda.. moomr amodmommow

10Cid.dO woo mod

a Y001 ANALYSIS

VOUA

fool.da.!

Woe... medal

dud.

Odimml

01.4111 dom.., wed rem

a MOOS ANALYSIS

1.1U.41.

mmoodmosr

mod. owewavw,..

rem

&,d.

'071. Odoommade omm. No.

SEE ANSWERS

ANSWERSEXERCISE 10A

For each example below put an X in the appropriate cell identifying theMODE of the INPUT or OUTPUT described in the problem.

1. Bar chart showing net corporate earnings foreach month in a 12 month period.


2. Student tunes his guitar to the sound of anote on a pitch pipe.


a NODE ANALYSIS

111.61

MOIR 1./.mg. nap

a. MOOF ANALYSIS

VIS1.1.41.

117111111 10111111 *On

xJ0 r.411 1uftwerher.t. 11. ere

3. Student must identify mineral from drawingrepresenting crystal formation.


a NODS ANALYSIS

.1111an

V11.1.11.

p/.1011C

Mao..

A1/1,10

mil14/1.110,40 a a woognow+ InuLI

4. During a singing lesson, student is givensheet music and must sing from it.

0 MOM ANALYSIS

nml//e1c OWNPVIO

The mode of the INPUT is:V /1111

111411

LYNOAPYOmmyfaarva*

07.11 11tor. Ion. lime

DO NEXT PROBLEM

B-83

EXERCISE 10A

(Continued)

5. Student decodes Morse Code by writingtranslation on paper.

The mode of the OUTPUT is:

6. A student records a lecture given byinstructor.


7. Students in audiovisual course producea video tape.


8. Sign painter produces narrowing linesfor highway signs indicating thehighway is going from 4 to 2 lanes.

The mode of this OUTPUT is:

B-84

a MOOS ANALYSIS

UAL

no,hill

*be

010=1116,

OT. a . Woe

a I/00t ANALYSIS

ovnifila .0110

.,01. 1.1 woo Iv..

a la0Of ANALYSIS

11.4 INFIM

.1010003

1...4 ..10, tows

el &COI ANALYSIS

.101. *.

910.00=0/

AIJO0

wareelowe

01 Nil 1.

SEE ANSWERS

ANSWERSEXERCISE 10A

(Continued)

5. Student decodes Morse Code by writingtranslation on paper.


6. A student records a lecture given byinstructor.


7. Students in audiovisual course producea video tape.


8. Sign painter produces narrowing linesfor highway signs indicating thehighway is going from 4 to 2 lanes.

The mode of this OUTPUT is:

B-85

a MODE ANALYSIS

1.11A1Vat

Moseamedi..*el

x

UPION/f/00analCa war.

OTNaa SmAANvome. 01.1.0.

a 111001 ANALYSIS

ovAINA 10.0

werOvAassi

OISIsyvv.1.111.41 x

a MOOS ANALYSIS

INaNalal

IL=0 7. A . ono* AMA

a MOOS ANALYSIS

x

N1101,42 14.4*.tivnn O.., roe

DO NEXT PROBLEM

EXERCISE 108

Put an X in the appropriate cell indicating the mode of the ACTIONSdescribed in the problems.

I. Statistician draws graph plotting incomeby years.

2. Lab technician compares color of bloodsmear with that of standard sample.

3. Child is shown a hammer, a saw, ascrewdriver, and a board. Asked whichobject does not belong with the others,he says, "the board."

4. From a temperature map of the WesternHemisphere, completes a chart by writingin information about the climate,season, and geographical factors whichaffect the climate for five cities.

B-86

We.11.1. Ire. sub ',sat

IMen71,0r nallota, .err 1./vor.

"opt* motet *hoe.

Owe.... meta Oubhrecs,

SEE ANSWERS

ANSWERSEXERCISE 10B

Put an X in the appropriate cell indicating the mode of the ACTIONSdescribed in the problems.

1. Statistician draws graph plotting incomeby years.

2. Lab technician compares color of bloodsmear with that of standard sample.

3. Child is shown a hammer, a saw, ascrewdriver, and a board. Asked whichobject does not belong with the others.he says, "the board."

1+. From a temperature map of the WesternHemisphere, completes a chart by writingin information about the climate,season, and geographical factors whichaffect the climate for five cities.

B- 87

0111../.1111.

.1101100

1.0.0.1101 Mb./

Pmemnal mow .ti saloheaml

...O., Motet b.abtrocal

x

deauctlen

MOM. woo. luls/vocS

x

DO NEXT PROBLEM

EXERCISE 10B

(Continued)

5. Given examples of ordinal and cardinalnumbers, the student will read themand identify for each example the typeof number it is.

6. Demonstrate in order the proceduresfor putting a slide in place on amicroscope and adjust the view.

7. A drawing of a microscope has theparts incorrectly labeled. Thestudent must correct the labeling.

8. Given a drawing for an organismrepresentative of a certain phylum,the student will orally name thephylum to which it belongs.

B -88wy

Iwo. tool motet weal IthrecO

Owwouoi mato. vocal Tub/ow.

OWTWOol MOW row" oTbhowl

SEE ANSWERS

ANSWERSEXERCISE 106

(Continued)

5. Given examples of ordinal and cardinalnumbers, the student will read themand identify for each example the typeof number it is.

pwaptuall Tavel rocs, lublreuri

6. Demonstrate infor putting amicroscope and

order the proceduresslide in place on aadjust the view.

poceorus. moato pw

7. A drawing of a microscope has theparts incorrectly labeled. Thestudent must correct the labeling.

8. Given a drawing for an organismrepresentative of a certain phylum,the student will orally name thephylum to which it belongs.

bob/veal.,

nopber..."

oweepta mom MOW 1."/004

.pt voeol NAN..

After readingHandbook forsub-STEPS) B.5.1

DOEXERCISE 10C

This exercise is designed to give you practice classifying INPUT, ACTION,

and OUTPUT modes based on the task analysis diagram.

FOLD OUT THIS PAGE

t3-q0,/a-91

EXERCISE 10C

Inspect the task analysis diagram below for mode of INPUTS, for mode ofACTIONS, and for mode of OUTPUTS. Record the mode analysis results byputting X's in the appropriate cells on the right-hand side of Form A.5(4).

Form n4 ist

for TASK A STEP 1 Sub-srEP $ ITASK DESCRIPTION

INPUT

Samptes o6vaaiouA .types oi

minenalA

ACTION

Name the minenatAand give attnibuteA

al§ that minexat

OUTPUT

Kinenat identi6iedby name and

attnibutts given

b. TASK ANALYSIS

A Amp/a oiquantz

A sample oitietdsPaa

Etc.

A sample o6poiti.te

A sample oiAut6un

Etc.

A sample oicgold

F

A sample oiAitven

Etc.

rden.tik as 4i.a.P-i4u4becau,Ae they

contain Ail-icon

Identiiy asnon-metattie becauseoi absence o6 metat4

Identipi aA meta[ onesbecause they containmoments tatted metals

Ignetat identilfiedby name and

attnibutes given

Minenat identiiicdby name and

attlibutes given

Mine/tat identiiedby name and

attnibutes niven

B-92

COMPETENCYANALYSIS c. LEARNING ANALYSIS d. MODE ANALYSIS

.*- level of difficulty in acquiiing

INPUT

recall 0

transfer gi

DISCRIMINATIONSdire to hi med 10


realistic

VISUAL


Vsimilarity X

No. of properties X

No. of inputs X

GENERALIZATIONS

hi med lorealistic

AUDIO


dissimilarity

No. of properties

No. of inputs

X

xOTHER: Kinaesthetic, smell, taste

ACTION/CHAIN

recall irl

transfer 0

ASSOCIATIONSrho to

V hi med IC perceptual motor vocal sub/vocal

No. of associations


X

recognition

editing

production

X

GENERALIZATIONS1$. 4neii in


CHAINShi med to

length of chain

output cliscrunindtion problems X

associative strength of other actions,.._

X

OUTPUT

recall DO

transfer 0



realistic

VISUAL


similarity

No. of properties

No. of inputs

X

X

X


realistic

AUDIO


dissimilarity X

No. of propertiesX

No. of inputsX OTHER: Kinaesthetic, mell, taste

B-92a SEE ANSWERS

ANSWERS

COMPETENCYANALYSIS c. LEARNING ANALYSIS

level of difficulty in acquiring,

d. MODE ANALYSIS

.N.*"

INPUT

recall

transfer XI



realistic

VISUAL


X

Vsimilarity

No. of properties

No. of inputs

X

X

X

GENERALIZATIONS

hi med lo realistic

AUDIO

repioduced/fabricated

dissimilarity X

No. of properties X

No. of inputsOTHER: Kinaesthetic, mell, taste

ACTION/CHAIN

recall Xl

transfer

ASSOCIATIONSdue to

hi med io perceptual motor vocal sub/vocalVNo. of associations


X

recognition

editing

production

X

GENERALIZATIONSh. ,,,,,I 1,,


CHAINShi med lo x

length of chain X


associative strengtn of other actions X

OUTPUT

recall I

transfer



realistic

VISUAL


Vsimilarity

No. of properties

No. of inputs

X

X

X


realistic

AUDIO


Xdissimilarity X

No. of properties X

No. of inputs X OTHER: Kinaesthetic, mell, taste

B-93 FOLD BACK PAGE B-91 END OF EXERCISE

DO FINAL EXERCISES

#7 and #8

WHICH APPEAR IN THEFINAL EXERCISES VOLUME


8-9Y//B-95

Documents

DOCUMENT RESUME ED 092 514 95 AUTHOR · 2014-01-14 · ED 092 514. DOCUMENT RESUME. 95. SP 008 103. AUTHOR. Gropper, George L.; Glasgow, Zita TITLE A Technology for Developing Instructional