Errorless Learning
ASD Network
Author
08/17/2017
Added
11
Plays
Description
This VS will provide a short review of errorless learning.
Searchable Transcript
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- [00:00:07.348]Errorless learning is a strategy that teachers might use
- [00:00:09.801]to prevent students from making errors in the first place.
- [00:00:12.531]Clearly, it's not possible to
- [00:00:14.352]completely do away with errors,
- [00:00:15.861]but we can certainly minimize them by using this strategy.
- [00:00:19.152]Why would we want to minimize errors?
- [00:00:21.100]Well we have some students out there
- [00:00:22.643]with a history of failure, or ones that give up easily,
- [00:00:26.282]or students that simply don't have
- [00:00:27.763]these behaviors in their repertoire at all.
- [00:00:30.253]What we can do is create a real
- [00:00:31.314]high rate of success for those kids,
- [00:00:33.255]and make them want to keep going.
- [00:00:34.506]And that's our big advantage, is that we can create
- [00:00:36.113]these really high rates of success.
- [00:00:38.304]It's especially good with those kids
- [00:00:39.615]that are really early learners.
- [00:00:41.495]The disadvantage is that it can be time consuming,
- [00:00:43.442]because we're going to require this task analysis.
- [00:00:45.783]But it's worth having to do that if that's what we need
- [00:00:48.396]to keep these kids being successful
- [00:00:50.053]and wanting to continue in learning.
- [00:00:52.455]How would we do this?
- [00:00:53.415]Well what you need to do first
- [00:00:54.556]is break down your complex skills
- [00:00:57.286]into smaller components that are very teachable.
- [00:00:59.302]And teach those in a very direct manner to the students.
- [00:01:02.264]Then provide an array of prompts and cues
- [00:01:04.393]to set the student up to be able to get it right each time.
- [00:01:07.984]Continue to fade those prompts out
- [00:01:09.614]as the student has success
- [00:01:10.824]until they're able to do it independently.
- [00:01:13.624]The considerations you'll need to have is,
- [00:01:15.574]number one, there'll need to be a task analysis.
- [00:01:18.435]Number two, you're gonna need to think about
- [00:01:20.264]that array of effective prompts and cues.
- [00:01:24.435]Touch chef.
- [00:01:26.304]Good work!
- [00:01:27.137]Touch chef.
- [00:01:28.723]Awesome.
- [00:01:29.754]Touch chef.
- [00:01:31.683]Good working, buddy.
- [00:01:34.955]Touch chef.
- [00:01:38.584]Keep it up!
- [00:01:42.682]Touch chef.
- [00:01:44.955]You're doing fantastic, man.
- [00:01:49.583]Touch hairstylist.
- [00:01:51.722]Good work.
- [00:01:52.996]Touch hairstylist.
- [00:01:55.678]That's hairstylist.
- [00:01:56.526]Touch hairstylist.
- [00:01:58.166]There you go.
- [00:01:58.999]Touch hairstylist.
- [00:02:00.377]You need to look.
- [00:02:03.028]Touch hairstylist.
- [00:02:04.718]Thank you.
- [00:02:08.525]Touch hairstylist.
- [00:02:10.406]There you go.
- [00:02:11.417]Touch hairstylist.
- [00:02:15.521]Touch hairstylist.
- [00:02:17.453]Awesome.
- [00:02:19.165]Touch hairstylist.
- [00:02:22.011]Great job, bud.
- [00:02:22.844]What'd you earn?
- [00:02:29.755]In this example,
- [00:02:30.845]the instructor uses errorless learning
- [00:02:32.675]by giving the student the correct answer
- [00:02:34.413]prior to asking the question.
- [00:02:36.443]This sets the student up for success.
- [00:02:39.771]This is booth.
- [00:02:41.075]What is this?
- [00:02:41.925]Booth!
- [00:02:42.758]Good.
- [00:02:44.973]This is snowman.
- [00:02:46.222]What is this?
- [00:02:47.302]Snowman!
- [00:02:48.342]Good job.
- [00:02:50.686]This is check.
- [00:02:52.017]What is this?
- [00:02:53.004]Check.
- [00:02:55.518]This is stuffing.
- [00:02:56.798]What is this?
- [00:02:57.631]Gulliver!
- [00:02:58.997]This is stuffing.
- [00:02:59.830]What is this?
- [00:03:00.667]Stuffing.
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