(REC) Beyond the Basics: Innovative Instructional Practices for Supportive Learning

Teaching learners based on how they are responding in the moment, rather than rigidly following a pre-written set of steps, is critical to maximizing their learning potential. There are several key reasons why this is the case.

Firstly, learners are not machines that operate in a fixed, predictable manner. They are complex individuals with unique needs, motivations, and responses that can change from moment to moment. By rigidly following a pre-written set of steps, we run the risk of missing important cues and opportunities to adjust our teaching methods to the learner’s specific needs.

Secondly, by being responsive to the learner in the moment, we can create a more dynamic and engaging learning environment. Rather than feeling like they are being forced to adhere to a predetermined script, learners are more likely to feel that their needs and preferences are being taken into account. This, in turn, can lead to greater engagement, motivation, and ultimately better learning outcomes.

Thirdly, being responsive to the learner in the moment can help us identify and address potential barriers to learning. If we notice that the learner is struggling with a particular concept or task, we can adjust our approach to help them overcome these obstacles. This can help prevent frustration, disengagement, and ultimately, failure.

Finally, being responsive to the learner in the moment can help us develop a stronger rapport with them. By showing that we are attentive to their needs and responses, we can build trust and create a more positive learning environment. This, in turn, can lead to greater collaboration and a more fruitful learning experience for everyone involved.

In conclusion, teaching learners based on how they are responding in the moment is essential to maximizing their learning potential. By being responsive, we can create a more engaging and dynamic learning environment, identify and address potential barriers to learning, and build a stronger rapport with the learner.

Learning Objectives:

1. Participants will be able to explain the limitations of rigidly following pre-written steps in teaching behavior analysis.
2. Participants will be able to explain how to implement techniques to foster a dynamic and interactive learning atmosphere in behavior analysis sessions.
3. Participants will be able to provide at least 1 reason why responsive teaching will prevent frustration, disengagement, and failure in behavior analysis sessions.