Archive for April, 2010

The People Who Can’t Do It Are Best Positioned to Tell Others How To

April 30, 2010

 

     Do not think about, write about or deal with  human behavior without determining the effects of incentives.

       This comes under the heading of, “If you don’t want to be ridiculed, don’t do ridiculous things.”

       “Great nations are never impoverished by private, though they sometimes are by public prodigality and misconduct. The whole, or almost the whole public revenue, is in most countries employed in maintaining unproductive hands… Such people, as they them-selves produce nothing, are all maintained by the produce of other men’s labour… Those unproductive hands, who should be maintained by a part only of the spare revenue of the people, may consume so great a share of their whole revenue, and thereby oblige so great a number to encroach upon their capitals, upon the funds destined for the maintenance of productive labour, that all the frugality and good conduct of individuals may not be able to compensate the waste and degradation of produce occasioned by this violent and forced encroachment.” Adam Smith, The Wealth of Nations, Book II, Chapter III.

    The U.S. government, operating under the premise, “You should do as I say, not as I do.”, is offering advice to students about living within their means.

“Using Education to Cope With a Complex Economy

     Beyond financial reform, we must encourage all Americans — especially our youth — to cultivate adequate individual financial literacy to succeed in this increasingly complex, fast-moving economy.”

“Timothy Geithner, Arne Duncan and Valerie Jarrett

     “While Americans from Wall Street to Main Street focus on much-needed financial reforms that will set and enforce clear rules across the financial marketplace, we also need to recognize that most Americans don’t have the knowledge and skills they need to make the right financial decisions for themselves and their families.

    “Last year, the FINRA Investor Education Foundation’s National Financial Capability Study, conducted in consultation with the Department of the Treasury, found that too many Americans are giving away their hard-earned dollars to bank and credit card fees. Most don’t maintain a rainy-day fund for emergencies.

Few are able to perform basic interest calculations necessary to compare the cost of a loan or to figure out how much to try to save. On just about all measures, the study found young adults are the least money-savvy.

In December, the administration announced the National Financial Capability Challenge, a partnership between the Departments of Treasury and Education focused on promoting financial education among high school students and assessing their knowledge of personal finance. The results are in. More than 2,500 teachers and 76,000 students in all 50 states participated in the voluntary exam, which shows interest is strong. But the scores were disappointing. The average student is just squeaking by with 70% correct. Students failed to answer basic questions about credit cards, car insurance, and compound interest. This shows we have a lot of work to do.

Luckily we have important models to follow. For example, at Stonewall Jackson High School in Manassas, VA, teacher Terri Carson helps students manage the student-run credit union and includes a financial literacy boot camp in all her classes. She had over 100 students take the Challenge. Over half of them scored in the top 20% nationally; 17 had perfect scores. Those results are commendable, and Carson is working to replicate them. She is hoping to work with her school and the Prince William County School District to make sure that all students demonstrate a basic understanding of personal finance in order to graduate.

Today we are recognizing Carson and many teachers and students who participated in the National Financial Capability Challenge, for their commitment to financial education. We hope to see more locally driven efforts to make youth financial education a priority in schools across the country. At the same time, we’ll be doing our part at the federal level. In our schools, we will promote a well-rounded education that includes financial literacy. We will give consumers the information and education they need to make smart financial choices. And we will work to provide all American families with access to the bank accounts they need to manage their daily finances.

The agenda is clear. Let’s pass serious financial reform. Let’s promote financial access. And at the same time, let’s make sure that we are providing all Americans — especially our youth — with the financial education they need to succeed in this increasingly complex, fast-moving economy. Their futures — and ours — depend on it.

Timothy Geithner is the current U.S. Secretary of the Treasury. Arne Duncan is the current Secretary of Education. And Valerie Jarrett is an Obama White House Senior Advisor.”

    Nothing need be said, but the government as a model for financing has to be the most ridiculous implied analogy ever.

Cheerio and ttfn,
Grant Coulson
Cui Bono–Cherchez les Contingencies

Wasting Money on, Gasp, Incentives

April 29, 2010

 

      Do not think about, write about or deal with  human behavior without determining the effects of incentives.

    Many people such as Alfie Kohn, for many years have been inveighing against monetary “rewards” being used in education. Not only are they ineffective, say the theorists, but harmful.    A large study of monetary payoffs for education using 6.3 million dollars has been concluded. The results are mixed and much of the money  wasted by being dispensed in silly ways. The most efficient way would be to let the students earn the money immediately for reaching very specific, relatively small academic goals spread through several academic domains. For example, a student would be given cash immediately for improving his score in multiplying/dividing. Alfie should investigate a little thing we call incentives. Apparently there is a lot of information on this topic.

    The following information is from a letter from Karen Pryor commenting on the experiment, but the principles are clear. Four sites used the money. Three of them violated the principles of immediacy by putting the money in savings accounts; specificity asking for improvement in test scores and size by requiring improvement in test scores. The original Time article is here.

    Washington gave money for attendance and good behavior every two weeks which improved attendance and behavior. Dallas, the only jurisdiction which came close to proper implementation and got  reading improvement, gave money for passing comprehension questions about each book read.

    What a real behavior analyst could do with 6.3 mil.

Cheerio and ttfn,
Grant Coulson
Cui Bono–Cherchez les Contingencies

Freedom, Free Trade, the Free Operant and the Invisible Hand: The Connections Between B.F. Skinner and Adam Smith

April 28, 2010

 

     Do not think about, write about or deal with  human behavior without determining the effects of incentives.

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    B.F. Skinner discovered and disseminated the notion of the “free operant” which describes the situation in which an organism is free to respond and be guided by the consequence of responding. His work pointed out that the contingencies in the situation-response-consequence circumstance require  two things to be free–the opportunity and the consequence. When these conditions are met, behavior is most efficient. Adam Smith pointed out that markets work best when producers are unfettered. The government intervenes to reduce the opportunity by requiring licencing, startup fees and a variety of impertinences  which enrich governments at the cost of inhibiting commerce. Further hindrance occurs when profits are taxed and socially degraded, curtailing the value of the consequences. It’s as if governments decided to do the wrong thing at all times to both degrade the circumstances and weaken the consequences. And that’s government for you.

      This is from a John Stossel column about this very thing.

Everyone Prospers With Free Trade
by John Stossel

     “Trade is win-win. Two people trade only because each values what he gets more than what he gives up. That’s why in a store both customer and clerk say, "Thank you."”

      “Yet House Speaker Nancy Pelosi says that liberalizing trade with Central America would exploit workers.

       "People want to work at those factories. They line up. They compete. Are they competing to get exploited? They’re competing for higher-wage jobs. I think that those people know their interests better than Nancy Pelosi does."

      Sen. Byron Dorgan called free trade "a race to the bottom. This says to American workers if you can’t compete against 30-cents-an-hour labor in some other country, you lose your job."

"Again, evidence doesn’t support that," said Palmer. "Look at the iPod. It says, ‘Manufactured in China.’ But if you look in the back, it says, ‘Designed in California.’ Most of the value is added by American workers."

      …….Palmer offered another way to think about trade: as a machine — "a machine that allows Florida farmers to turn oranges into (phones). They can’t grow cell phones on their trees in Florida. They grow oranges really well. What they can do is take those oranges and trade them for cell phones."

      And when people do this worldwide, they get richer. "Just like the case of you buying some coffee at the Starbucks. You could have made your own coffee. But your time might have been better spent doing something else. So you outsourced your coffee production. You made yourself better off. And that young lady who sold you the coffee made herself better off."

     Palmer points out that China was once the most advanced society in the world. It had developed the clock, printing, the compass and more. Not coincidentally, while it was advancing technology and science, it was a major world trader.

      "And it crumbled because they destroyed their trade. They made it illegal to trade with foreigners. And they turned inward. That set in process a stagnation that only now is being undone. We shouldn’t do that to our country."

      We’re different, aren’t we? We know how to make everything we need. "There’s always opportunities for new progress. … Remember watching ‘Star Trek’ as a kid and they had that weird communicator? Everybody has one now. … (T)rade made that possible."”

Cheerio and ttfn,
Grant Coulson
Cui Bono–Cherchez les Contingencies

Results

April 27, 2010

 

     Do not think about, write about or deal with  human behavior without determining the effects of incentives.

From my brochure:

The Basic and Operating Philosophies

    Our basic philosophy centers on problem solving.  The labeling approach in education points problem-solving in the “he is” direction and provides little but theoretical guide for action. Labeling implies that the student “is” a certain way. The PLC approach is based on what needs to be done to remedy the knowledge of the student. This leads to the much more productive “how to” approach. We concentrate on  “how to” teach the necessary components and composite skills.

    Our methods are a combination of of Direct Instruction, Behavioral Motivation, Programmed Instruction, The Individualized System of Instruction and measurement via The Standard Celeration Chart (Precision Teaching). This combination was disseminated “officially” by Johnson and Layng in a 1992 paper honoring the life of B.F. Skiiner.

    Direct Instruction provides the curriculum and teaching methods for many things such as mathematics, reading–both beginning and corrective, writing and comprehension. Behavioral Motivation provides a way to keep the student interested and striving for improvement. Precision Teaching provides a framework for constant monitoring of teaching while Programmed Instruction and The Personalized System of Instruction provide guidance for individualized curriculum design.

        Case Studies

    When she first came to us, Janice was labeled as having many cognitive deficiencies and was in the dreaded “special education stream”. After 110 hours of instruction over a period of 6 years she has gone from 1.4 grades behind in reading and math to 2.5 and 1.2 grades  ahead. In addition she is close to grade level in comprehension and 1.2 grades ahead in writing.

    Brother and sister Mark and Monique have received 18 hours of instruction. Mark has improved 2.4 Grades in Mathematics and Monique 1.3 Grades in Spelling and 1.8 Grades in Mathematics. Both were behind and are now at Grade Level. These results are  typical for “standard, non-identified” students.

Johnson, K. R., & Layng, T. V. J. (1992). Breaking the structuralist barrier: Literacy and numeracy with fluency. American Psychologist, 47, 1475-1490.

Cheerio and ttfn,
Grant Coulson
Cui Bono–Cherchez les Contingencies

The War on Drugs—Yet Again

April 26, 2010

     

      Do not think about, write about or deal with  human behavior without determining the effects of incentives.

   If the war on drugs could be won, it would have been won long ago.

from the National Post–April 26, 2010

“Conservatives should get weak on drugs

     “….. in more than four decades since former U.S. president Richard Nixon first declared America’s “War on Drugs,” researchers from across scientific disciplines have been closely examining the impacts of law enforcement strategies aimed at controlling illicit drug use. The findings clearly demonstrate that politically popular “get tough” approaches actually make the drug problem worse, fuel crime and violence, add to government deficits, rob the public purse of potential revenue, help spread disease and divide families.

      In fact, the tough on crime approach takes its biggest toll on the traditional conservative wish list of fiscal discipline, low crime rates and strong families.”

    This is a perfect example of the INTEND–IS–DOES process in public policy. The INTEND part is to stop drug use, the IS the apparatus set up to carry out the intention and the DOES the result of the first two. Results have not been impressive. With the Prohibition on Alcohol to point the way, use increases and decreases in line with fashion and fad, not enforcement and criminals control production and distribution. The death toll in Mexico is merely a concentrated example of the results.

       “At a 1991 lecture called The Drug War as a Socialist Enterprise, conservative economist and Nobel Prize winner Milton Friedman noted: “There are some general features of a socialist enterprise, whether it’s the Post Office, schools or the war on drugs. The enterprise is inefficient, expensive, very advantageous to a small group of people and harmful to a lot of people.”

      Friedman’s views about the certain failure of the war on drugs are shared by most economists who stress that costly efforts to remove drug supply by building prisons and locking up drug dealers have the perverse effect of making it that much more profitable for new drug dealers to get into the market. This simple fact explains why — despite $2.5-trillion spent in America’s war on drugs — drugs are more freely and easily available today than at any time in North American history.

      Professor Friedman was vocal about the unintended consequences of the war on drugs, including the enrichment of organized crime and drug market violence. As he wrote in The New York Times: “Compared with the returns from a traditional career of study and hard work, returns from dealing drugs are tempting to young and old alike. And many, especially the young, are not dissuaded by the bullets that fly so freely in disputes between competing drug dealers — bullets that fly only because dealing drugs is illegal. Al Capone epitomizes our earlier attempt at Prohibition; the Crips and Bloods epitomize this one.”

      Recently, the University of British Columbia’s Urban Health Research Initiative, of which I am director, released a review of every English-language study to examine the link between drug law enforcement and violence. The review clearly demonstrates that the astronomical profits created by drug prohibition drive organized crime and related violence. This report was externally reviewed and endorsed by Harvard Economics Professor Jeffrey Miron and Professor Stephen Easton, a senior fellow at the conservative-leaning Fraser Institute.

     Health researchers have also noted the consistent link between excessive reliance on drug law enforcement and increased health-related harms. Chief among the public health concerns is the transmission of HIV among injection drug users. According to the UN Reference Group on HIV and Injection Drug Use, the largest numbers of drug injectors live in China, the U.S. and Russia. These three nations also have among the world’s most punitive drug laws and lead the world in the number of incarcerated individuals. Considering that HIV is an infectious disease that is known to spread among drug addicted-prisoners and that each case of HIV is estimated to cost the Canadian health system an average of $250,000, the taxpayer is again the loser.

    The war on drugs has also had a devastating impact on families. Primarily as a result of drug law enforcement, one in eight African-American males in the age group 25 to 29 is incarcerated on any given day in the U.S., despite the fact that ethnic minorities consume illicit drugs at comparable rates to other subpopulations in the U.S. In addition to the budgetary implications of this experiment, sociologists and criminologists are now describing the intergenerational effects of these policies on low-income families, as children left behind by incarcerated parents turn to gangs and the cycle continues.

    The Cato Institute, a respected U.S. think tank, recently released a report on alternative drug policies. It specifically focused on Portugal, which several years ago parted ways with the U.S. and decriminalized all drugs so that resources could focus on prevention and treatment of drug use. The Cato report demonstrates clearly how Portugal’s policies have dramatically reduced HIV rates as drug addiction has been viewed as a health rather than criminal justice problem. In addition, Portugal now has the lowest rates of marijuana use in the European Union, with experts suggesting that the health focus has taken some of the glamour out of illegal drugs.

     As Professor Friedman said, “If you look at the drug war from a purely economic point of view, the role of the government is to protect the drug cartel.” “

    Aside from the fact that it doesn’t work….

      “Excessive drug law enforcement and mandatory minimum sentences for drug law violations channel tax dollars from health and education, increase drug violence in the short term and will create negative impacts in the long-term by turning petty drug offenders into hard-core criminals. Conservatives should look at this ongoing legacy in light of their traditional commitment to stronger families, economies and societies, and act accordingly.”“

      Dr. Evan Wood is director of the Urban Health Research Initiative, research scientist at the British Columbia Centre for Excellence in HIV/AIDS and associate professor at the Department of Medicine of the University of British Columbia.

      The government could shift to pretending to do rehabilitation and prevention. This wouldn’t work because the methods used would be the popular ones which are universally ineffective. Then wasting money on useless treatment would take center stage, but at least the killing produced by the drug laws would end.

Cheerio and ttfn,
Grant Coulson
Cui Bono–Cherchez les Contingencies

Taxes

April 25, 2010

   

 

     Do not think about, write about or deal with  human behavior without determining the effects of incentives.

Curtis & Leroy saw an ad in the newspaper in and bought a mule for $100.


The farmer agreed to deliver the mule the next day.

The next morning the farmer drove up and said, "Sorry, fellers, I have some bad news,  the mule died last night."

Curtis &Leroy replied, "Well, then just give us our money back.."

The farmer said, "Can’t do that. I went and spent it already."

They said, "OK then, just bring us the dead mule."

The farmer asked, "What in the world ya’ll gonna do with a dead mule?"

Curtis said, "We gonna raffle him off."

The farmer said, "You can’t raffle off a dead mule!"

Leroy said, "We shore can!  Heck, we don’t hafta tell nobody he’s dead!"

A couple of weeks later, the farmer ran into Curtis & Leroy at the grocery store and asked, "What’d you fellers ever do with that dead mule?"

They said,"We raffled him off like we said we wuz gonna do."

Leroy said,"Shucks, we sold 500 tickets fer two dollars apiece and made a  profit of $898."

The farmer said,"My Lord, didn’t anyone complain?"

Curtis said, "Well, the feller who won got upset. So we gave him his  two dollars back."

    The answer to yesterday’s skill-testing question is, taxes. Taxes take up more of anyone’s income than any other single expenditure. The following data are Canadian, but they are not that different from those in the U.S..

http://www.fraserinstitute.org/newsandevents/news/7283.aspx

    “VANCOUVER, BC—The total tax bill for the average Canadian family has increased at a much faster rate since 1961 than any other single household expenditure, according to a new study released today by the Fraser Institute, Canada’s leading public policy think tank.

     The Canadian Consumer Tax Index 2010, which calculates the total tax bill of the average Canadian family, found that taxes have increased by a whopping 1,624 per cent since 1961. In contrast, expenditures on housing increased by 1,198 per cent, food by 559 per cent, and clothing by 526 per cent from 1961 to 2009.”

    Inflation, the increase in money supply “controlled” by central banks, has increased by 728 per cent. This means that food and clothing have become cheaper while taxes and houses, two areas rigidly controlled by government, have become much more expensive. Government regulations control housing via taxes on new builds and increasing scarcity of supply by nonsensical zoning regulation.

     ““Taxes have grown much more rapidly than any other single expenditure item for Canadian families to the point where taxes from all levels of government take a greater part of a family’s income than basic necessities such as food, clothing, and housing,” said Niels Veldhuis, the study’s co-author and the Institute’s senior economist.

      ““…., it’s important to remember that Canadian families are required to pay a myriad of additional and hidden taxes. In fact, personal income taxes accounts for only one third of the total tax bill paid by the average Canadian family in 2009.”

      Much like the Consumer Price Index calculated by Statistics Canada which measures the average price that consumers pay for the goods and services that they buy of their own choice, the Canadian Consumer Tax Index measures the price of goods and services that government buys on behalf of Canadians.

      The Canadian Consumer Tax Index calculates the total tax bill of the typical Canadian family by adding up the various taxes that the family pays to federal, provincial, and local governments. These include direct taxes such as income taxes, sales taxes, Employment Insurance and Canadian Pension Plan contributions, as well as “hidden” taxes such as import duties, excise taxes on tobacco and alcohol, amusement taxes, and gas taxes.

     This year’s index shows that even though family incomes have increased significantly since 1961, the total tax bill has increased at a much higher rate. (emphasis added)

    “* In 2009, the average Canadian family earned an income of $69,175 and paid total taxes equaling $28,878—41.7 per cent of its income.

    * In 1961, the average Canadian family earned an income of $5,000 and paid $1,675 in total taxes—33.5 per cent of its income.

“Taxes have become the most significant item that Canadian consumers now face in their budgets,” Veldhuis said.”

…..“When we include deferred taxation – deficits – we see the total tax bill for the average Canadian family is actually $31,714 in 2009. This means Canadian families are facing a future tax bill of an additional $2,836,” he said.”

Cheerio and ttfn,
Grant Coulson
Cui Bono–Cherchez les Contingencies

Salt—Socialism—and Diktats

April 24, 2010

 

   Do not think about, write about or deal with  human behavior without determining the effects of incentives.

    Today’s skill-testing question is: What expenditure takes the greatest percentage of almost every person’s income? Answer tomorrow.

    The dull of spirit–to wit, socialists–do not care what you do as long as you do what they mandate.

    This is an opinion about what seems to be a concerted effort by those with nothing better to do than make decisions for others–a campaign against sodium chloride–aka table salt–based on less evidence than the H1N1 panic.

from the National Post, April 24, 2010

“Savour the salt: Ignore the conventional wisdom. There is no evidence that salt, something we need to survive, is bad for us

     Reducing salt intake is only healthy if it saves more people than it kills. That can’t be proven

      Take all those health warnings about table salt with a pinch of salt. The evidence that our current levels of salt consumption do more harm than good for human health has little weight, any which way you look at it.

The Japanese have one of the world’s highest levels of salt consumption and are also the most longlived people on Earth, with the possible exception of Jews, whose kosher salt-laced foods rival those of the Japanese. In fact, the societies that consume the most salt tend to enjoy the longest life spans, and societal wellbeing throughout history has been tied to the availability of salt.”

    Those who want control are never constrained or informed by facts, but depend on the three Hs of spurious argument; hyperbole, hysteria and hostility.

      “Because the body cannot manufacture its own salt, and because body functions are utterly dependent on salt, we humans must continually take in salt with our food to survive — some estimate our physiological need at 5 to 10 grams per day. Salts perform service to us in our blood, in our organs and in our cells, and although medicine ultimately knows little about salt’s complex role in the human body, we do know that when we become salt-deprived, our body fluids react by changing the body’s level of insulin, potassium and excretions. Numerous diseases are associated with salt deprivation.”

      “…..But none of the many studies into salt has justified the generalized leap that some make in assuming a harmful health effect — none has ever shown, for example, that salt consumption increases overall death rates, or death rates from cardiovascular diseases, or from heart attack or from any other cause.

       On the other hand, studies do point to increased risk of heart attack and higher death rates among some individuals on low-salt diets. As explained in Reducing dietary sodium: the case for caution, an article published earlier this year in JAMA, the Journal of the American Medical Association, only one controlled trial of low-salt diets has taken place and it demonstrated worse outcomes. Other studies are split, with most showing no health benefit of reducing dietary salt. Populations that may be especially vulnerable to lowsalt diets include the elderly and the pregnant.

      Lowering salt levels across the board when every individual responds differently to the salt in his systems, is foolhardy, explains the JAMA author, Dr. Michael Alderman, former president of the International Society of Hypertension and current editor-in-chief of the American Journal of Hypertension. “Multiple randomized clinical trials have established that reduction of sodium intake sufficient to lower blood pressure also increases sympathetic nerve activity, decreases insulin sensitivity, activates the renin angiotensin system, and stimulates aldosterone secretion.” The health effects of sodium reduction, he concludes, will only be beneficial if reducing our intake of sodium kills fewer people than it saves, something that no one can say with any confidence.

     Rather than letting low-salt advocates run wild with their hunches and impose an unproven and potentially disastrous salt policy on the population at large, Dr. Alderman proposes that we first study who would benefit from, and who would be harmed by, a low-salt diet. “An alternate, more cautious approach, calls for rigorous, large-scale, population-based randomized clinical trials,” he states. “These trials will likely demand a commitment by thousands of individuals for several years but will result in greater precision and scientific credibility to help answer the question — and vastly smaller risk of human and material resources.”

      Dr. Alderman is far from alone in fearing the consequences of forcing dietary changes on us. The late Dr. Lawrence M. Resnick, executive editor of the American Journal of Hypertension and a professor at Cornell Medical College, several years ago resigned from a government panel that he believed was cooking the books on low-salt science, whose conclusions he called “nonsense.” And last October, a University of California study published in the Clinical Journal of the American Society of Nephrology warned that the salt-restriction advocates were playing with fire while addressing a non-problem.

     “To attempt to use public policy to abrogate human physiology would be futile and possibly harmful to human health,” the study states.

     Humans have evolved highly complex systems to maintain our body salt levels within a certain range and we can no more give up our craving for salt than we can our craving for oxygen. When the body becomes salt-deprived, the authors explain, our body’s defence systems will kick in to protect us from harm. In the words of the authors, “The complexity and sophistication of the central control of sodium appetite offers compelling support for the proposition that vertebrates evolved a mechanism to assure that their physiologic needs for sodium are defended when dietary access to it is limited or when excessive amounts of sodium are lost under conditions of stress such as hemorrhage, sweating or diarrheal illness.”

      Of particular alarm to the authors is the government’s recommended target for our sodium intake. Its current guidelines call for a maximum daily intake of 2,300 mg of sodium, the equivalent of one teaspoon of table salt, a level outside the normal human experience: 17% lower than the lowest level of worldwide sodium intake and 38% lower than the worldwide average sodium intake.

      The author’s conclusion — the government targets are an unattainable and thus a financially wasteful goal because humans could not stand to have their sodium needs unmet. Another conclusion: To the extent governments succeed in depriving the body of the salt it needs, the human condition will worsen, particularly for those especially vulnerable to salt deprivation.

Lawrence Solomon “

    The myth is more enduring that the fact.

Cheerio and ttfn,
Grant Coulson
Cui Bono–Cherchez les Contingencies

Effective Programming from Engelmann—Part 3

April 23, 2010

 

     Do not think about, write about or deal with  human behavior without determining the effects of incentives.

    More from the interview with Siegfried Engelmann. The whole interview is like a field manual on programming, using feedback and developing effective programs.

    ”In fact, in a field tryout of one of our programs, we had one kid tell us this: The kid made a mistake, and the teacher said, "No. Sound it out." And the kid looked at her and he said, "Tell me the word, and I’ll sound it out." And I thought, what a smart-ass kid, but then thought, No!  He just said it all! That’s it! That’s what he believes! He has to know the word to sound it out!’

    Since “the student is always right” in terms that his response is always lawful, sometimes it makes sense to listen to them.

       “Another example is when kids read words in lists they make fewer mistakes than when they read the same words in context. Why? Because in grade one, teachers did eminently stupid stuff, like have them look at the picture, discuss the picture, and then read the words. I’m sorry, Virginia, pictures do not generate specific words! But specific words generate certain features of pictures! So the proper order is: Read the words. What are you going to see in the picture? Here’s the picture. Not the other way around!”

    Whole Language never dies. It doesn’t cling to life because of utility, but because the theoreticians, who can’t teach students, love it.

     “Another thing teachers do is to always discuss, discuss, and discuss. Frame, think, then read. Wrong!  That’s what these poor readers are already trying to do. They’re trying to figure out if there’s some kind of crazy set of rules for them. And obviously, Shaywitz and a lot of others have demonstrated that this approach is inappropriate because it’s asking a kid to read the context just to find out ‘what could that word mean?’ So they’re forever making guessing mistakes and missing words. But if you have them read words in a list, they do just fine.

      So, what implication does that have for a reading program? All kinds. It means that you need unpredictable sentence structures. Why? Because they’ll guess on the basis of sentence structure. "Tim and John said, ‘Let’s go to the lake.’ So, Tim and John"…everybody could complete that sentence. No. So, we would design that sentence so that if the kid said, "went to the lake," it would be wrong. Okay? Why? So we can provide the kid with information at a high rate to change their guessing behaviors.

     Related to that is how you would reconfigure in the program, what they read in text. You know that kids reading words in lists do better than reading the same words in the text. So, what we did was we had a series of stories about this dog named Chee. It’s named Chee because they had trouble discriminating "Chee" and "she". Everything is for a reason. And it’s largely influenced by the feedback we use from a kid’s performance.

       So when Chee gets upset or angry, Chee says random words: "Oh, of, come, for, to, go" — all the words that these kids have had since the first grade, and they’re forever missing when they read them in connected sentences. Talk about a hell of a time!  They would try to read those words and they would stumble on them simply because they were nonsense statements in a deceptively sensible context for what they thought. But after awhile, they would get proficient at it.”   

      If you want to do what works, you get feedback from what you’re doing. You don’t decide, a priori, on the basis of your theory. You look at the evidence. Public Education is run on the basis of INTEND–what we want to do, translated into IS–what we are doing and bothers not at all with DOES–what we’re actually doing. INTEND and IS are surrounded by spin and the usual guardians of nonsense, hyperbole and catchwords. This is all, naturally, the result of perverted incentives in politics and anything funded by the political system is political. How can it be otherwise?

Cheerio and ttfn,
Grant Coulson
Cui Bono–Cherchez les Contingencies

Engelmann on Effective Education—Part 2

April 21, 2010

 

     Do not think about, write about or deal with  human behavior without determining the effects of incentives.

More from the Engelmann interview.

       “David Boulton: And how our ongoing assessment allows us to tune our responses to them so that we’re actually meeting what they need along the way in those steps.

Siegfried Engelmann: Right. I agree totally. That, translated into this stair-step program idea, simply means that you can use every single lesson, every single task in every lesson as a test—if you have appropriate criteria.

The rules for how you use the program as a tool for ongoing and absolutely accurate assessment goes something like this: if you have a properly designed program, the kids have to be 70 percent correct on anything that is introduced for the first time on that lesson. The kids have to be 90 percent correct on anything introduced in the past three lessons, from the beginning of the program. At the end of the lesson, the kid has to be 100 percent firm on everything. Another rule is that you have to have the program designed so that the teacher can complete it in a reasonable period of time.

Now, if you use all of the criteria I mentioned, it doesn’t matter what mistake a kid makes. We’ve found, empirically, when we work with kids, in Special Education for instance, we have to move the kids back something like an average of eighty lessons!  In other words, for those kids the starting stair is very low because their teachers are so far from being able to teach to mastery. They’re not even in the ballpark. So, the teachers could go through that lesson three or four times and it would do nothing for their students, because teachers are not evaluating or seriously looking at the skill level of those kids.

Part of the reason is largely because of prejudice. Teachers think that you have to move them along when they’re not getting it, because they are Special Ed kids, “they can’t learn this stuff!” Wrong! If you place them properly, they will progress just like anybody else. They may go a little slowly at first, because they have to learn the skills of how to learn from you, or how to learn from adults.

David Boulton: And they may have confusion brought about by a fragmentary exposure to the things that are downstream from where they really ought to be.

Siegfried Engelmann: Oh, absolutely. Like when you take the kids back to earlier steps in the lessons—now you’re not just dealing with virgin subjects anymore; you’re dealing with kids who have been contaminated, so they’re going to require more practice. Relearning takes anywhere from three to fourteen or fifteen times as much exposure. So, when we design a program, we design it according to whom we’re dealing with.”

    Again, the key is the philosophy of instruction leading to the details of the instruction. Find out the problem and fix it. This is the classic switch from “he is” (learning disabled) to “how to” teach the student.

    “For example, if you go through a simple story in which the kids can read three out of four words correctly, so it’s within their ballpark, and you give corrections for the words they miss.  "No, that’s not ‘said’, it’s ‘was’." "What word?" "Okay. Read that sentence again." You just go through it low-key, giving corrections like that.  Then, you have them read the story again. They will virtually always make more mistakes on the second reading than the first. Why?  Because they can’t take the information you’ve given. Why can’t they take it? Because they have a history of not being able to take information from teachers.

Teachers have told them things like, "Look at the first part of a word and guess what word that could be." Teachers have told them, "Read the context, think of the context. What could that word be?" The reason why kids have great excitation in their language areas, poor readers anyway, is because they’re trying to treat the reading task as a verbal task! They’re trying to figure out the meaning before they read the words!”

    How often I’ve seen this. Fixing what’s wrong in the context of teaching what’s right.

Cheerio and ttfn,
Grant Coulson
Cui Bono–Cherchez les Contingencies

Engelmann and Effective Instruction—The Operating Principles

April 21, 2010

 

      Do not think about, write about or deal with  human behavior without determining the effects of incentives.

    "All this has been said before, but nobody listened, so it must be said again."Andre Gide.

    Siegfried Engelmann and associates have been dealing with the details of teaching since the mid 60s. It’s important to differentiate his approach from that of public education which is interested in form, not function because public education is not about teaching. Public education is little more than an extended IQ test and degrees and certificates conferred by public education represent little more than affidavits of possibility.

    The Direct Instruction approach pioneered by Engelmann is associated with thousands of successes for whole schools (most difficult), classes (less) and individual students (least).  The difficulty is not in the approach—hard work, but straightforward—but in the amount of obstruction put in place by levels of the school system. I get around it by letting them nowhere near me.

    This is from an interview found here.

The creator of "Direct Instruction", Professor Engelmann is also the author or co-author of more than 100 articles and chapters of professional books, and more than a dozen professional books and monographs, including: Give Your Child a Superior Mind,  Theory of Instruction, War Against Schools: Academic Child Abuse, Direct Instruction, Teaching Disadvantaged Children in the Preschool, Conceptual Learning, and Preventing Failure in the Primary Grades and Inferred Functions of Performance and Learning, a theoretical text on the logic of learning and performance.

      “We’re slowly moving toward the direction that there is a "dys-teach-ia”—that kids are logical and have mislearned because they have been mistaught.”

     “It doesn’t matter what your theory of learning is, all you need to do is look at the facts of what you did and the facts of what the kids are doing.”

     “You can’t blame teachers for not knowing what they don’t know.”

      “I don’t know of any other language that has more exceptions than English in reading. English seems to be a total monster.”

      “David Boulton:  Thank you very much for taking the time to talk with us again. When we last spoke we were exploring the ‘social-educational challenge’ that impedes our teaching and learning.  We’ve learned a lot about from neuroscience, but what we’ve learned about learning is not very well reflected in how we educate – how we teach.  Why do you think that is?  What are we missing?”

      “With learning, you’re talking about what goes on in the organism and how it occurs. With teaching, you have an independent variable, which is whatever you’re presenting to the kids, sensory data of some kind.  Your outcome then, is their behavior; that’s the dependent variable. So, those are what you have to work with and that’s what you have to deal with. You don’t have to go into the brain and into the mind and into other things. These all exist, but they’re perfectly irrelevant to the problem of how do you get this kid to learn? How do you get it so the kid is automatic at it? How do you get it so that it’s right? And how do you get it efficiently? But nobody has really taken up on our orientation.  The field has not accepted our orientation to teaching because frankly, they don’t understand it.”

“David Boulton: I’m sure that many don’t understand. So how do we build a bridge between those that are more humanistic-learning-centric that helps them appreciate the benefits to their way of thinking of an instructional orientation like you’re describing?

Siegfried Engelmann: Well, one of the parts of the bridge that I think is really important is that teachers have to understand the implications of kids’ behavior. For example, the kids make a mistake and they have trouble learning something. What’s the typical routine that traditionalists for the past eighty years or whatever have used? Give them more exposure, try to do it a different way without any particular logic to the new way, or introduce the subject matter in a lower grade. For example, fractions are learned in sixth grade, not fourth grade. Oh, but the kids have trouble learning it, so instead of trying to figure out how to teach it better, they begin teaching fractions at a lower grade level, to the point that fractions are being taught in kindergarten now, where kids have nothing approximating the pre-skills that they need to put in place to understand it. It’s insane.                                                                                 

The other thing teachers do is to use clout. They’re clumsy in terms of instructional design. Clout just means that, if kids are have trouble with fractions, the teachers keep commanding the kids more and more practice in fractions.  Come on, if you’re not teaching it, then the kids are not practicing. They’re telling you with their mistakes what you as the teacher are doing wrong. You’re doing something wrong and you need to look at their mistakes for qualitative information about what you need to change in your instruction to teach it right. Teachers don’t do that.

There are hundreds of examples, and some of them are kind of irksome. If you look from a strictly instructional standpoint, phonemic awareness is a skill that’s necessary for beginning reading. If you look at it the way teachers look at it, it’s a thing, kind of a general amorphous language thing. There’s phonemic awareness, strict phonics, explicit phonics, decodable text, where nothing is supposed to be in the text that students can’t read. But in our approach, we controlled some things that those theoretical systems hadn’t even gotten around to yet. For examples, syntax, and some of the other details like sentence structure complexity and comprehension skills.

We arrived at how to figure these out, but not from some theory of phonemic awareness, the brain, or any theory of the internal functions of language. We came to our approaches by paying attention to the mistakes the kids showed us. It went like this:  If you give kids a task with good developmental preparation while you teach them the sounds of words and you’re working with low performers and you present them a task in which they are to sound out a word, so they touch the letters and sound it out, and they go, "mmm, aaa, tt." They even pronounce the sounds correctly. It’s not "muh, aay, tuh," it’s "mmm, aaa, tt." And maybe you’ll say, "Okay, what word is that? And they say, "mmm, aaa, tt." And you say, "Well, come on, well, what word is it?" And one kid says, "my-at" or some kids will go, "mmm, at." What is the word?  And some would answer, "At."

Okay, so they’re telling you something! They’re telling you that you have a stinko program and that you need to go back and fix the damn thing up so you can teach what is necessary for them to understand and not make that mistake. The kids are telling you exactly what they need. They’re showing you which part of this complex task they’re having trouble with. Are they having trouble with looking at those letters and identifying the sounds for the letters? No. Are they having trouble identifying in sequence, going from left to right? No. All of that has been taught, so your program is adequate to that extent.”

    There is much more, quite fascinating, even for someone, who has been doing it for almost forty years. I recommend you read the whole article.

Cheerio and ttfn,
Grant Coulson
Cui Bono–Cherchez les Contingencies


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