TAGteach International News

TAGteach™ (Teaching with Acoustical Guidance) is a new way of teaching using positive reinforcement with a click sound marker to identify successful performance. Last month we talked about the tag point – the exact response, action or position that a teacher pinpoints with a tag (the click sound) to tell the student “YES, that was right!”

With many adult learners and elite athletes, the information from the teacher or coach conveyed in a clear and precise way without the complication of words and emotion is all the positive reinforcement they need. Students and athletes taught with TAGteach report that they like to work on only one aspect of a skill at a time and they really like to learn without criticism. Most students and child athletes will embrace TAGteach and enjoy it more if the tag is associated with a tangible reinforcer.

The Simple “One for One” Reinforcement Scheme

The simplest way to use tangible reinforcers to ensure that the student understands that the tag results in a reward is to use a “one for one” scheme. Each time Mary echoes the speech sound correctly that you are teaching and she hears the tag, she moves a bead from container A to container B. At the end of the session the beads in container B are hers to keep. This approach is good for creating the positive association with the tag and is helpful especially at first for young children and children with comprehension problems.

The Tag for Token Approach

Individual tags are associated with tokens that are traded in later for the tangible reinforcer. Each time Josh pauses appropriately after a period while reading aloud, the teacher gives the audible tag and at the same time moves a block across desk to the other. At the end of the session Josh trades in the moved blocks for stickers. This approach does not interrupt the flow of the activity. If the student is going to earn many tags in a session, then the ratio of tokens to tangible reward items can be lowered. Possibly five blocks would be worth one sticker.

Tiered Reinforcement

More complex reinforcement schemes can be used to help sustain interest over a longer time span and allow the use of more substantial ultimate rewards. Brothers Sam and Luke work on their soccer skills every day for half an hour. For the first 15 minutes they work on specific drills and have three different tag points for 5 minutes each. The first tag point is kicking with the side of the foot as they pass the ball back and forth and then as they dribble through cones. The second tag point is planting the non-kicking foot so that it points towards the brother receiving the kick. The third tag point is eyes on the receiver while kicking. Everything that is not the tag point is ignored. If there are form errors these can be tag points another time. The boys keep track of their tags and at the end of the session they each put one mark on a chart for every 10 tags. When the chart is full everyone goes out for ice cream. Both boys working on the same chart fosters co-operation rather than competition over who has the most tags.

The pizza party scheme is popular with kids and can last for weeks. Ten tags earns the cardboard base, 10 tags earns one piece of construction paper pepperoni, 10 tags earns a piece of yarn (cheese) and so on during math lessons every day. When each pretend pizza is complete the kids get to enjoy a real pizza.

What do They Really Want?

Ask them! Ask and observe to find out what kids want and use these for reinforcement. Play time, “get out to play early” cards, favorite activities, movie tickets, read aloud story time, pick their own learning activity, even choosing their own next tag point can be rewarding. Use your imagination and let kids use theirs and have fun coming up with ways to make tagging their favorite part of the day.

Next month we will talk about one of the most powerful aspect of TAGteach … peer tagging. Hand the taggers over to the students and see the magic happen.

We invite you to join the TAGteacher discussion group at www.tagteach.com to meet others who are implementing TAGteach in various disciplines.

©2006 TAGteach International, LLC; www.tagteach.com

Joan Orr’s bio:
Joan Orr is a scientist and co-founder of TAGteach International, LLC. She is co-creator of the award winning board game Doggone Crazy! and the award winning Clicker Puppy dog training DVD. She is also president and co-founder of non-profit Doggone Safe for dog bite prevention education. She is a KPCT ClickerExpo faculty member and is co-author of a book entitled “Getting Started – Clicker Training Your Rabbit”, to be published by KPCT in the spring of 2006. She lives in Campbellville, Ontario, with husband, two daughters, two clicker cats, and two clicker bunnies.

What is the point? With TAGteach™ (Teaching with Acoustical Guidance), a new way of teaching using positive reinforcement, it’s a tag point. A tag point is a response, action, or position that when accomplished wins a reward. The reward for performing a tag point correctly is an audible click made by a handheld clicker. The click, or tag, marks the exact moment the tag point is executed correctly and gives immediate and clear feedback to the student or athlete. TAGteach works on the principle of identifying correct behavior and making it stronger while ignoring mistakes and allowing them to disappear.

The tag becomes a positive reinforcer through pairing with tangible rewards (a sticker for example) or as a result of good feelings of success. Younger students trade their tags in for beads, stickers or other prizes. Older students and higher level athletes often do not require a tangible primary reinforcer, since they are reinforced just by receiving the immediate and clear feedback from the tag.

Clarity and simplicity are key aspects of TAGteach. A tag point is defined so that the teacher can easily judge whether the tag point is achieved and can mark it with a tag. For example, a teacher might say to a student who is being taught to draw the letter O, “The tag point is placing your pencil tip at the place where the top of the letter will be.” Once this has been done correctly several times the teacher can move on; “The tag point is movement of the pencil tip to the left to start the letter.” If there is any difficulty and the student does not succeed after three tries, the teacher will break the skill down into smaller parts and go back to a previous point of success. With some students it may be necessary to place a dot at the place where the letter should start, or to trace letters or to use other prompts to help the student succeed at first. These prompts can be gradually faded out as the student improves.

There is no scolding or negativity associated with TAGteach. If the student hears the tag he knows that the tag point was achieved. If he doesn’t hear the tag he knows to try again. There is no “better, but…” in TAGteach. If the tag point is “point your toes during the handstand” and the student points her toes, but her legs were apart, the student receives the tag and the teacher does not say “That was better, but next time try to keep your legs together.” Instead, the teacher awards the tag for pointed toes and after a few repetitions says to the student, “Now the tag point is legs together at the top of the handstand.” The student may forget to point her toes while thinking about keeping her legs straight. In this case the pointed toes tag point can be revisited a few times and eventually the student will achieve a toe point with straight legs without ever being told that something was wrong. The student learns to self-assess and think for herself without relying on corrections from the teacher.

The next article in this series will discuss reinforcement schemes that have been used by TAGteachers. We invite you to join the TAGteach discussion group to meet others who are implementing TAGteach in various disciplines.

Want to speak to someone about TAGteach?

Contact: Theresa McKeon
TAGteach Vice-President and Co-Founder
704-995-9237
t@tagteach.com

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This edition of TAGteach spotlight focuses on a group of people busting through the limitations of traditional learning and driving an entire community to success.

Festina Lente, located just outside of Bray, Ireland, is a charitable foundation that provides a range of integrated training, occupational learning and employment opportunities to people whose needs have not been met through mainstream services. These services are provided through equestrianism, horticulture and community-based activities with an emphasis on choice, personal development and progression.

Renowned for their desire to provide the highest level of training to both clients and staff, Festina Lente searches the world over for ways to enhance their education. In that pursuit, Festina took a tremendous leap of faith and sent three members, Chief Executive Officer Jill Carey, Director of the Riding School, Clodagh Carey and riding coach; Helen Keogh to a TAGteach certification seminar in Boston.

The group quickly grasped the TAGteach concepts, took them back across the ocean and began to incorporate the methodology throughout their program. The results were so promising they started implementing study protocols using tag to make sure their work was documented. The next step was to host and present their findings at a large learning conference, ‘Opening Doors to Learning’ in which TAGteach was invited as one of a wide range of premier learning specialists.

To complete the cycle, 12 members of the Festina Lente foundation returned to the United States to present their second round of case studies at the Newport Rhode, Island ClickerExpo in April. The presentations were truly inspiring and a great tribute to their dedication to the TAGteach methodology.

The first part of the presentation included a fascinating account of TAGteaching from the learner’s perspective including a personal commentary from Leda Connaughton, one of the students from the case study.

Jim Mernon, a highly respected equestrian coach, detailed the changes that occur between learners and coaches when the TAGteach method is implemented.  Jim said, “Students found the phrase, ‘the tag point is…’ to be helpful information as opposed to the direct command of ‘I want you to do…’ The student/teacher relationship becomes more of learner and facilitator rather than learner and commander”.

Clodagh Carey spoke of faster skill acquisition and better relationships with students. There was moving accounts and video footage of a young student racked with disabilities, learning to communicate with her coaches and herself with the aid of TAGteach.

The practical portion of the presentation was led by Colm Nolan and Helen Keogh. They demonstrated tag points from their work-in–progress, a riding manual filled with important tag points for the beginning student and an exercise program for those wishing to develop ‘off-horse’ riding skills. All of the attendees had a great time and learned a thing or two about the skills needed for good horsemanship.

We want to thank all of the staff at Festina Lente for giving us a glimpse into their work and for their dedication to the TAGteach program at their facility.

Congratulations for a job well done!

TAGteach and the Learner    By Leda Connaughton - 13 years old

Learning is something that happens from the moment we are born to the moment we die.

• How we are taught affects what we learn
• How we are taught affects how we learn
• How we are taught affects how we teach

So learning is important and how we are taught is even more important

We would like to tell you about an experience we had about learning. Last September we were invited to participate in a case study- a little experiment which set out to test how TAGteach affected the learner. But first of all for those who are not familiar with TAGteach, let me explain

T A G – Teaching with Acoustic Guidance
There is a lot to say about TAGteach but the main parts include;

• The learning goal is achievable and agreed between you and your coach
• You work on one goal at a time
• You get tagged (noise) during or immediately after you achieve the learning-feedback is instant
• It is based on positive reinforcement, and the learner is responsible for their own learning

There were many interesting aspects to the case study and we have learned a lot of things but we will only talk about a few of them today.
We decided that the best way to describe our experience was to compare how we feel about TAGteaching sessions and other learning situations.
We found that in situations where TAGteach was not in place, such as school, games, etc. that

• We were more likely to switch off
• We had a sense of failure if we did not achieve our learning- this can discourage you from trying
• There could be a misunderstanding between the leaner and the coach and the learner is usually told they are the one that did not understand!
•  The learning was more directed with less input from us as learners. Without being tagged-you don’t know the feeling of what It’s like to get something right-you have little recall

By contrast, in the TAGteaching sessions…

• We were much clearer about what we were going to learn.
• Each of the learning goals was realistic and attainable.
• We were more interested in the learning
• If we were not tagged it did not mean that we had failed-it simply meant that we had to try again-and this has helped with our confidence
• Because feedback is instant as you achieve the goal, it is much easier to recall when you want to do it again, you have an image of it in you head.

And so in conclusion, having had the experience of perhaps a more traditional teaching approach and TAGteach approach, we would like to say that we would like to see TAGteaching being used by all coaches in all riding lessons because

• We like to focus on one learning goal at a time
• We like positive feedback
• We like to get it right and be told immediately
• We like to be involved in discussing and agreeing on our own learning
• We like being for our own learning
• We love knowing that we can only succeed and never fail
• We love feeling good about ourselves and our learning
• We like being a learner and a rider, not just a rider
• We love when the coach is objective and not influenced by whether or not they are in a good or a bad mood, they do or do not like us, or some other factor that may influence their approach on the day

And so, from a learner, to all you coaches…whether you are coaching animals or people, please remember

Turn your nag points into tag points!

Introduction and Background

As part of Festina Lente Foundations Strategic Goal to develop the service as a centre of excellence for learning there are a series of case studies and pilot projects being undertaken on an on-going basis. All and each of these are aimed at exploring ways of enhancing the learning process for both the learner and the learning facilitator (coach) – and where there is equestrianism involved – the involvement of a horse/pony.

This particular case study set out to explore the impact of using TAGteach with a group of 4 teenagers and their coach.

The case study also set out to explore the relationship between using less language – an integral aspect of TAGteaching - and the impact on the learning process. It also included a reflection on the learning facilitator’s perspective of how the process impacted on his coaching practise.

The Process
The Learners
The participants were selected from a group of female teenagers who had been helping the Riding School over a period of 2 years. The criterion for selecting the participants was that:

• Their levels of riding were - in broad terms - similar
• They each had a proven record of regular attendance and reliability
• They were not involved in school or other activities that were likely to conflict with the case study

Four names were drawn from a list of 9 and each was invited to participate. In accepting to participate each girl had to agree to attend all the TAGteach lessons and also to accept that non attendance would mean a discontinuation of their involvement. Parental consent was also required.

Four girls were initially involved.  However, due to a jumping accident one of the girls was unable to continue.

The first session was a lunging session including a peer assessment and self-assessment. All 4 girls were reluctant to assess their peers as they felt ‘mean’ – even though they knew it was right and helpful to do so. The peer assessment was their own opinion and based on their own views.

Preliminary discussions

The first sessions included one hour discussions with the girls on the following:

• Their role and responsibility in the project
• Defining the responsibilities and expectations of the learner, the coach and the horse from each perspective
• Exploring and agreeing on qualities of a good teacher/coach based on their own experiences
• Definitions of a balanced rider

These discussions were important as it ensured that there was a clear and shared understanding as to what they were going to be doing and what their responsibilities were. It also ensured that there was clarity as to what everybody expected of each other. The discussion set out very clearly for the coach the qualities the girls valued in coaches/teachers as learners. This was important as the learning facilitator was then clear about what the learners expected of him. Furthermore, it was made clear that the learners had a responsibility to give feedback to the coach so as he could also learn from the process. And finally the discussion focused on the need to be clear in their communications with the horses so that the horses were in turn as clear as possible as to what was expected of them.

Defining the balanced rider was more important than originally considered. This was because they all had a different opinion on the definition of ‘balance’. In the absence of a shared and agreed understanding of balance, it was unlikely they were all going to be working towards the same goal. Of further interest, when the same exercise of defining balance was carried out with 7 equestrian coaches, they also had different definitions. Different definitions amongst coaches and riders is likely to cause considerable confusion in the learning process.

Homework

Each girl also had homework to do between sessions – this centred on a review of the session, the learning acquired, likes and dislikes, coaches performance – and these were linked to the previously defined qualities of a good coach.

Measurement of the learning using TAGteach

From the outset of the case study it was acknowledged that measuring the effectiveness of the girls learning was going to difficult in the absence of a control and experimental group and a more structured research approach.  However, there were a number of ways that were used to attempt to measure how the process impacted on the learning process and whether or not there was a relationship between tagging and accelerated learning.

• Video footage was taken showing each rider being lunged before the case study and at the end
• Commentary from a dressage judge on a group of 6 riders – 3 of whom were the participants in the case study.  The other 3 were similar in age and riding experience to the participants prior to the case study commencing.  This session focused on:
• Riders balance
• Riders level of independence e.g. working in open order, adjusting their riding in order to do something the right way without direction from the coach, etc.
• Pre and post peer and self assessment using the same measurement tool
• Observation from the learning facilitator
• Feedback from the parents perspective

Findings
The 3 girls were facilitated in a focus discussion group to review their experience and the following were there findings:

They summarised their experience comparing how they felt as part of TAGteach sessions and how this compared with other learning situations.  In sessions where TAGteach was not a features they found that:

• They were more likely to switch off
• They had a sense of failure if they did not achieve their learning which could discourage them from trying
• There could be a misunderstanding between the learner and the coach/teacher and as the coach/teacher is usually right (!)  the learner is usually told they were the one that did not understand.
• The learning is more directed with less input from them as learners
• Without being tagged – you don’t know the feeling os what its like to get something right – you have therefore little recall.

They concluded that through the tagteach sessions:

• They were much clearer about what they were going to learn
• Each of the learning goals were realistic and attainable
• They were more interested in the learning
• They concentrated more
• If they were not tagged it did not mean that they had failed if simply meant they had to try again – this felt that this helped with their confidence
• As feedback was instant its much easier to recall getting the ‘learning goal’ right as they had an image of it in their head.

Main conclusions that the learners felt they got out of the case study included:

• They had time for reflection
• They could feel the improvement
• They could concentrate on my own tag points
• They knew they succeeded when they were tagged
• They could always improve
• Their personal effort was always good enough
• Tagging helps them focus
• It gave them insight into themselves
• It was great fun!

All three girls found that:

• It focused them on one learning goal at a time
• They got  positive feedback
• It was nice to get it right and be told so immediately
• It was nice to be involved in discussing and agreeing your own learning
• It was nice to be responsible for your own learning
• They were responsible for your own learning
• Its great knowing they could only succeed and never fail
• They enjoyed feeling good about themselves and their learning
• It was nice to be a learner and a rider – not just a rider
• Its great when the coach is objective and not influenced by whether or not they are in a good or bad mood, do or don’t like me or some other factor that may influence their approach on the day.

Better balance between the learners and the learning facilitator was achieved as a result of:

• Learning expectations were discussed and agreed in advance of each class
• When the learners did not hear the tag they immediately had to reorganise themselves to try again.  There was no dependency on the learning facilitator to give direction or instruction which developed the independence of the learners.
• Their tag points and the subsequent success as a result of achieving their tag points led to a greater sense of confidence and self-worth

One of the interesting findings that emerged was that as the learners became more confident they could anticipate achieving their tag points.  This resulted in an almost immediate feedback being given to the horses.  Occasionally, the feedback was given during the point of learning. Feedback to the horse was not an aspect that had been considered as part of the study but which is an important part of coaching sessions.

Session with the dressage judged showed that two of the three riders showed higher levels of independence whilst riding in open order.  The third rider had initially difficulty with the pony due to him being startled by new mounting blocks in the arena which resulted in an initial tightening of the reins and attempts to calm him down.

The overall marks of the 3 riders as compared with the remaining 3 riders proved marginally higher. 

Observation from the learning facilitator concluded that ……………….yet to do

Limitations of the study
There were some limitations to the study. 

• Firstly, lessons are normally between 6 – 8 riders.  With three learners in each lesson, there was obviously more time available for individual attention.
• Case study sessions lasted up to 2 hours between riding and discussion.  Again this increased the possibilities for greater discussion, reflection and learning.

• Homework – the girls clearly enjoyed the idea of writing up their homework notes and wanted to carry through their work in written form from one week to another.   However, due to time constraints involved, it became difficult to set meaningful homework, review, evaluate and learn from their homework.  This aspect yielded possibly the least meaningful information in the context of it being a case study.

Peer tagging
When asked about peer assessment the learners said that they enjoyed this if done in the context of TAGteach, but otherwise no.  When asked why - they said that if peer assessment was not done within the context of tag it was subjective.  By contract with TAGteach, everybody knew what the focus point was.  Therefore it was objective.   This very point was highlighted in the first peer assessment when the girls highlighted their sense of discomfort when they were carrying out the peer assessment.

Recall
Being tagged during or immediately after a learning was demonstrated gave the girls the ‘feeling of getting it right’ which meant they could recall it quite easily on other occasions.

What did the coach learn?
There were a number of learning points from the coaches perspective.

1. Rather than setting out the way that the lesson was going to go he now had to discuss and agree this with the learners prior to the lesson starting. 
2. Learning how to speak/instruct less meant that he had to pay more attention to the rider’s performance and less on his own views and opinions as to how he believed the rider was actually riding.
3. Speaking only when necessary was probably the biggest learning.  In order to use ones voice to achieve quality feedback and not a quantity of feedback, demanded that the coach engaged his/her brain in a much different way.  This concentrated and serious approach was also reflected in the learners description of the case study lesson in that they believed the lessons were ‘much more serious – but in a good way – you can get away a lot more in the other lessons’.

Recommendations
There are a number of recommendations to be made from this case study all of which are made up from the feedback from the different people involved in the case study:

• That new coaches are inducted into the use and values of TAGteach
• That all staff should participate in the TAGteach training programme
• That regular staff training on the values inherent in TAGteach takes place
• Feedback should be sought from staff, learners and other coaches on a coaches performance which should be based on TAGteach (notwithstanding that the equestrian expertise exists)
• Feedback to staff and staff appraisals should include feedback to coaches on how they reflect TAGteach in their coaching sessions.

Written and Property of Festina Lente – please contact Jill Carey at www.festina-lente.ie for reproduction use.

This story is about a little girl called Krystina and how we used tagging to communicate with her for her riding lessons. Kristina is a 12 year old girl who is originally from Belarus. When Krystina was born she lived with her parents and brother. She got meningitis at the age of three and a half and as a result of the acquired disability her parents felt unable to cope and placed her in an orphanage in Belarus at the age of five. Krystina then spent another five years in the orphanage and as can be seen from the photographs deteoriated during this time.

In 2004 Kristina came to Ireland for medical treatment and was subsequently adopted by an Irish woman.  The adoption process was complicated in 2004 and Krystina had return to Belarus whilst the adoption process was sorted out. In 2004 and with the assistance of her birth parents, Krystina was finally adopted by Sheila Murphy and returned home to Ireland in March 2004.

This is the Krystina once she had come to Ireland in her snooze room and enjoying life in Ireland.

In 2005, Sheila requested if riding lessons could be organised for Kristina.  Krystina started lessons in September 2005 and with the assistance of two coaches and a leader she took her first lesson.

The next question was ‘how do we communicate with Krystina?’ There was no way of knowing what here cognitive level of functioning was, what she understood or did not understand or even what she liked or disliked. The latter was normally read by body language but could not be relied upon for everything.

In 2005, Sheila requested if riding lessons could be organised for Kristina. Krystina started lessons at the end of the summer in 2005 and with the assistance of two coaches and a leader she took her first lesson. Initially, the emphasis was on getting the right pony, safety for Kristina, and generally trying to get to know Kristina. As a result of difficulties with her hips Krystina could only ride a very narrow pony as her hips cold not open sufficiently in order sit astride.

It was agreed with Kristina’s mother that by using the tagging approach that it would allow us to do the following:

• Establish a form of communication
• Give her a level of independence which was particularly important given her extreme levels of dependency on other people
• Focus the session in terms of focus points
• Reward Krystina for achieving one goal at a time
• Providing a means of progression

The first job was to introduce Krystina to the tag. Desired behaviours were modelled and following this Krystina showed us that:

• She understood the behaviours that were being modelled
• She understood what was expected of her
• She associated achieving her tag point with success and reward

Krystina has had a number of TAGpoints since she started.

• To learn what the tagging was
• To take soft toys out of containers and having taken some strides put it into another container
• To sit up tall independent of the coaches who usually supported her
• To hold onto the reins
• To rock forwards and backwards as a cue to the pony to move on

One of the interesting developments was that prior to being tagged Krystina used to be spoon-fed at home. Since tagging in the riding sessions, she has generalised this skill and can now feed herself at home at meal times. This is something that her mother did not expect her to be able to do and was a real surprise.

The other development is that Krystina has now joined in with another riding lesson. Whilst it is acknowledged that she is not riding with like riders in terms of her riding ability, she was showing positive signs of being interested in and stimulated by what the other riders were doing and so now rides with the other children every week. This of course also provides the other children with an opportunity to see how somebody as dependent as Krystina can ride.

THE LEARNING

The learning gained from this case study has been equally important for the coaches as for Krystina:

Although both coaches have considerable experience of working with people with disabilities, they both had to learn how to communicate with somebody who is non-verbal. Tagging Krystina was the only means of communication and was extremely successful in terms of:

• Focusing on the specific content of the session
• Starting with an achievable goal
• Positive reinforcement on attaining the goal
• Continuous progression in Krystina’s learning and riding performance
• Providing a focus for the sessions which otherwise had the potential to stagnate and possible implode in the absence of progression
• Providing quality work as each session has a specific schedule
• Presenting the coaches with a meaningful challenge to make the sessions satisfying not only for Krystina but also for themselves
• Other children now see how – with the necessary supports – Krystina can ride

WHERE TO FROM NOW?

It is envisaged that Krystina’s learning will continue with the following being the short term goals.

1. Holding the neck strap independently at halt and then continuing to hold it from halt to walk
2. To learn how to move with the movement of the pony
3. To continue with riding with mainstream riding group

The next lesson will allow Kystina to trot for a few strides. Whilst this will be modelled for her to try and prepare her as much as possible it will be a case of ‘try it and see’ – more on this as we follow her story.

Tired of begging your dancers to point their feet? Using science-based TAGteach principles, take the frustration out of the dance environment—for your students and yourself! Discover how to create an interactive learning environment where dancers of all ages and disciplines are motivated and will work HARD to meet the criteria you set. Learn to break down and build strong technical skills that dancers will recall and repeat again and again. Find out how to seamlessly implement these methods into your existing lesson plans and achieve remarkable results—positively!

What is TAGteach?
TAGteach, Teaching with Acoustical Guidance, is a science-based, positive reinforcement methodology that utilizes a proven and remarkably effective marker system. By marking a correct response (physical or behavioral), a neurological message is instantly received by the learner. Focus is placed on correct responses (positions, answers, behaviors) only—thus reinforcing and increasing repetition of those (desired) responses.

A new perspective
Dance education today is based on solid studies in the physiological and anatomical sciences as well as centuries of artistic tradition; verbally inherited methods of conditioning, technique, and vocabulary. Classical training has produced brilliant performers and proficient dabblers alike and has, as well, produced a myriad of sound syllabi in a wide variety of disciplines.

TAGteach aligns and supports all standard dance and movement syllabi, from Vaganova to Checcetti, RAD to Bourneville, Hatchett to Cohan, Gilbert to Dee, Pilates to Somatics and all others for which there is not enough space here to list. TAGteach is highly effective in providing a user-friendly process for dissecting such syllabus information into digestible pieces that students of all ages can absorb, understand, and perform successfully—again and again.

TAGteach encourages teachers and learners to share in the process of looking at learning from a new perspective, one that is interactive. We don’t wish to change centuries of traditionally sound pedagogy but encourage educators and students to share and develop together a new view—to learn to see and present information in a way that is more efficiently absorbed, understood, and retained by the learner. The information is there—and TAGteach will help you discover a more effective way to present it.

The language of learning
TAGteach methods stand on the well-established scientific principles that underlie learning and reinforcement-based teaching. TAGteach utilizes operant conditioning, a marker signal (usually acoustic), and positive reinforcement. Let’s define these and a few other related terms:

Operant conditioning: “Any procedure by which a response becomes more or less likely to occur, depending upon its consequences.” It is crucial to note that, in TAGteach, the consequences are always positive and desired responses become more likely to occur.

Positive reinforcement: “A procedure in which a response is paired with a desired stimulus or event.” Good things happen when a desired behavior or skill is presented!

Positive reinforcer: “Anything that, paired with a behavioral response, makes that response more likely to occur in the future; anything the learner will work to get more of.” Praise, desired information (you did it right!) or even a trinket—whatever inspires the learner to apply themselves and motivates them to repeat the behavior.

Conditioned Reinforcer: “Any stimulus that has acquired positive reinforcing properties through association with other reinforcers: such as food, praise, or success.” Here it is—the marker.

(TAGteach technical terms from the TAGteach Glossary, copyright 2005, adapted from Learning and Behavior, third edition, by Paul Chance, Ph.D., Brooks Cole Publishers, Pacific Grove, CA 1994.)

Why the marker?
The marker is a conditioned reinforcer and positive stimulus that occurs simultaneously with a desired act or response. In TAGteach the marker is most often a clear audible sound delivered by a small handheld device (“tagger”) at the precise moment a requested response has been presented, much like the click of a camera shutter, taking a picture of exactly the desired behavior. The tagger sends a binary message. A tag means “yes!” The absence of a tag means “try again!” The tag immediately identifies the correct move so the learner can feel it, recall it, and repeat it correctly,

If the desired response in a particular barre exercise is stretched feet, the teacher would set up an activity where each time the dancer performs a tendu with a fully stretched foot she would receive a “tag.” Other consistently sharp sounds (a finger snap, click of the tongue, cane tap on the floor) or even physical markers (a touch on the shoulder) can be equally effective as long as they are always paired with positive reinforcement.

Sound as information
“But I say ’good,’ isn’t that enough?” The answer is no. Language is confusing. The words we hear are synthesized with tone, inflection, and body language (sometimes in opposition), which can lead to misunderstandings and social considerations that often get in the way of learning. The tag is clear, precise, and consistent. No “translation” is required. It always means “Yes! That’s it, you did it correctly.” And, more importantly, the tag allows the learner to self assess, to take responsibility for the information. If there is no tag, the learner immediately begins to take stock. Their internal dialog: “What do I need to do to hear the tag? Oh, the tag point is stretched feet, I must not have been stretched enough, I can fix that.” And they do! This key factor enables the teacher to forgo the constant verbal correcting that leads to frustration and depletes motivation for both the learner and the teacher.

Breaking it down
The marker, though a distinctly valuable element of what makes TAGteach so effective, is but one aspect of this method’s information delivery that is unique and highly beneficial to the learning process. TAGteach has developed a system in which information is broken down into manageable pieces that allow, again, both the learner and the instructor to focus on one thing at a time. The information is clear, the goal achievable, the environment productive. Skill acquisition and retention increases at an impressive rate.

What’s the point?
TAGteach information delivery is broken down into TAG points highlighted and consistently preceded by the phrase “The tag point is…” This phrase calls the learner to attention: “Something important is coming; this is what I need to focus on.” The tag point is always a single response, action, or position that is instantly recognizable: a stretched knee, feet in a “V” (first position), arms “en bas,” quiet voices. The tag point is designed to request what the teacher is looking for specifically and never outlines what the teacher does not want. To be clear, in TAGteach, one would not use the phrase “don’t bend your knees.” Instead, a TAGteacher would outline the information like this: “The tag point is… straight knees.” We call this TAGtalk.

TAGtalk enables the learner to create a mental or neural snapshot. And, equally important, this information can be acquired and internalized by, not only the student performing the task, but by all watching as well. Herein lays the pot of gold in TAGteach; peer tagging.

Never a dull moment
How does a teacher involve all students throughout an entire class? Surely, there are times when one student will need attention while the others must keep themselves occupied. In a dance class the common solution is “stretch.” Not a bad choice, though not necessarily the most effective use of time. And then, when instructing the class as a group, how is a teacher assured that each student has absorbed the information? Repetition of terminology doesn’t necessarily mean the concept has been digested. We have found peer tagging to be the answer to these and many common class management and assessment issues. While students tag each other, it becomes evident if the “Tagger” (the child tagging) truly understands the tag point. In fact, Suzann Shiemer (nationally recognized expert in assessing student learning and author of Assessment Strategies for Elementary Physical Education) calls TAGteach and peer tagging “…one of the most important developments in the teaching of physical education. When I’m TAGteaching, I know exactly when my students have learned the skill and, just as importantly, so do they!”

Reinforcers that rate
Throughout the TAGteach process, students are an irreplaceable part of the design, implementation, and success of each lesson. They actively assist in choosing and outlining tag points, they continuously tag (assess) themselves and each other, and they actively participate in the design of reinforcement plans. From stickers to pizza parties, dancers take responsibility for creating a program that works to provide information and reinforcements that mean something to them. TAGtaught dancers are invested, motivated, proficient, and happy. What more can a teacher ask for?

More than motor
TAGteach applications are reaching far beyond the dance studio. To date, TAGteach programs have been applied in mainstream and special education classrooms, corporate training, home schooling, nuclear regulatory safety, driving schools, language lessons, and a wide range of professional and amateur sports. Where will you take TAGteach?

This article/quote is reprinted from NDA/AAHPERD 2006 National Convention Proceedings with permission of the National Dance Association (NDA) an association of the American Alliance for Health, Physical Education, Recreation and Dance. The original source may be purchased from: National Dance Association, 1900 Association Drive, Reston, VA 20191-1599; or phone (703) 476-3421.

TAGteach International has nine seminars lined up for professional certification in 2006. Attendees will learn how to apply the TAGteach method and will receive standing as TAGteach certified teachers upon successful completion of the 2-day program.

Now being applied around the globe from Iceland to the United States, TAGteach is attracting forward thinking professionals from competitive and recreational sports, special education, autism, physical education, physical rehabilitation, general classroom and business management. In this seminar, attendees will learn the foundation skills they need to bring TAGteach back to their field and begin using it.

Teaching with Acoustical Guidance (TAG) is marker-based teaching that uses feedback, positive-reinforcement and depends on the use of a distinct non-verbal, marker signal and a step-by-step system for building performance. The teacher sets the student up to succeed by setting attainable tag points, using constructive language and by increasing criteria in manageable increments. Because the criterion for success is the attainment of the tag point and not the completed perfect skill, the student achieves many small successes. This reduces frustration and creates a comfortable and secure learning environment for students and teachers of any discipline.

“Tagging has taught my students to think for themselves,” said teacher Amy Rhodes.

“We saw an almost immediate improvement in skill execution and confidence in our Special Olympics rhythmic gymnasts,” said Debbie Boycott, head coach of the Oakville Butterflies from ON, Canada.

“Using TAGteach has been the most important career move I’ve ever made. I truly enjoy coaching again”, said Theresa McKeon, coach at International Gymnastics in Matthews, NC

“TAGteach strengthens communication and understanding, helping to build a better child-parent or student-teacher relationship,” said Victoria Fogel, board certified associate behavior analyst for the University of Florida.

Primary certification seminars will be held in Portland, Oregon, Feb 4-5, New Germany, Minnesota, Mar 4-5, Troundheim, Norway, April 22-23, Middlegrove, New York, May 6-7, Orlando, Florida, May 20-21, College Station, TX, June 24-25, Gloucestershire, England, July 7-8, Dingle, Sweden, Jul 26-27, and Brunswick, Georgia, August 12-13. An Advanced Workshop will be held July 28-29 in Dingle, Sweden. A brief description of each seminar is available at http://www.tagteach.com/events/.

Space is limited in all seminars to ensure that every participant receives personal attention and a high quality experience that includes many opportunities for hands-on practice. On-line registration is open at http://www.tagteach.com for these seminars. Information for seminar hosts is also available at the TAGteach websites.

Contact Information:
Theresa McKeon http://www.tagteach.com 704-995-9237
TAGteach International 49 River Street #3 Waltham, Massachusetts, 02453, 1-887-TAG-0002

For a full listing of TAGteach Seminars and Workshops, see the TAGteach Events Calendar.

Earlier this year, TAGteach took down its web-based Forum in favor of our TAGteach Yahoo! Group, an email-based discussion group which is open to the public. However, many people have asked us for archives of the old forum, as some great stories, advice and ideas had been shared and shouldn’t be lost forever.

So we have compiled the posts from the former TAGteach Forum into one PDF, which you can download now! Many of the members of this forum are now members of the TAGteach Yahoo Group, so please feel free to sign up and continue the discussion!

Download: TAGteach Forum Archives