embedded teaching and learning in the...
TRANSCRIPT
EMBEDDED TEACHING AND LEARNING IN THE PRESCHOOL
CLASSROOM
TODAY’S OBJECTIVES
• To understand the difference between a curricular modification and embedded instruction.
• To become familiar with strategies to plan embedded instruction across activities in an early learning environment
• To understand the role of data in embedded instruction
FRAMEWORK FOR EFFECTIVE PRACTICE SUPPORTING SCHOOL READINESS FOR ALL CHILDREN
THINK, PAIR, SHARE
• What are you currently doing in your classroom to embed specially designed instruction across the activities and routines in your classrooms?
• What is working well? What are challenges?
• Talk to your neighbor and share ideas and solutions.
BUILDING BLOCKS AND HOUSE
Quality Early Childhood Program
Curriculum modifications & adaptations
Embedded Learning Opportunities
Child-focused Instructional Strategies
HOUSE AND PYRAMID
FOCUS ON THE ROOF
Activity Matrix: Organizing Learning throughout the Day
FRAMEWORK FOR EFFECTIVE PRACTICE SUPPORTING SCHOOL READINESS FOR ALL CHILDREN
FRAMEWORK FOR EFFECTIVE PRACTICE SUPPORTING SCHOOL READINESS FOR ALL CHILDREN
Intensive, Individualized
Teaching
Embedded Teaching
Curriculum Modifications
CURRICULUM MODIFICATION
WHAT
WHEN
WHY
WHAT IS CURRICULUM MODIFICATION?
A change to the ongoing classroom activity or materials in order to facilitate or maximize a child’s
participation in planned activities, interactions, and routines.
— Sandall & Schwartz, 2008
“ “
WHAT IS CURRICULUM MODIFICATION?
SMALL CHANGE,
BIG IMPACT
WHEN DO I MODIFY THE CURRICULUM?
When a child is not fully participating in a meaningful way.
WHY MODIFY THE CURRICULUM?
Increase participation
Increase access
Increased learning!
8 TYPES OF CURRICULUM MODIFICATIONS
Environmental Support Special Equipment
Materials Adaptation Adult Support
Simplify the Activity Peer Support
Child Preferences Invisible Support
ENVIRONMENTAL SUPPORT
Altering the physical, social, and temporal environment to promote participation, engagement, and learning.
“ “ — Sandall & Schwartz, 2008
MATERIALS ADAPTATION
Modifying materials so that the child can participate as independently as possible.
“ “ — Sandall & Schwartz, 2008
SIMPLIFY THE ACTIVITY
Simplifying a complicated task by breaking it down into smaller parts or by reducing the number of steps.
“ “ — Sandall & Schwartz, 2008
CHILD PREFERENCES
If the child is not taking advantage of the available opportunities, identify and integrate the child’s preferences.
“ “ — Sandall & Schwartz, 2008
SPECIAL EQUIPMENT
Using special or adaptive devices that allow a child to participate or increase the child’s level of participation.
“ “ — Sandall & Schwartz, 2008
ADULT SUPPORT
Having an adult intervene to support the child’s participation and learning.
“ “ — Sandall & Schwartz, 2008
PEER SUPPORT
Utilizing peers to help children learn important objectives.
“ “ — Sandall & Schwartz, 2008
INVISIBLE SUPPORT
Purposeful arranging of naturally occurring events within one activity.
“ “ — Sandall & Schwartz, 2008
FOCUS ON THE CHILD
Environmental Support Special Equipment
Materials Adaptation Adult Support
Simplify the Activity Peer Support
Child Preferences Invisible Support
REVIEW
Why? ↑participation =↑learning
What? A change to activities/materials
When? Child is not fully participating
EMBEDDED TEACHING AND LEARNING
• What does the research say?
EMBEDDED TEACHING AND LEARNING
• Teachers create short teaching episodes within ongoing classroom activities and routines.
• Teaching episodes focus on a child’s individual learning objective or learning target.
THREE IMPORTANT QUESTIONS
• What are you going to teach? • How are you going to teach those
skills and behaviors? • How will you know that your
teaching has been effective?
ACTIVITY MATRIX
Mia Addie Carlos Arrival Free Play
Circle Outside
Meal
Class Activity
Departure
Transitions
Labels an emotion
Labels an emotion
Labels an emotion
AN ACTIVITY MATRIX
1. Is an effective way to organize teaching and learning opportunities.
2. Maximizes learning time by planning for teaching to occur throughout all activities, routines, and transitions. 3. Helps all staff be aware of individual child learning objectives.
4. Matches the child’s learning objective to the activity.
5. Can be implemented for any child, but is especially useful for those who need extra support.
CREATING AN ACTIVITY MATRIX
Mia Addie
Arrival
Free Play
Circle
Outside
Meal Class
Activity
Departure
Transitions
Step 2: List children in the top row. Step 1: List the ac6vi6es and 6mes of day in the le;-‐hand column of the chart. • Talks about people or objects in
view
• Responds when another child initiates an interaction
• Talks about people or objects in view
• Invites another child to play • Identifies the problem in a
conflict with another child
• Labels an emotion
MAKE IT YOUR OWN
TIPS FOR IMPLEMENTING: START SMALL
Mia Arrival
Free Play • Talks about people or objects in view
Circle
Outside • Responds when another child initiates an interaction
Meal
Class Activity • Sorts a collection by color
Departure • Responds when another child initiates an interaction
Transitions • Talks about people or objects in view
Addie • Invites another child to
play • Identifies the problem
in a conflict with another child
• Labels an emotion • Invites another child to
play • Identifies the problem
in a conflict with another child
• Labels an emotion
• Labels an emotion
Carlos • Writes using pictures,
squiggles or letterlike forms
• Writes using pictures,
squiggles or letterlike forms
• Writes using pictures,
squiggles or letterlike forms
TIPS FOR IMPLEMENTING: START SMALL
Mia Addie Carlos Arrival
Free Play • Talks about people or objects in view
• Invites another child to play
• Identifies the problem in a conflict with another child
• Writes using pictures, squiggles or letterlike forms
Circle • Labels an emotion
Outside • Responds when another child initiates an interaction
• Invites another child to play
• Identifies the problem in a conflict with another child
• Writes using pictures, squiggles or letterlike forms
Meal • Labels an emotion
Class Activity • Sorts a collection by color
• Writes using pictures, squiggles or letterlike forms
Departure • Responds when another child initiates an interaction
Transitions • Talks about people or objects in view
• Labels an emotion
TIPS FOR IMPLEMENTING: MAKE IT WORK FOR YOU!
Mia Addie Carlos Arrival
Free Play • Talks about people or objects in view
• Invites another child to play
• Identifies the problem in a conflict with another child
• Writes using pictures, squiggles or letterlike forms
Circle • Labels an emotion
Outside • Responds when another child initiates an interaction
• Invites another child to play
• Identifies the problem in a conflict with another child
• Writes using pictures, squiggles or letterlike forms
Meal • Labels an emotion
Class Activity • Writes using pictures, squiggles or letterlike forms
Departure • Responds when another child initiates an interaction
Transitions • Talks about people or objects in view
• Labels an emotion
• Sorts a collection by color
• Sorts a collection by color
TIPS FOR IMPLEMENTING: PROVIDE THE RIGHT MATERIALS
Mia Addie Carlos Arrival
Free Play • Talks about people or objects in view
• Invites another child to play
• Identifies the problem in a conflict with another child
• Writes using pictures, squiggles or letterlike forms
Circle • Labels an emotion
Outside • Responds when another child initiates an interaction
• Invites another child to play
• Identifies the problem in a conflict with another child
• Writes using pictures, squiggles or letterlike forms
Meal • Labels an emotion
Class Activity
• Sorts a collection by color
• Writes using pictures, squiggles or letterlike forms
Departure • Responds when another child initiates an interaction
Transitions • Talks about people or objects in view
• Labels an emotion
Antecedent
Target Behavior
Consequence
Sets out crayons. “Let’s count the crayons.”
Touches and counts
Praise and acknowledge. “Wow, you counted the crayons.” Or, incorrect. “Do it with me.” Touch and count the crayons with child.
INTENSIVE, INDIVIDUALIZED INSTRUCTION
• Unique learning objective • Even more intensive instruction
TEACHING LOOP
• Gain the child’s attention • Provide instruction • Provide an opportunity for the child to
respond • Feedback appropriate to the response
THE ROLE OF DATA
• Data (aka, Progress monitoring) is essential to ensure that the instructional strategies that we are using are effective
• Data need to answer the question you want to ask (e.g., how frequently, how long, how much help does he need)
ONGOING CHILD ASSESSMENT: WHEN THE CHILD IS PROGRESSING
If the child is making progress, continue with what you have been doing.
WHEN THE CHILD IS NOT MAKING PROGRESS
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REVIEW
• Maximize learning time by organizing opportunities for learning.
• All staff are able to participate in teaching.
• Format can be made in various ways to better work for your classroom.
