supporting all infants and toddlers with embedded learning … · 2019-04-25 · • creating...
TRANSCRIPT
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Presenters:
Supporting ALL Infants and Toddlers with Embedded Learning Opportunities
Jani Kozlowski, NCECDTL
May, 2019
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SessionObjectives
At the end of this presentation, you should be able to:
• Consider where and when infants and toddlers learn
• Understand the what, when and how components of embedded learning opportunities
• Learn about ways to plan for embedded learning opportunities for infants and toddlers in an early learning environment
• Share strategies to support infants and toddlers with disabilities or suspected delays across all learning settings
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Here’s what we’re doing today:
SessionAgenda
1. Welcome
2. Where and how do infants and toddlers learn?
3. Embedded Learning Opportunities: What, When and How?
4. Planning for Success
5. Closing
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Warm Up!
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Effective Interactions & Child Outcomes – House Framework
• Providing nurturing, responsive, and effective interactions and engaging environments for children
• Implementing research-based curriculum and teaching practices
• Using screening and ongoing assessment of children’s skills
• Individualizing teaching and learning
• Engaging parents and families
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Where and how do infants and toddlers learn?
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Home – School - Community
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Embedded Learning Opportunities: How Children Learn
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Process for Embedding Learning Opportunities
• What we teach?
Functional meaningful and measurable learning goals
• When we teach?
Planned and unplanned learning activities, routines and transitions
• How we teach?
Planning experiences that promote engagement, learning and mastery
• How to monitor progress?
Evaluating outcomes
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Embedded Learning: It Can Happen Everywhere!
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Using Routines
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Embedded Interventions: Multiple Opportunities for Practice
MICHAEL MIGUEL
Day Minutes MinutesMON • Points to his selection of breakfast items when asked, Cereal or yogurt?
• Nods when his teacher asks if he is all done, wants more, or if he is enjoying his meal
• Practices signing “more” when he wants more to eat at meal times
• Makes finger and hand motions to finger play and songs at school
5 MIN
10 MIN
15 MIN
10 MIN
TUES Points to
picture cards
and reads
books with SLP
30 MIN • Raises his arms when caregiver asks, “can we change your diaper now?”
• Brings his coat over when mom says, “let’s go outside to check the mail”
• Points to several animals when his dad makes their sounds during bedtime story.
• Makes finger and hand motions to finger play and songs at school
5 MIN
5 MIN
15 MIN
10 MIN
WED • Makes finger and hand motions to finger play and songs at school
• Points to his body parts when named during diaper changing
• Signs for “more” during afternoon snack time
• Raises his arms when caregiver asks, “can we change your diaper now?”
10 MIN
10 MIN
5 MIN
5 MIN
THU Points to
picture cards
and reads
books with SLP
30 MIN • Makes finger and hand motions to finger play and songs at school
• Points to his choice when asked which t-shirt he prefers to dress in– dinosaur or tractor
• Points to the mouse on each page of If You Give a Mouse a Cookie, during afternoon play time with his
teacher
• Raises his arms when caregiver asks, “Can we change your diaper now?”
10 MIN
5 MIN
15 MIN
5 MIN
FRI • Practices signing “more” when he wants more to eat during meals
• Walks over to his cubbie when it is time to collect his things and leave with mom, selects his coat and hands
it to mom
• Raises his arms when caregiver asks, “can we change your diaper now?”
• Makes finger and hand motions to finger play and songs at school
15 MIN
5 MIN
10 MIN
10 MIN
Total Time 1 HOUR 3 HOURS
Who practices using his receptive language skills more?
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What we teach
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A Teacher’s Perspective: What Do You Hear?
Picture courtesy of FPG-UNC
http://community.fpg.unc.edu/connect-modules/resources/videos/video-2-1
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A Parent’s Perspective: What Do You Hear?
http://www.unc.edu/fpg/connect/module2/CONNECT-Video-2-2.mp4
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Activity: Assess
Designate a note-taker and a reporter
Individual reflection - What do you see as the key challenges for Tamiya, her family and her classroom teacher?
Pair-share (4 minutes)
Discuss at tables and identify top 2 challenges for each: Tamiya, her family and her classroom teacher
Large group discussion
1
2
3
4
5
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Priority Learning Targets - Goals
• What is the behavior or skill that the child will learn?• Specific• Measurable• Achievable• Relevant/Realistic• Time-based
• IFSP goals – determined through evaluation process
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S.M.A.R.T. Goals
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Priority Learning Targets - Objectives
• Break it down• Smaller amounts• Provide help• Step-by-step• Logical order or sequence
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Resources to Support Identification of Goals/Objectives
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Setting Goals and Objectives
Goal IT-SE 1: Develops expectations of consistent, positive interactions through secure relationships with familiar adults.
Measurable Objectives1. Tamiya will engage in reciprocal interactions
(verbal / non-verbal) with adults 3 times a day with verbal prompting as needed.
2. Tamiya will ask for help (verbal/non-verbal) or support from familiar adults 3 times a day with verbal prompting as needed.
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Setting Goals and Objectives
Goal IT-SE 4: Child shows interest in, interacts with, and develops personal relationships with other children.Measurable Objectives1. Tamiya will engage in reciprocal interactions
(verbal / non-verbal) with peers 3 times a day with verbal prompting as needed.
2. Tamiya will interact with peers 2 times a day with verbal prompting as needed.
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When we teach
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Child Planning MatrixRoutines and Activities
Adaptation, modification and/or teaching strategy for Tamiya’s transitions Adult responsible
Arrival• Greet Tamiya on arrival.• Show Tamiya visual cues to make a choice between 2 play
choices.• Support Tamiya’s choice by physically joining her in her play until
she is settled.
Teacher
Morning meal
Morning play time
Lunch
Diapering/toileting
Afternoon play timeAfternoon snack
Pick up
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Creating a Planning Matrix – Multiple Children
Mia Addie
Arrival
Free Play
Outside
Meal
Routines
Departure
Transitions
Step 2: List children in the top row.Step 1: List the activities and times of day in the left-hand column of the chart. • Practice taking steps into the
classroom
• Support to invite another child to play
https://eclkc.ohs.acf.hhs.gov/video/activity-matrix-organizing-learning-throughout-day
• Some support to assist in pulling up to changing table
• Practice back and forth interaction with a peer
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Make it Your Own
https://eclkc.ohs.acf.hhs.gov/video/activity-matrix-organizing-learning-throughout-day
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Make it Your Own
https://eclkc.ohs.acf.hhs.gov/video/activity-matrix-organizing-learning-throughout-day
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How we teach
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The Teaching Loop
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Complete Learning Trial (CLT)
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The Best Plans are Flexible!
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Planning for Success
Antecedent / Trigger Behavior Consequence
•Transitions to new activities Shy or apprehensive around other people
• Becomes upset or cries• Doesn’t engage with others
Preventions/Teaching Practices New Skills New Responses/Goals
• Child engages in and maintains positive relationships and interactions with peers and adults.
Tamiya’s Support Planning Chart
Adapted from CSEFEL Module 3a
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Adult Support
https://eclkc.ohs.acf.hhs.gov/children-disabilities/article/adult-support
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Peer support and embedded instruction
http://www.unc.edu/fpg/connect/module1/CONNECT-Video1-12.mp4
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Power of Peer Modeling
https://www.draccess.org/videolibrary
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Social Story
http://csefel.vanderbilt.edu/modules/module3b/presenters-ppt/V3b_10.mpg
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Visual Cues
First Then
Cepillar los dientes Bloques
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Visual Cues - Schedule
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Putting it all together – Alou’s Day
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Plan - Teaching practices
Antecedent / Trigger Behavior Consequence
•Transitions to new activities Shy or apprehensive around other people
• Becomes upset or cries• Doesn’t engage with others
Preventions/Teaching Practices New Skills New Responses/Goals
• Child engages in and maintains positive relationships and interactions with peers and adults.
Tamiya’s Support Planning Chart
Adapted from CSEFEL Module 3a
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Activity: A Plan for Tamiya
1
2
Work in groups of 2-3 at your table. Using Tamiya’s Planning worksheet:
Complete the Planning Matrix for arrival, adding adaptations/modifications and or teaching strategies to support Tamiya’s transitions.
Share your ideas with tablemates and then we’ll come back together as a large group
Planning Matrix
Daily Routine Adaptation, modification and or
teaching practice to support IFSP goal
(consider environment, interactions,
and planned learning experiences)
What supports might Tamiya’s
teacher need to implement
these individualized practices
for Tamiya?
Example: Transition
from morning meal
to play time
Visual support: offer Tamiya two
laminated photos of things she can
play with in the play area after
morning meal and let her choose.
Tamiya’s teacher may need
someone to replace her at the
morning meal table so that she
can physically accompany
Tamiya through the transition to
playArrival
Morning Meal
Morning Play Time
Lunch
Diapering/Toileting
Afternoon Play
Time
Afternoon Snack
Departure
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Working with Tamiya’s Family
• Parents and family members are the child’s first and most important teacher.
• Strategies to support children are more successful when they are used throughout the child’s day, and across settings.
• Which strategies could be used with the support from Rosemary, Tamiya’s mother? Think about intentionality across:
• Activities
• Routines
• Transitions
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Planning for Success
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Monitoring Progress
• How will you know you implemented the practices and strategies as intended?
• How will you know if the change has resulted in an improvement in child / family outcomes?
• How will you know what worked and what didn’t work? How can you make improvements?
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Monday Tuesday Wednesday Thursday Friday
Arrival0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Circle0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Nap0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Clean-up0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Other:
_Bus Ride_ 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Average
Score
Average Score:
3
Average Score:
2.2
Average Score:
1.4
Average Score:
1.4
Average Score:
.8
Rate the problem behavior:
0 = no problems, 1 = resisting, 2 = screaming, falling on floor,
3 = screaming, hitting, other aggression
Monitoring Tamiya’s Progress
Week of: _________________
Adapted from CSEFEL Module 3b
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Child Planning and Monitoring Matrix Transitions between Routines and Activities
Adaptation, modification and/or teaching strategy for transitions
Adultresponsible
Rating0 = no problems1 = resisting2 = screaming, falling on floor, 3 = screaming, hitting
Arrival• Greet Tamiya on arrival.• Show Tamiya visual cues to make a choice
between 2 activities.• Ask a peer to guide Tamiya to her choice.
Free Play AM
Snack/Lunch
Diaper/Toileting
Free play PM
Outdoors
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Progress Monitoring
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Reflection and Next Steps
What did I learn that was new?
How will I support
inclusion?
What do I need to
get started?
What questions do I have?
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Resources for Infants and Toddlers• Early Educator Central – Infant Toddler Video Clips
• SpecialQuest Multimedia Training Library: Including Infants and Toddlers with Disabilities
• Creating Bright Futures (Including Infants & Toddlers with Disabilities & Their Families)
• Toddlers on the Move
• Early Intervention Program for Infants and Toddlers with Disabilities (Part C of IDEA)
• Assistive Technology for Infants, Toddlers, and Young Children with Disabilities (Available in Spanish, Somali, and Hmong)
• Transition Strategies: Continuity and Change in the Lives of Infants and Toddlers
• The National Center for Pyramid Model Innovations http://challengingbehavior.cbcs.usf.edu/index.html
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15-Minute In-Service Suites
Building Relationships
• Fostering Connections: https://eclkc.ohs.acf.hhs.gov/video/fostering-connections
• Being Aware of Children's Needs: https://eclkc.ohs.acf.hhs.gov/video/being-aware-childrens-needs
• Creating a Caring Community: https://eclkc.ohs.acf.hhs.gov/video/creating-caring-community
Embedded Learning
• Break It Down: Turning Goals into Everyday Teaching Opportunities:
https://eclkc.ohs.acf.hhs.gov/video/break-it-down-turning-goals-everyday-teaching-opportunities
• The Teaching Loop: https://eclkc.ohs.acf.hhs.gov/video/teaching-loop
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