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Teaching and Consulting

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Title: Active, Healthy Lifestyles for All: Thinking About Philosophy Author: Deborah Buswell Last modified by: Deborah Buswell Created Date: 9/24/2003 1:26:52 PM – PowerPoint PPT presentation

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Title: Teaching and Consulting


1
Teaching and Consulting
  • Chapter 7

2
Introduction
  • Facilitating change
  • Counseling
  • Consulting
  • Support services
  • Adult education
  • Expert advice and contract services
  • Coaching

3
Indicators of Effective Teaching
  • Development of a warm, positive climate
  • Appropriate matching of content to student
    abilities
  • High of time devoted to lesson objectives
  • High rates of on-task behaviors
  • Shared responsibility for learning and
    demonstrated self-determinism by students

4
Instructional Model to Guide Teaching
  • Three Basic Parts
  • Input - information about all of the variables
    that affect learning and teaching
  • Process - actual interpretations that lead to
    behavior change
  • Outcomes - desired results goals

5
Theories Underlying the Model
  • Systems Theory - (1940s) starts with input, moves
    to process, then focuses on outcomes that provide
    feedback for revision, then cycle starts again
  • Dynamical Systems Theory - (1990s) builds on
    systems theory, adding complexity,
    multidimensionality, and interactiveness of
    chaotic systems in life
  • Ecological Theory - (1990s) analyzing the
    interactions and interdependence between humans
    and all aspects of their physical and social
    environment

6
Interactiveness of Model Components
  • PAP-TE-CA model is ecological
  • Utilizes input, process and outcome instructional
    components
  • Emphasizes the dynamic, multidirectional, chaotic
    complexity of what occurs in the classroom

7
Inputs That Influence Teaching
  • Presage - human predictors variables
  • Context - nonhuman predictor variables
  • Input about people
  • Input about environment
  • Input about time

8
Input About People
  • Numerous variables concerning people
  • Many variables are situational or contextual
  • Variables affecting physical education
  • Student variables of interest, motivation, and
    perceived usefulness of physical activities
    interact with process to affect goal achievement
  • Strongly influenced by family, leisure practices,
    facilities, and values

9
Input About Environment
  • Variables such as class size, facilities,
    equipment, and school, home, and community
    resources
  • Very important for individuals with sensory or
    mobility impairments
  • Examine variables in relationship to people

10
Input About Time
  • Considerations for structuring goal-specific
    instruction
  • Developing Lesson Plans
  • Linking Lessons with Objectives
  • Using Out-of-School Time
  • Socializing Children Into Sport

11
Input About Time
  • Developing Lesson Plans - 3 parts
  • Introductory activity
  • Lesson body
  • Summary
  • Linking Lessons with Objectives
  • Objectives require specific attention
  • Objectives embedded in other activities

12
Input About Time
  • Using Out-of-School Time
  • Inclusion of physical activity in out-of-school
    time (i.e., homework, family trips)
  • Socializing Children Into Sport
  • Transition activities include participation in
    community sports and fitness activities
  • Promoting wise use of leisure time

13
Input About Opportunity
  • Philosophical and cultural factors
  • Economic factors
  • Family, school, and community factors
  • Positives
  • Negatives
  • Needed changes and potential for change

14
Teaching Process and Outcomes
  • Indicators as principles
  • Evaluate extent to which principles are followed
  • Process results in optimal goal achievement
  • Principles interact with various inputs

15
Maintain a Warm, Positive Learning Climate
  • Personalization
  • Nurturing
  • Positive interactions
  • High but realistic expectations
  • Cooperative relationships and activities
  • Mutual respect
  • Choices
  • Dignity
  • Fairness
  • Inclusivenss
  • Every child a winner
  • Focus on abilities not disabilities

16
Individualize Instruction by Making Adaptations
  • Teacher flexibility in assessing and implementing
    adaptations
  • Adaptation of equipment, facilities, body
    position, time and space requirements
  • Creative teachers, working with students to
    achieve personal bests

17
Promote a Data-Based Gymnasium
  • Concept associated with behavior management
    curriculum
  • Minute-by-minute individualization within a
    specific lesson
  • Requires continuous assessment and record keeping
    in conjunction with instruction

18
Part Method Versus Whole Method
  • Whole method - total task presentation through
    demonstration and/or verbal instructions
  • Pure part method - each part practiced separately
    many times before all are combined or chained
  • Progressive part method - parts of a skill are
    chained together in a particular order

19
Traditional Task Analysis by Parts and Steps
  • Task analysis - breaking down a task into parts
    and ordering them from easy to hard
  • Teach each part until criteria is met
  • Forward or backward chaining
  • Steps gradually increase task difficulty after a
    skill is learned to a functional level

20
Levels of Assistance
  • Use various levels of assistance when performing
    a task or sequence of tasks
  • Physical assistance
  • Verbal assistance
  • Demonstration
  • Cues
  • Independently

21
Behavior Management
  • Record keeping on kinds of instructions and
    reinforcements that are best for each student
  • Dates indicate mastery
  • Requires low teacher-student ratio
  • Volunteers must be trained in using the
    data-based system

22
Maximize Time-on-Task With Success
  • Number of minutes that a student is engaged
    motorically in activities related to his or her
    individual objectives
  • Academic Learning Time-Physical Education
    (ALT-PE)
  • Feeling good about the learning process
  • Mastery or observable improvement
  • Personal best is occurring

23
Student Behaviors
  • Management responses
  • Knowledge assimilation
  • Time-on-task
  • Waiting
  • Time-off-task

24
Concerns About Student Behaviors
  • Time-on-task is linked to teaching behaviors
  • Increasing time-on-task
  • Individualized instruction
  • Peer tutors
  • Specific feedback and reinforcers
  • Consideration of massed versus distributed
    practice

25
Devote a High Percentage of Time to Class
Objectives
  • Every class activity should pertain to a
    particular objective
  • Free time should be structured to relate to
    instructional objectives
  • Examination of teacher behaviors

26
Teacher Behaviors
  • Managing
  • Instructing
  • Monitoring
  • Feedback
  • Controlling

27
Concerns About Teacher Behaviors
  • Spend too much time on initial instructions
  • Spend too much time getting students in position
  • Observation without specific feedback
  • Constant movement, use of names, and giving
    specific praise and correctional feedback

28
Use Ecologically Valid Activities and Settings
  • Content that enables the student to function
    better in her or his ecosystem
  • Activities are practical, useful, meaningful, age
    appropriate, developmentally appropriate, and
    generalizable to real-life situations

29
Ecological Task Analysis(An Adpatation Process)
  • Selection of a real-life function
  • Ability to perform the tasks of daily living,
    work, or play
  • Focuses on the relationships between the learner
    and the ecosystem
  • Analyzes variables into factors and levels that
    relate to real-life conditions
  • Combination of relationships that students must
    handle to be successful in real-life

30
Generalization or Transfer
  • Transfer of learning from one piece of equipment
    to another and from one setting to another
  • Most students generalize without specific
    training
  • Students with MR need generalization built into
    the task sequences

31
Acquisition, Retention, and Maintenance
  • Phases of mastery
  • Assess objectively by recording number of correct
    trials completed
  • Acquisition - objective is met
  • Retention/maintenance - demonstrated ability
    several days or months later

32
Activity Analysis
  • Breaking down an activity into the behavioral
    components needed for success
  • Utilize for various activities across life
  • Consider cognitive, psychomotor, and affective
    domains
  • With severe MR each concept is separated for
    teaching and practicing and then chained

33
Emphasize Variability of Practice and Contextual
Interference
  • Try another way
  • Practice skills in various ways
  • Teach skills in various ways to determine best
    way for each student
  • Variability of practice principle
  • Contextual interference - involving persons in an
    unrelated activity between skill practice time
    and retention testing time

34
Blocked Versus Random Trials
  • Blocked condition - students perform all trials
    of one type of throw before practicing the next
    type of throw
  • Random condition - students practice each type of
    throw in a random order
  • Accuracy is developed more quickly with random
    practice

35
Contextual Interference, Retention, and Transfer
  • Contextual interference - provide activity or
    unrelated game after completing skill practice
  • Retention test - use random or blocked order to
    determine if skill is retained
  • Transfer test - use the skill in performing a
    novel task

36
Ecological Task Analysis, Movement Education, and
Creativity Theory
  • Variability of practice is emphasized
  • Exploration and encouragement to make choices
  • Fluency - ability to generate a large number of
    relevant responses
  • Flexibility - ability to shift categories and
    think of different kinds

37
Individualization and Variability
  • Creative teaching necessary
  • Adaptation of pedagogy
  • Adaptation of content
  • Adaptation of environment
  • Inclusion tends to intensify problems of
    classroom management
  • Learning facilitator

38
Try a Wide Variety of Strategies and Techniques
  • Learning stations
  • Task cards
  • Videotapes
  • Computer technology
  • Peer teachers
  • Teachers who are athletes with disabilities

39
Learning Stations
  • Practice provided during games and activities
  • Activities for new learning
  • Assignment or choice of stations
  • Teaching assistance at each station
  • Students rotate through all stations
  • Time for rotation can vary

40
Task Cards, Videotapes, and Computer Technology
  • Predeveloped learning materials
  • Individualized task cards, learning packages,
    learning modules
  • Computers - data entry, IEPs, progress
  • PDAs
  • Videotapes - feedback and assessment data

41
Peer Teachers
  • Unidirectional or traditional approach
  • Teacher selects and trains students without
    disabilities to help peers with disabilities
  • Meet criteria and complete training
  • Reciprocal or newer equal-status approach
  • Students take turns in the tutor and tutee roles
  • Criteria sheets guide peer interactions

42
Teachers Who Are Athletes With Disabilities
  • Self-determination - beneficial to see others
    with similar disabilities leading productive
    lives
  • Videotapes, books, pictures, or posters of
    persons with disabilities
  • Athletes can teach motor skills, fitness, and
    other content to students with and without
    disabilities

43
Adapt Teaching Styles to Individual Needs
  • Competency achieved in a variety of teaching
    styles
  • Teaching styles matches the needs of the group
  • Progression toward students taking on more
    responsibility for their own learning
  • Command style used for students with severe
    disabilities

44
Adapt Teaching Styles to Individual Needs
  • Use to simplify decision making
  • Attention to learning environment and to starting
    and stopping protocols
  • Consistency in teaching styles used across
    subject areas for students with severe
    disabilities
  • Command style most restrictive and motor
    creativity is least restrictive

45
Apply Behavior Management Strategies
  • Precisely planned, systematic application of cues
    and consequences to guide students through tasks
    or activities that are ordered from easy to
    difficult
  • Applied behavior analysis (ABA)
  • Behaviorism develops and applies learning
    theories to weaken, strengthen, or maintain a
    specific behavior

46
General ABA Procedures
  • Specify the desired behavior
  • Establish baseline performance
  • Apply the intervention
  • Select and apply appropriate consequences
  • Determine effectiveness of intervention

47
Cues and Consequences
  • Actions used by a teacher to change student
    behavior
  • Cues - command or instruction telling a student
    what to do
  • Brief
  • Same cue each time
  • Do not repeat the cue until there is a response

48
Cues and Consequences
  • Consequence - immediate feedback to a behavior
    that increases or decreases its occurrence
  • Reinforcement - causing a behavior to increase
  • Punishment - causing a behavior to decrease
  • Time-out - ignoring inappropriate behavior,
    removal from a reinforcing environment, or
    withholding reinforcers

49
Cues and Consequences
  • Consequences
  • Give immediate feedback
  • Combine nonverbal reinforcement with words
  • Reinforce within 10 seconds
  • Ignore inappropriate behavior that affects only
    the student
  • Punish inappropriate behavior that hurts others

50
Cues and Consequences
  • Contingency management
  • Use of consequences to teach or manage behavior
  • Contingency - relationship between a behavior and
    the events following the behavior - giving a
    token for correct response
  • Response cost - tokens are taken away when
    student fails to show appropriate behaviors

51
Time Delay Interventions
  • Systematically planning the number of seconds to
    wait before giving a prompt
  • Progressive - wait 1, 2, 3, 4, and 5 seconds,
    respectively, between the cue and the expected
    behavior
  • Constant - often follows a 10-second wait
    principle between asking a question and expecting
    an answer

52
Specific Behavior Management Techniques
  • Shaping
  • Chaining
  • Backward chaining
  • Prompting
  • Fading
  • Modeling
  • Positive reinforcement
  • Negative reinforcement
  • Punishment
  • Extinction
  • Premack technique
  • Contract teaching
  • Time-out
  • Good behavior game

53
Weave Counseling Into Teaching
  • Communication about personal problem that is
    helpful rather than neutral or hurtful
  • Healthy counseling relationship
  • Active listening
  • Understanding the others point of view
  • Acceptance
  • Willingness to become committed and involved
  • Genuineness

54
Weave Counseling Into Teaching
  • Active listening roles
  • Encourager
  • Interpreter
  • Reflector
  • Leisure counseling - helping persons with
    disabilities generalize skills learned at school
    to the community setting

55
Summary of Sherrills Model
  • Guidelines for evaluation
  • Examination of
  • Inputs
  • Processes
  • Outcomes

56
Consulting
  • Multiple functions
  • Support services and team teaching
  • Adult education, including in-service education
  • Expert advice and specific administrative
    responsibilities
  • Identifying and coordinating resources

57
Creating the Consultant Position
  • The 5L Model
  • Look at Me
  • Leverage
  • Literature
  • Legislation
  • Litigation
  • Cowden Administrator In-Service Model
  • Collaborative University/Public School Model

58
Performing Consultant Work
  • Needs assessment
  • Discrepancy evaluation model - conditions that
    exist and should exist
  • Data collected from various sources
  • Use data to provide direction for change and
    development of an assistance program
  • Intensive assistance program
  • Limited assistance program
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