Title: Teaching and Consulting
1Teaching and Consulting
2Introduction
- Facilitating change
- Counseling
- Consulting
- Support services
- Adult education
- Expert advice and contract services
- Coaching
3Indicators 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
4Instructional 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
5Theories 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
6Interactiveness 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
7Inputs That Influence Teaching
- Presage - human predictors variables
- Context - nonhuman predictor variables
- Input about people
- Input about environment
- Input about time
8Input 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
9Input 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
10Input About Time
- Considerations for structuring goal-specific
instruction - Developing Lesson Plans
- Linking Lessons with Objectives
- Using Out-of-School Time
- Socializing Children Into Sport
11Input 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
12Input 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
13Input About Opportunity
- Philosophical and cultural factors
- Economic factors
- Family, school, and community factors
- Positives
- Negatives
- Needed changes and potential for change
14Teaching Process and Outcomes
- Indicators as principles
- Evaluate extent to which principles are followed
- Process results in optimal goal achievement
- Principles interact with various inputs
15Maintain 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
16Individualize 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
17Promote 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
18Part 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
19Traditional 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
20Levels of Assistance
- Use various levels of assistance when performing
a task or sequence of tasks - Physical assistance
- Verbal assistance
- Demonstration
- Cues
- Independently
21Behavior 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
22Maximize 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
23Student Behaviors
- Management responses
- Knowledge assimilation
- Time-on-task
- Waiting
- Time-off-task
24Concerns 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
25Devote 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
26Teacher Behaviors
- Managing
- Instructing
- Monitoring
- Feedback
- Controlling
27Concerns 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
28Use 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
29Ecological 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
30Generalization 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
31Acquisition, 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
32Activity 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
33Emphasize 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
34Blocked 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
35Contextual 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
36Ecological 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
37Individualization and Variability
- Creative teaching necessary
- Adaptation of pedagogy
- Adaptation of content
- Adaptation of environment
- Inclusion tends to intensify problems of
classroom management - Learning facilitator
38Try a Wide Variety of Strategies and Techniques
- Learning stations
- Task cards
- Videotapes
- Computer technology
- Peer teachers
- Teachers who are athletes with disabilities
39Learning 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
40Task 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
41Peer 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
42Teachers 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
43Adapt 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
44Adapt 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
45Apply 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
46General ABA Procedures
- Specify the desired behavior
- Establish baseline performance
- Apply the intervention
- Select and apply appropriate consequences
- Determine effectiveness of intervention
47Cues 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
48Cues 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
49Cues 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
50Cues 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
51Time 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
52Specific 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
53Weave 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
54Weave Counseling Into Teaching
- Active listening roles
- Encourager
- Interpreter
- Reflector
- Leisure counseling - helping persons with
disabilities generalize skills learned at school
to the community setting
55Summary of Sherrills Model
- Guidelines for evaluation
- Examination of
- Inputs
- Processes
- Outcomes
56Consulting
- Multiple functions
- Support services and team teaching
- Adult education, including in-service education
- Expert advice and specific administrative
responsibilities - Identifying and coordinating resources
57Creating the Consultant Position
- The 5L Model
- Look at Me
- Leverage
- Literature
- Legislation
- Litigation
- Cowden Administrator In-Service Model
- Collaborative University/Public School Model
58Performing 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