embedded teaching and learning in the preschool … · 2013-06-03 · an activity matrix teaching...

EMBEDDED TEACHING AND LEARNING IN THE PRESCHOOL

CLASSROOM

TODAY’S PRESENTERS

•  SUSAN SANDALL – [email protected]

•  ILENE SCHWARTZ –  [email protected]

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



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.


SIMPLIFY THE ACTIVITY

Simplifying a complicated task by breaking it down into smaller parts or by reducing the number of steps.


CHILD PREFERENCES

If the child is not taking advantage of the available opportunities, identify and integrate the child’s preferences.


SPECIAL EQUIPMENT

Using special or adaptive devices that allow a child to participate or increase the child’s level of participation.


ADULT SUPPORT

Having an adult intervene to support the child’s participation and learning.


PEER SUPPORT

Utilizing peers to help children learn important objectives.


INVISIBLE SUPPORT

Purposeful arranging of naturally occurring events within one activity.


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



Carlos •  Writes using pictures,

squiggles or letterlike forms

•  Writes using pictures,


•  Writes using pictures,


TIPS FOR IMPLEMENTING: START SMALL

Mia Addie Carlos Arrival


•  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





Meal •  Labels an emotion

Class Activity •  Sorts a collection by color





TIPS FOR IMPLEMENTING: MAKE IT WORK FOR YOU!












Class Activity •  Writes using pictures, squiggles or letterlike forms




•  Sorts a collection by color


TIPS FOR IMPLEMENTING: PROVIDE THE RIGHT MATERIALS












Class Activity






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

24

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.

embedded teaching and learning in the preschool … · 2013-06-03 · an activity matrix teaching...

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