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MANIPULATE the TASK & ENVIRONMENT – NOT THE LEARNER!! Prince Georges County Public Schools Thomas E. Moran, Ph.D., CAPE James Madison University.

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Presentation on theme: "MANIPULATE the TASK & ENVIRONMENT – NOT THE LEARNER!! Prince Georges County Public Schools Thomas E. Moran, Ph.D., CAPE James Madison University."— Presentation transcript:

1 MANIPULATE the TASK & ENVIRONMENT – NOT THE LEARNER!! Prince Georges County Public Schools Thomas E. Moran, Ph.D., CAPE James Madison University

2 Outline Intro – Teaching Skill Communication Sensory Diet Constraints Managing & Structuring your Environment Developmental Differentiation JMU PHETE 2

3 3 Get into Six GROUPS Each Group is Given a Skill –Kick (Shoot on Goal) –Striking –Field & Throw –Dribbling (feet) –Juggling (two objects) –Volleyball Serve How would you teach this skill?

4 JMU PHETE 4 Activity Set your teaching Progression Aside Ponder: Communication is Key in Teaching ANYONE or ANYTHING In your groups – pick one teacher; rest are students. Teacher read card

5 Understanding Constraints Thomas E. Moran, Ph.D., CAPE JMU PHETE5

6 6 Activity Divide into partners You will have 5-10 minutes for everyone to complete the outlined tasks and record your results

7 JMU PHETE 7 Newell’s Model of Constraints

8 JMU PHETE 8 Constraints Limit or discourage certain movements at the same time that they permit or encourage other movements “Shape” movement

9 JMU PHETE 9 Individual Constraints Exist within the body Structural constraints: related to the body’s structure –Height –Muscle mass Functional constraints: related to behavioral function –Attention –Motivation

10 JMU PHETE 10 Environmental Constraints Exist outside the body (properties of the world around us) –Global, not task specific Physical –Gravity –Surfaces Socio-Cultural –Gender roles

11 JMU PHETE 11 Task Constraints External to the body Related specifically to tasks or skills –Goal of task –Rules guiding task performance –Equipment

12 Meet Andrew Dysfunction in sensory integration is the "inability to modulate, discriminate, coordinate or organize sensation appropriately" (Lane, Miller, Hanft, 2000, p. 2). Case Study: Andrew Andrew is in the second grade and waiting for the school bus. He is challenged by sensory experiences that most of us take for granted. He still has the bitter taste of the new orange juice in his mouth that his Mom made him try for breakfast. He hates the hat and gloves he is wearing but he knows he can’t go out for recess later in the day if he is not wearing them or have them with him. The tag on his new shirt feels as if it is digging into his neck and to make matters worse, his backpack weighs almost as much he does! The school bus is noisy, crazy with excitement, and the perfume the driver is wearing about makes him gag. Andrew finds his way to an open window seat, dives in and presses his face against the cold glass… relief! But by the time Andrew get’s to school, the noise from the radio, the noxious fumes on the bus, and the barrage of kids laughing, yelling and screaming are too much. He fights his way to the bus door kicking, shoving and dragging his back pack along the way. Needless to say, Andrew is written up yet again and finds himself in the principals office.

13 SENSORY INTEGRATION processing Sometimes individuals have difficulty processing sensory input from sensory receptors. Results in two common conditions: HYPO – RESPONSIVITY HYPO – RESPONSIVITY HYPER - RESPONSIVITY HYPER - RESPONSIVITY

14 SENSORY MODULATION DISORDER When individuals have difficulty Adjusting their responses to MATCH the needs of a situationa situation

15 Activity Ideas and Games - Tactile Activities the teacher can do –Activities that require “heavy work” pushing with hands/feet Pushing a landing mat or wedge against resistance –Substitute children holding hands with holding lengths of rope, newspaper baton or hula hoop –Relay races and group activities that use a variety of textures (e.g. bubble wrap, newspaper, noodles) –Obstacle course where children must squeeze through small/tight places (tunnel) and pass through hanging textures (strips of rope, tube, string, etc)

16 Activity Ideas and Games - Vestibular Activities the teacher can do –Rolling/crawling –Spooner board – –Scooter activities –Animal walks and positions where the head is lower than the hips –Obstacle course involving w alking on different surfaces: foam, crumpled newspaper, rope, wedge mats; stepping over objects: hula hoops, floor spots, etc

17 Activity Ideas and Games – Child Initiated Activites Vestibular –Jump on a exercise jogger –Spin or rock on a Spooner Board –Spin self while sitting or lying on a scooter –Sit and bounce on an exercise ball –Falling down practice Kinestethic –Jump rope with a hula hoop –Climb on playground equipment –Pull self along an anchored rope while lying on a scooter –Step through ladder on the floor

18 Management & Delivery Routine & Home base Use of schedule, task list, or board Behavior or off-task Three Keys to Delivery: –Defined Goal – How many times must I do this task? –Clear Purpose – Meaningfulness –Developmental Differentiation JMU PHETE 18

19 How Do We Meet the Needs of All Learners? Consider Communication Understand Sensory Needs –Satisfy your Sensory Diet MANIPULATE THE TASK AND THE ENVIRONMENT – NOT THE LEARNER –Consider Constraints??? Answer: Developmental Sequence or Progressions JMU PHETE 19

20 JMU PHETE 20 Consider teaching your skill now.. Look at your progression –Kick (Shoot on Goal) –Striking –Field & Throw –Dribbling (feet) –Juggling (two objects) –Volleyball Serve 1.Would you teach it differently? 2.How would you consider constraints? 3.Can you set up a goal oriented, purpose driven progression?

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