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Which Way to Competence and Independence? CTEBVI #507, April 5 th 2014 Betty Henry, PhD California School for the Blind Rote Skills Competence Dependence.

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Presentation on theme: "Which Way to Competence and Independence? CTEBVI #507, April 5 th 2014 Betty Henry, PhD California School for the Blind Rote Skills Competence Dependence."— Presentation transcript:

1 Which Way to Competence and Independence? CTEBVI #507, April 5 th 2014 Betty Henry, PhD California School for the Blind Rote Skills Competence Dependence Independence 13/14/2013

2 Objectives 1. Participants will learn different conceptions of intelligence and the particular role of a fixed vs. growth mindset in becoming a competent and independent learner. 2. Participants will consider the role of “problem solving” within their curriculum and identify specific ways to enhance this role. 3. Participants will learn principles and techniques that can help “competence and independence” become more central in the educational process. 2

3 Budgets: amount & distribution 3

4 Develop your “smart budget” 4

5 Two ways to look at intelligence Fixed MindsetGrowth Mindset 5

6 “ “10,000 hours is the magic number of greatness.” Malcolm Gladwell Outliers: The Story of Success 6

7 Misteakes are good… Kurson, Robert (2007) Crashing Through: A true story of risk, adventure, and the man who dared to see 7

8 Mistakes Big and Small: 8 Disaster vs. Learning Experience Omission vs. Commission Hover vs. Ignore

9 Personal Qualities Challenging circumstances exaggerate personal tendencies; those who would be bad parents become awful parents, but those who would be good parents often become exceptional. Andrew Solomon Far from the Tree (2012) 9

10 Personal Qualities #2 Ask not what disease the person has; ask what person the disease has. Sir William Ostler

11 Your attitude, not your aptitude, will determine your altitude. Zig Ziglar 11

12 The Marshmallow Test 12

13 Application to VI… How do non-cognitive factors impact: Incidental learning Comprehension and significance of concepts, objects, and actions Integrating information Recognizing the emotional intent of messages Prioritizing input efficiently 13

14 Using your “smart budget” I have people on my team; I know how to get specialists to collaborate. I may be spatially bewildered, but I can analyze the task and use an iPhone for directions. If I put the concepts to music, I can remember them. 14

15 Objective #2: Objective #2: Participants will consider the role of “problem solving” within their curriculum and identify specific ways to enhance this role. What are the essential features of being competent and independent, and how is this different for someone with vision impairment? 15

16 Examples of “problems”: Real problems students face Contrived problems students face Real problems teachers and parents face Real problems students face that adults solve for them 16

17 Problem Solving Who owns the Problem (adult or child)? The 4 questions: Rights, Safety, Property, Capacity 17

18 Two ways of learning Hands On Direct Teaching Incidental Learning Incidental Listening Hands On 18

19 Problem Solving Children learn from solving problems = ? “The Henrys are coming for dinner. Please make sure we have enough chairs at the table.” 19

20 At a child’s birth, if a mother could ask a fairy godmother to endow it with the most useful gift, that gift would be curiosity. Eleanor Roosevelt “Dad, Where’s the Plunger?” r/fr30/3/fr htm Future Reflections Summer, 2011, r/fr30/3/fr htm 20

21 Personality If you knew a child was not adaptable, what would you do? a) Tell her to shape up b) Cue/prepare her for anticipated changes c) Bribe her for necessary activities d) Anticipate power struggles 21

22 How can we provide opportunity for problem solving? Math Walks Daily Living Skills Social Stories Word Chains 22

23 Left Brain & Right Brain Thinking Logical Future oriented Emotional Present oriented 23

24 Executive Functions The skills needed to: Set the goals Analyze the task Organize a plan Interest the workers Produce a result Evaluate success 24

25 To improve executive functions Provide child-based strategies ◦ Pre-teach ◦ “Ready to listen” ◦ Chunk and organize ◦ Break up long tasks ◦ Reflect on learning ◦ Plan for next time 25

26 PRAISE VS. ENCOURAGEMENT 26

27 3. Participants will learn principles and techniques that can help “competence and independence” become more central in the educational process. 27

28 How can competence and independence become more central to the education process? Prioritize meaning Minimize prompts Teach application of skills and facts Use working memory as a guide Respect your knowledge and truth 28

29 Prioritize Meaning In the curriculum In life Vertical identity: identity across generations Horizontal identity: identity through peers 29

30 Minimize Prompts “Never do something for someone else that she can do for herself” 30

31 Teach application I can count to 100 vs. I can get enough napkins for everyone in my class. I can spell milk vs. I can make a grocery list. 31

32 Use Working Memory as a guide Memory Say these numbers after me. What was the main character’s name? How many days are in a week? Working Memory Repeat these letters, but in alphabetical order. How many characters were in the story? Joe has $10; how much change will he get back if he buys a toy for $8 and there is 9.5% tax? 32

33 WORKING MEMORY IS AFFECTED BY: Fatigue Anxiety Mood Alcohol Stimulation Disorganized environment Medical or neurological conditions 33

34 Working Memory is best when a person is… “alert, calm, and engaged” 34

35 Respect your knowledge and truth The Emperor has no clothes… 35

36 …and what if it doesn’t work? Things that maybe can’t change: Intellectual disability Learning disability Sensory impairment Autism 36

37 Fasten your own seatbelt first… 37

38 Small changes can make a big difference. At 211  water is hot. At 212  water can power a locomotive 38

39 Time Management Matrix UrgentNon-urgent Important 12 Not important 34 39

40 Time Management Matrix UrgentNon-urgent Important Crises Pressing problems Deadlines Prevention Relationship building Planning Learning new skills Not important Interruptions Some calls & Pressing matters Trivia Busy work Time wasters 40

41 “It’s hard to remember to drain the swamp when you are up to your neck in alligators.” 41 UrgentNon-Urgent Important

42 Impact of how you focus your time UrgentNon-urgent ImportantCrisis styleVision Not important VictimIrresponsible 42

43 How do you create balance? 43

44 Complex Projects Procrastination: “Hard work often pays off after time; laziness always pays off now.” 44

45 What obstacles are in my way? 45

46 What is the difference between supportive and committed? 46

47 47


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