1. Active Learning Make & Take Summer Institute, 2016 Presented by: Lori Baños, TVI/Orientation & Mobility Specialist LBanos@iowa-braille.k12.ia.us Cynthia White-Botello, Special Education Consultant cwhite-botello@iowa-braille.k12.ia.us 1

2. Introductions & Housekeeping Who are we? Who are you? Please be considerate of others’ learning Scheduled breaks Your questions are very important to everyone’s learning so please ask! 2

3. Session Objectives:  A little background information: Connections to the DLM, Essential Elements (Common Core), and some theory  What is Active Learning?  What does Active Learning look like?  Make & Take  Important Considerations  Additional Resources 3

4. Who are the children targeted for this training? Functioning developmentally birth to 3 with Multiple disabilities Minimal receptive/expressive communication Might have “Behaviors” 4

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6. Foundation Node Example (Common Core Essential Elements) 6 F-99 Respond to stimuli F-107 Preintentionally expresses discomfort F-108 Preintentionally expresses comfort F-109 Preintentionally expresses Interest in others F-106 Selectively attends to stimuli F-46 Expresses interest in people F-68 Can respond to bids for attention from others F-55 Can seek objects F-94 Expresses Preferences F-18 Seeks attention of others to get desired objects F-31 Anticipates Consequences of Actions

7. Learning involves discovery through the manipulation of objects and interaction with people, places and things. 7

8. Sensorimotor Stage (birth-2): Using sucking, grasping, and gross-body activities in order to build schemes (make sense/organize) of their lives Gaining object permanence Coordinating use of the sensory systems for learning Solving problems by playing with toys and using everyday “tools” such as a spoon to learn to feed themselves 8

9. Developmental Levels: Inverted Pyramid of Knowledge Growth from Millie Smith’s SAM Guidebook 2012 9

10. Three Types of Learning: Direct learning: hands-on contact & personal experience--for example, touching a rock and learning it is a rock. This is where students with multiple impairments learn best. Secondary learning: settings accessed by listening to another person talk, such as today’s lecture. Incidental learning: occurs without much effort. Most learning takes place here and most of our children with multiple disabilities miss this information! 10

11. 3 Types of Touch Active touch Independent exploratory and manipulative use of the skin, tendons, and joints Passive touch Being touched by a person or an object; things being done to or with the child rather than the child doing the doing Social touch Pats, rubs, hand shakes, hugs, kisses, etc. 11

12. Dr. Lilli Nielsen offers strategies to advance learning for children who are visually and multiply impaired including deafblindness (MI/VI/DB) by supporting their ability to access information in carefully constructed environments that encourage children to actively learn/explore by doing. Schafer, Stacy, 2003 An Introduction to Dr. Lilli Nielsen’s Active Learning 12

13. The actions of examining and experimenting with objects using their bodies, is the foundation for the development in cognitive, motor, problem-solving and social skills. Dr. Nielsen believes our role in helping children to learn is to create environments that build on skills the child already has, to encourage him to use his body and mind for higher-level tasks. Moss, Kate, 2010 Taking a Look at the FIELA Curriculum: 730 Learning Environments by Dr. Lilli Nielsen 13

14. Children under the age of 3 constantly move in and interact within their environment They examine and are motivated to learn by tasting, touching, smelling, listening and looking. Through this interaction process they learn to use their sensory systems to gather information, coordinate purposeful movement and make sense of their environment. 14

15. This type of “active learning” within an environment that is accessible is the critical foundation for all learning and all learners. 15

16. Concepts are developed by constructing units of knowledge through Attention Exploration Function Without exploration and function, concepts are incomplete or incorrect 16

17. is based on the notion all children learn exclusively by doing until the developmental age of about three. Moss, Kate. 2004 Five Phases of Educational Treatment Used in Active Learning Based on Excerpts from Are You Blind? By Dr. Lilli Nielsen 17

18. Active Learning equipment to consider once the level has been chosen:  Little room  Resonance board  Multi-functional Activity Table  Dens  Scratch, Position, Grab board*  PVC Mobile  Vest with objects 18

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21. Observe the child Provide the child with activities and objects similar to those s/he enjoys Give the child opportunities to practice and/or compare Provide a few materials and activities that are at a slightly higher developmental level to provide challenge for the child Moss, Kate, 2010 Taking a Look at the FIELA Curriculum: 730 Learning Environments by Dr. Lilli Nielsen 21

22. Do not interrupt the child by talking when the child is actively engaged in playing Slow down when interacting with the child Use data on to support learning progression (see handout “Data forms compiled”) Moss, Kate, 2010 Taking a Look at the FIELA Curriculum: 730 Learning Environments by Dr. Lilli Nielsen 22

23. Interacting with the Hands & Body Let the child have control of his/her own hands Use tactile strategies such as mutual tactile attention, tactile modeling, and hand under hand techniques Watch the child’s hands and learn to read how s/he uses them Think of hands as initiators of topics in conversational interactions, particularly with children who do not yet use words. 23

24. Pacing & Watching….. Response times are often delayed – if we don’t give them enough time to respond they often stop trying to respond or may start to respond in ways that are often interpreted as inappropriate. Slow it way down – pacing is critical Be impeccable observers and listeners– consider videotaping then reflecting about the interaction/instruction. Follow the child’s lead 24

25. Teaming “Working as an educational team to help prioritize goals and then generalize skills into multiple environments is critical to successful educational programming.” Related service providers, parents and teachers....”working together to address educational priorities and develop quality instruction throughout the school and home environment is tantamount to success for our children.” (“SLK Guidebook and Assessment Forms” by Millie Smith, 2005) 25

26. Dr. Nielsen passionately advocates to maintain the quality and integrity of what she has developed. Straying in the least bit from what she teaches, would not be consistent with what she calls “active learning”. 26

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28. Other Instructional Interventions Routines Active Learning Resonance & Coactive Movement Jan van Djik Literacy/Math/Writing Calendar and Communication Systems 28

29. Iowa Educational Services for the Blind & Visually Impaired (IESBVI) & Iowa’s Deafblind Services Project Services we can provide:  Training  Technical Assistance & Consultation  Summer Institute, Parent Conferences,  Deafblind Technical Assistance Team (DBTAT)  CHARGE Conference 29

30. Texas School for the Blind & Visually Impaired http://www.tsbvi.edu/distance/communication/index.html http://www.tsbvi.edu/distance/communication/index.html Washington Sensory Disabilities Services http://www.wsdsonline.org/ http://www.wsdsonline.org/ Perkins School for the Blind http://www.perkinselearning.org/videos/about-watch-learn Paths to Literacy http://www.pathstoliteracy.org/ http://www.pathstoliteracy.org/ Literacy for Children with Combined Vision & Hearing Loss Perkins School for the Blind http://literacy.nationaldb.org/ Active Learning: Penrickton Center for the Blind http://activelearningspace.org/ http://activelearningspace.org/ 30