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From Iep Objective To Fun


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  • Introductions – Best Lesson Ever Pair/Share Activity
  • How can we engage this developmental level of humor round robin activity.
  • Action Piece – what I am good at, what I can work on
  • Elicit responses, what do you do that is funny? Activity – make yourself a permission slip… write whatever will make you more likely to laugh
  • View snow voice thread
  • What model do you use? What model do you think would be most effective for your learners? If you aren’t there yet how can you get there?
  • Embedded skill activity – do one together, do one seperately
  • What do each of these mean in our context? What can we do in our roles to make our teams more creative? Seven groups each group explains what it there statement needs to them.
  • Fun with AT Challenge – divide into teams, pick AT device name out of a hat, come up with as many ways to use the device as possible in 2 minutes, share, have others add
  • Unit brainstorming activity – Been There, Try That activity
  • Voice thread!!!!
  • Transcript

    • 1. From IEP Objective to Fun Activity!
      June 24-25, 2009
    • 2. About me:
      Kate Ahern, M.S.Ed.
      Teacher of learners with multiple special needs for 12 years
      Educated at Simmons College in Boston
      Worked in for a short time in both private and public school, past 8 years in a collaborative setting
      Author of Teaching Learners with Multiple Special Needs Blog
    • 3. Housekeeping
      Take care of your own needs (restroom, snacks, drinks)
      Please set your cell phones to a setting that will not be disruptive if you receive a call/txt/voicemail
      This is a “Paper Free Presentation” all handouts are online:
      for web links
      Power Point will be hosted on search for “From IEP Objective to Fun Activity”
      You can e-mail me anytime with questions at
    • 4. Workshop Objectives
      Participants will:
      Understand the benefits of humor
      Gain knowledge of the developmental stages of humor and how to apply to their classroom
      Create a task analysis
      Understand embedded learning and apply to a lesson
      Develop ways to increase their creativity
      Understand new ways to use assistive technology
      Create an outline of a thematic unit and a lesson plan to use with it
    • 5. Agenda
      Day One
      Benefits to Fun and Laughter
      Humor Development
      Task Analysis
      Embedded Skills
      Ticket to Leave
      Day Two
      Creativity for Teachers
      Fun with assistive technology
      Integrated Thematic Units
    • 6. Best Lesson Ever Ice Breaker
      Choose a partner you don’t know.
      Interview your partner and find out:
      Their teaching assignment
      What the best lesson they ever taught was
    • 7. “Common sense and a sense of humor are the same thing, moving at different speeds. A sense of humor is just common sense, dancing.”
      -William James
    • 8. What is Humor?
      wit: a message whose ingenuity or verbal skill or incongruity has the power to evoke laughter the trait of appreciating (and being able to express) the humorous; "she didn't appreciate my humor"; "you can't survive in the army without a sense of humor" temper:
      a characteristic (habitual or relatively temporary) state of feeling; "whether he praised or cursed me depended on his temper at the time"; "he was in a bad humor"
      the quality of being funny; "I fail to see the humor in it"
      (Middle Ages) one of the four fluids in the body whose balance was believed to determine your emotional and physical state; "the humors are blood and phlegm and yellow and black bile"
      put into a good mood liquid body substance: the liquid parts of the body
    • 9. Forms of Humor
      British Journal of Visual Impairment, Pagliano et al. 25 (3): 267. (2007)
    • 10. General Benefits of Humor and Laughter
      Proven to reduce stress and blood pressure
      Enhances immune system
      A sense of humor can increase coping ability
      Contributes to a positive self-esteem
      Increases feelings of connection and belonging (builds social bonds)
      Defuses difficult situations and reduces conflict
    • 11. “A sense of humor... is needed armor. Joy in one's heart and some laughter on one's lips is a sign that the person down deep has a pretty good grasp of life.”
      -Hugh Sidney
    • 12. Benefits of Humor to Children
      Increases desire to participate and engage
      Increases resilience
      Increases coping skills
      Helps work through internal and developmental conflicts
      Furthers cognitive development
      Reduces anxiety
      Increased creativity
      Builds social skills
      Helps teach point-of-view shift
      Helps reinforce memories
      Can increase language skills (vocabulary, multiple meaning words, figurative language)
      Increases problem solving
      Increase sensory awareness
      British Journal of Visual Impairment, Pagliano et al. 25 (3): 267. (2007)
    • 13. WhyLaughat School?
      From The Laughing Classroom
    • 14. Humor in Our Classrooms
      A child’s ability to understand humor varies with:
      cognitive abilities
      sensory abilities
      prior experiences
      cultural influences
      stage of development
      Humor in children changes over the course of intellectual development and often reflects the current developmental conflicts
      British Journal of Visual Impairment, Pagliano et al. 25 (3): 267. (2007)
    • 15. “The laughter of adults was always very different from the laughter of children. The former indicated a recognition of the familiar, but in children it came from the shock of the new. “
      -Elizabeth Hardwick
    • 16. What makes young children laugh?
      6 to 12 or 15 months
      Laughter at the attachment figure engaged in unusual behavior (a sneeze, a funny walk)
      12 or 15 months to 3, 4 or 5 years
      Treating an object as a different object
      2 to 3 or 4 years
      Misnaming objects or actions
      3 to 5 years
      Playing with word sounds (not meanings)
      3 to 5 years
      Non-sense word combinations
      3 to 5 years
      Distortion of features of objects, actions or people
      3 to 5 years
      Children this age almost “get” jokes or riddles such as knock, knock jokes but then will attempt to make up there own or retell showing they do not really understand the concept of a riddle/joke
      All ages
      Physical comedy/slapstick
      P. McGhee, Understanding and Promoting the Development of Children’s Humor, Kendall/Hunt, 2002
    • 17. 6 to 12 or 15 Months
      Laughter at the attachment figure engaged in unusual behavior (a sneeze, a funny walk)
    • 18. 12 or 15 months to 3, 4 or 5 years
      Treating an object as a different object
    • 19. 2 to 3 or 4 years
      Misnaming objects or actions
      The cow goes quack
      “Look at the little car pushing that big motor home!”
      Calling Mom Dad
    • 20. 3 to 5 or 7 years
      Playing with word sounds (not meanings)
      • Non-sense word combinations
      • 21. Distortion of features of objects, actions or people
      • 22. “pre-riddles”
      • 23. Children this age almost “get” jokes or riddles such as knock, knock jokes but then will attempt to make up their own or retell showing they do not really understand the concept of a riddle/joke
    • Humor Development After Age 5-7
      Mastery of skills/cognitive processes will decrease the humor in previously amusing situations
      Around the time of puberty, humor becomes aggressive and sexual, humor matches developmental concerns
      Following disasters adolescent may “make fun” of victims as a way to distance themselves
      Anxiety in the child or adolescent's own life can sometimes be managed with humor
      By teen years elaborate intellectual humor is usually present
    • 24. What makes young children laugh?
      6 to 12 or 15 months
      Laughter at the attachment figure engaged in unusual behavior (a sneeze, a funny walk)
      12 or 15 months to 3, 4 or 5 years
      Treating an object as a different object
      2 to 3 or 4 years
      Misnaming objects or actions
      3 to 5 years
      Playing with word sounds (not meanings)
      3 to 5 years
      Non-sense word combinations
      3 to 5 years
      Distortion of features of objects, actions or people
      3 to 5 years
      Children this age almost “get” jokes or riddles such as knock, knock jokes but then will attempt to make up there own or retell showing they do not really understand the concept of a riddle/joke
      All ages
      Physical comedy/slapstick
      P. McGhee, Understanding and Promoting the Development of Children’s Humor, Kendall/Hunt, 2002
    • 25. But I’m Not Funny!
      Start by finding joy
      Keep a joy list or diary of things, specific things, that make you smile
      Reflect on your list and find time to do the things you having been doing
      Try to find the positive in most things
      Humor in, humor out!
      Chose a comedy over a drama
      Collect books, dvds, websites that make you laugh (an amusing children’s book might be a good way to start, try Clementine by Sarah Pennypacker)
      Save funny e-mail forwards in a “need a laugh” file
      Post funny sayings, signs or posters to make you smile
      Keep joke and riddle books around
      Humorobics – training for your funny bone
      Find your humor style and comfort level and move from there
      Make a point of spending time with funny people
      Starting with once a day and working up from there ask yourself, “How can I see this as funny?”
    • 26. Things to Try in the Classroom
      Keep a classroom quote book, review funny things that have happened periodically
      Start the day with great, upbeat or silly music
      Share a joke of the day at circle or morning meeting
      Aim for “a laugh a day keeps behavior away” and attempt to increase the number of laughs weekly until you reach 15 or more – just for kicks keep data
      Give yourself and other permission to laugh – make a permission slip and post it
      Create a humor “center” (joke books, jokes on switches, funny videos embedded in PowerPoint or Switch It Maker, silly props, items which make funny noises, etc)
      Use humor as a reward, have a kid who thinks gravity is funny, drop something every time he answers correctly
      Keep an anecdotal log of what each student finds amusing to turn to when planning lessons
      What else?
    • 27. A Sense of Fun
      From funny to fun everyday… how do we get there?
      We look for ways to bring humor, amusement and joy into every activity – if it isn’t fun, it probably isn’t engaging, if it isn’t engaging maladaptive behavior will increase and learning will decrease
      We work to be sure our staff and students are happy – if we aren’t happy to be there, they won’t be happy to be there
      Find out what makes staff and students happy and integrate into daily experiences
      We embed our IEP goals and objectives into engaging and fun activities as often as possible
    • 28. Task Analysis
      The Process of Breaking Down a Job or Procedure into Smaller Steps
      How small the steps are depends on the needs of the learner
      Different Kinds
      Why do a task analysis?
      To determine discrete skills that need to be learned
      To determine “pre-requisite” skills to be taught OR
      To determine alternate methods of meeting a “pre-requisite” of a task (accommodations, assistive technology, etc.)
      To determine which steps of a task would be appropriate for learning through partial participation or other methods
    • 29. From Task Analysis to Fun Analysis
      Gather paper towels and spray bottle
      Go to cabinet and open
      Choose correct spray bottle and paper towels and remove from cabinet
      Shut door cabinet door
      Go to table
      Spray table
      Wipe areas that have been sprayed
      Check work
      Throw used paper towels away
      Return supplies to cabinet
      Task – wiping a table
      Fun Ways to Practice Skills
      Play Simon Says type game i.e. Simon Says find the cabinet, the table, etc.
      Hide fun objects in the cabinet to find, use child’s humor level to decide what
      Have relay races matching picture symbols to objects in a cabinet
      Practice spraying bottles by doing craft projects, spray the teacher games, games that require aiming the bottle
      Watch clips of Karate Kid to learn about “Wax On, Wax Off” and then practice
      Play “basketball” type games to practice throwing away
      Make up rhymes or a rap about steps
      Make up a song about steps
      Check with OT, PT, Speech, Vision Specialist, etc for their ideas
    • 30. Try Another One
      1.Place a martini glass in the freezer for a minimum of 15 minutes.
      2. Place ice cubes into cocktail shaker.
      3. Pour four ounces of Beefeater gin in the cocktail shaker.
      4. Pour a quarter teaspoon of the vermouth into the cocktail shaker.
      5. Stir with stainless steel spoon or stirrer.
      6. Remove martini glass from the freezer.
      7. Impale one Spanish olive on a toothpick.
      8. Place the Spanish olive into the glass
      9. Pour the contents of the cocktail shaker through strainer to catch the ice
      10. Pour into glass
      11. Drink and enjoy
      Task: Perfect Martini
      Fun Ways to Practice
    • 31. Try it on your own!
    • 32. Embedded Skills
      What IEP objectives do you think are being addressed here?
    • 33. Embedded Instruction
      Instruction of basic, life or access skills within another lesson or contextual activity
      Insertion of (short) systematic instruction into the existing routines and activities
      Use of incidental teaching methods (“teachable moment”) to maximum development of basic, life or access skills
      Student-specific interventions are planned and embedded within the daily routine and the
      Instructional materials used are accessible
      Beneficial to students with low motivation or poor generalization
      Also Embedded Functional Skills, Embedded Learning Opportunities (ELO), Activity Based Education
    • 34. Embedded Learning Opportunity
    • 35. Embedded Skills Models
      Model 1 – Fully Integrated: Basic skills are integrated fully into the learning, and in the
      activity, or subject matter, being interwoven with the subject, delivered through the whole
      activity and, being integral to it. Here, the person/s delivering the subject or main activity
      will also take on the basic skills work.
      Model 2 – Sandwich Model: Here, the basic skills are delivered in a calculated and
      discrete part of the time allowed for the whole activity or course, but are contextualized to
      the main subject area. Often, the basic skills inputs are delivered by staff other than those
      teaching the rest of the course.
      Model 3 – Overlapping Circles Model: In this model, except where it is designed to
      overlap, the basic skills work is neither integrated nor contextualized to the activity or
      subject area.
      From John Hamer (Director AlphaPlus Consultancy Ltd)
    • 36. Embedded Skills Chart I
      Unit/Lesson Title:_____________________________________________________
      Teacher: ____________________________________________________________
    • 37. Embedded Skills Chart II
      Lesson: ___________________________________________________________
      Domain: Self-Management & Home Living Recreation & Leisure
      Community Living Pre-Vocational/Vocational
      Teacher: __________________________________________________________
    • 38. Embedded Skills Chart II
      Lesson: ___________________________________________________________
      Domain: Self-Management & Home Living Recreation & Leisure
      Community Living Pre-Vocational/Vocational
      Teacher: __________________________________________________________
    • 39. Embedded Skills Chart II
      Lesson: Germs – Green Glitter Activity Part 1
      Domain: Self-Management & Home Living Recreation & Leisure
      Community Living Pre-Vocational/Vocational
      Teacher: Kate Ahern
    • 40. Tickets To Leave
      Use diaper filling for planting seeds (3)
      Put a voice output switch at the bottom of a container to activate a sound reward when filled
      Callier-Azuza Scale (2)
      How to use humor
      We are always doing embedded teaching
      Learned to make boring tasks fun
      Embedded skills chart (2)
      To find the funny/fun (6)
      Learning can be fun (2)
      Task to Fun Analysis (2)
      Using humor is a great way to teach
      You can have fun at a training (thank you!)
      Laugh More/Use humor more (4)
      To create a humor center in the classroom
      Humor is important (3)
      Humor is a stress reliever
      TV taste can reflect humor stage (2)
      “down the mall”
      Use humor appropriate to age/development (2)
      Ways to address IEP goals that are fun and interesting
      Communication development
      Use an empty picture frame to reframe negative thoughts/speech (2)
      Similar instructional strategies can work with diverse learners
    • 41. Tickets To Leave
      To be organized
      Be more positive
      Laugh more (3)
      Help the TEAM find the funny
      Keep track of “the funny” in a journal
      Drink a Guinness in Dublin
      Fly on a plane calmly
      To find the fun/funny (7)
      Green Glitter (2)
      To do more to help me relax (2)
      Laugh 15 times a day/laugh more (2)
      Embedded skills chart (2)
      Bathmat with sensory “fingers”
      A switch in the bottom of a container
      Will try in the future
      To have more fun (2)
      Be happy/smile more
      Do more things I like
      Use humor in the classroom (2)
      Be happier
      Create a quote book
      Worm measuring
      Task analysis (2)
      Classroom “fun” picture
      Picture frame to reframe negativity (3)
      Make my joy/happy list longer/use joy/happy list (3)
    • 42. Tickets To Leave
      Bring my own/more coffee/drinks/snacks (5)
      Get sound in SMART Board
      Eat a better lunch/breakfast (4)
      Don’t worry about work and have fun
      Drink wine
      Look for theme ideas
      Take time to do something that makes me smile/I like/something for me (4)
      Stay on task
      Wear socks
      Fun something fun to do with students
      Dress warmer/layer/cooler (2)
      Talk to new/different people
      Try new things
      Relax in class
      Visibly respond to questions
      Commitment for today
      More sleep (4)
      Use music/listen to favorite music (change the station) (2)
      Scrapbook for 30 mins
      Make that appointment
      Go to the playground
      Laugh more (2)
      Find the fun/funny (3)
      Be on time
      Have a positive/humorous outlook (2)
      Finish project
      Take a walk with my son
      Use the skills I learned
      Listen better
      Grocery shop
    • 43. What I Learned from Tickets To Leave
      Many people learned/will try/commit to various versions of being positive/finding the funny
      Many people found practical ideas useful (switch in a jar, Callier-Azuza, picture frame, seeds in diaper filling, worm racing)
      Some people found task analysis and embedded skills charting to be useful and will try again
      Many people will try/commit to doing more for themselves which will impact teaching
      Listening and paying attention might have been difficult for some
      Some people felt shy or had trouble getting to know different people
      There were some comfort issues (temperature, hunger, thirst, tiredness) that may have interfered with learning and impact experience in training
      Therefore I learned what people found most useful, that many people would like to do more to find their own joy and I commit to trying to keep the energy level up
    • 44. Bring it back
      How can you use a strategy like Ticket to Leave in your job?
      With peers?
      With the TEAM?
      With staff?
      With students?
      With parents or caregivers?
    • 45. Reframe this! Warm up
      Pick a partner you do not know.
      I mean it. You can not know this person.
      Take turns reframing situations that I put on the screen.
      Avoid sarcasm, because while it is finding the funny it has no place in the classroom – it can be destructive and our students don’t understand it, but often times do understand the tone of voice that goes with it.
    • 46. “For crying out press your switch before I hit my retirement!”
    • 47. “Are you serious? You want me to clean up this mess?”
    • 48. “All the adults need
      to stop talking! The
      students are trying
      to work!”
    • 49. “What were they thinking? This is never going to work!”
    • 50. “Did you see that? Some jerk took my parking place!”
    • 51. “Oh, no! She got her lunch all over my shirt!”
    • 52. “How rude! He just asked me if I had garlic for lunch!”
    • 53. “Creativity is a lot like looking at the world through a kaleidoscope. You look at a set of elements, the same ones everyone else sees, but then reassemble those floating bits and pieces into an enticing new possibility.”
      -Rosabeth Moss Canter
    • 54. Enhance your creativity
      Instead of “If only…” ask “What if…”
      Immerse yourself in a topic that inspires you
      Turn questions into quests
      Network with creative people and avoid of the uninspired
      Give yourself time to be creative
      Be proactive “It wasn’t raining when Noah built the ark.”
      Build up and out – add other ideas and use lateral thinking
      Change the question
      Consider a reverse mentor
      Get enough sleep!
      Play every day!
      Adapted from
    • 55. Creativity Challenge 1
      All of the other students and staff in your classroom (or the classroom you spend the most time in) are late. It is just you and ____________.
      Your classroom has a very bizarre and terrible odor, so you are spending the morning an empty office. There is no where else to go and nothing else to do.
      You must create an engaging, appropriate and educational activity for your student using only the materials you have on the table in front of you right now.
      You may not pick up anything off the floor, take anything out of your purse, bag or pocket.
      You may not talk or chat.
      You have three-five minutes to list everything you can think of to engage your student.
      Tip: Find the funny!
    • 56. 7 Qualities of a creative team
      Innovation emerges over time
      Successful collaborative teams practice deep listening
      Team members build on their collaborators’ ideas
      Only afterwards does the meaning of each idea become clear
      Surprising questions emerge
      Innovation is inefficient (and that’s ok)
      Innovation emerges from the bottom up (those who need a solution find a solution)
      Adapted from Sawyer, R. K. (2007) Group genius: the creative power of collaboration.
      Basic Books: New York.
    • 57. Creativity challenge 2
      Your classroom is in charge is washing all of the empty individual sized soda bottles in the entire building so another class can bring them to the recycling center.
      June 1st you discover 5 enormous garbage bags of clean, empty soda bottles and you mention this to your boss (your pretend boss who is, of course, nothing like your wonderful, real boss). Your boss tells you that you must use every single soda bottle in the bag for an educational activity by the last day of school. After finding the funny in that you and your team get down to business.
      You and your team have 3-5 minutes to list every possible educational activity that can be done with an empty, clean individual sized soda bottle.
    • 58. Creativity Challenge Analysis
      Benefits/drawbacks of working alone
      Benefits/drawbacks of working as a team
    • 59. “Making the simple complicated is commonplace; making the complicated simple, awesomely simple, that creativity.”
      -Charles Mingus
    • 60. Creative Fun with Assistive Technology
      If it takes longer than 30 seconds to set it, it will not be used
      Re-think how you use everyday AT Scattergories
      Single message switches (BigMack)
      Dual message switches (iTalk2)
      Sequential message switches (Step-by-Step)
      Multiple message devices
      Battery Interrupters
      AC Interrupters (Powerlink)
    • 61. Theme Units
      Thematic Units are a means to bring integrated instruction into the self-contained special education classroom.
      Age Appropriate Topics
      Functional and Meaningful
      Partial Participation
      Embedded Skills
      Strategies and Assistive Technology to Increase Participation, Learning and Fun
      Enhances Dignity and Self-Worth
    • 62. Steps to Unit Design
      Choose a topic
      Let student passions guide you
      Match to grade levels standards/topics
      Gather resources
      Search the web
      Go to special education sharing web sites (Adapted Learning, Intelliools Exchange)
      The library (and book store if you are wealthy!)
      See if there are any topic specialists (electrician? Film maker?) who might like to visit
      Consult paraprofessionals and therapy team to see how they would like to contribute
      Determine activities for curriculum areas and domains
      Create fun and exciting lesson plans that embed skills and address objective
      Consider a culminating activity to make a big finish
      Adapted from
    • 63. Things to consider when creating a thematic unit:
      • What do I want the students to know and be able to do at the end of the unit?
      • 64. What functional skills can be embedded into the unit?
      • 65. What instructional strategies will be needed?
      • 66. What activities should be presented?
      • 67. How can the lessons be taught in a multisensory manner?
      • 68. What assistive technology will be needed to access lessons and or functional outcomes?
      • 69. How will you evaluate outcomes?
    • Unit Planning
      How can it apply to each academic area?
      How can it apply to each domain?
      How does it apply to relevant state standards?
      How can the unit be carried over into every area of our schedule?
      How can I involved related service providers/become involved as a related service provider to enhance carry over?
      How can I involve caregivers and families?
      Is there an enticing culminating event or project that can be included (and used as a reward)?
    • 70. How will the unit address:
      Curriculum Areas (and Standards) in:
      Sight words
      Symbol recognition and use
      Listening comprehension
      Quantitative concepts
      Counting, 1:1 correspondence
      Basic concepts
      Application of science principles
      Social Studies/History
      Self awareness
      Interpersonal awareness
      Personal Information
      Knowledge of family
      Knowledge of school
      Knowledge of community
      Knowledge of state/country
    • 71. How will the unit address:
      Functional Domains
      Choice making
      Communicate wants/needs
      AAC (low-tech/high-tech)
      Vocalizations or speech
      Co-active movement
      Gross Motor
      Postural control
      Fine Motor
      Other hand skills
      Self-Management /Self-Help/ADLs
      Directing own care
    • 72. How will the unit address:
      Domestic Skills/ADLs
      Accessing home technology (microwave, etc)
      Social Skills/Behavior
      Eye contact
      Ability to wait
      Self-regulation of sensory system
      Community Living
      Money handling
      Following community rules
      Safety skills
      Leisure and Recreation
      Choosing activities based on preference
      Turn taking
      Ball skills
      Game skills
      Accessing leisure technology (TV, DVD, stereo)
    • 73. My FormatPick a topic and brainstorm activities for:
      Social Studies
      Cooking and other Life Skills
      Fine Motor
      Community Based Instruction
      Sensory Activities
      Arts and crafts
      Adapted Physical Education/Fitness
      Online Activities
    • 74. Assignment
      Choose a theme unit and answer the questions in unit planning
      Brainstorm at least five possible lessons in different curriculum areas or domains
      Design one lesson for the unit
      Be creative
      Break down tasks and find the fun
      Embed skills
      Use Assistive Technology
      You and your team will present:
      Your theme idea and answers to the unit planning questions
      Your five (or more) lesson ideas
      An overview of the one lesson you have planned including IEP objectives being addressed and embedded and how you will use AT
    • 75. Final Ticket To Leave
      What one thing from this workshop do you want to still be using/doing in October:
      For your students?
      For your TEAM?
      For your self?
      Find the funny – what is the funniest thing that happened in the past two days (preferable at this workshop… but if you were bored to tears you can use something outside of the workshop)?