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:
    http://intensivespedresources.wikispaces.com/IEP2Fun
    for web links
    citations
    Power Point will be hosted on www.slideshare.com search for “From IEP Objective to Fun Activity”
    You can e-mail me anytime with questions at teechkidz@gmail.com
  • 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
    Introductions
    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
    Lunch
    Presentations
  • 6. Best Lesson Ever Ice Breaker
    Choose a partner you don’t know.
    Interview your partner and find out:
    Name
    Their teaching assignment
    What the best lesson they ever taught was
    AND
    Why
  • 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 wordnet.princeton.edu/perl/webwn
  • 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
    “pre-riddles”
    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
    “pre-riddles”
    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
    Play!
    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
    Procedural
    Hierarchical
    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!
    Task
    Fun
  • 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)
    http://www.eife-l.org/publications/proceedings/kc07/John%20Hamer.ppt.pdf
  • 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
    Learned
    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
    teechkidz@gmail.com
    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)
    Homework
    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?
    ticket
  • 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 http://www.problogger.net/archives/2006/10/04/how-to-be-curious/
    http://www.oprah.com/article/spirit/knowyourself/200809_omag_mind_map
  • 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
    Fun!
  • 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 http://www.lindaslearninglinks.com/theunit.html
  • 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
    Topic:
    Age-Appropriate:
    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:
    Reading/Literacy
    Phonics
    Sight words
    Symbol recognition and use
    Listening comprehension
    Math/Numeracy
    Quantitative concepts
    Counting, 1:1 correspondence
    Patterns
    Sequencing
    Time
    Money
    Science/Health
    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
    Art
    Music
  • 71. How will the unit address:
    Functional Domains
    Communication
    Choice making
    Communicate wants/needs
    Commenting
    Pragmatics
    AAC (low-tech/high-tech)
    Vocalizations or speech
    Co-active movement
    Gross Motor
    Postural control
    Mobility
    Throwing/kicking
    ROM
    Fine Motor
    Reach
    Grasp
    Other hand skills
    ROM
    Self-Management /Self-Help/ADLs
    Hygiene
    Dressing
    Feeding
    Directing own care
    Self-advocacy
  • 72. How will the unit address:
    Domestic Skills/ADLs
    Cleaning
    Cooking
    Safety
    Accessing home technology (microwave, etc)
    Social Skills/Behavior
    Eye contact
    Self-control
    Ability to wait
    Self-advocacy
    Self-regulation of sensory system
    Self-monitoring
    Community Living
    Transportation
    Shopping
    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:
    Reading/Literature
    Math/Numeracy
    Science/Health
    Social Studies
    Cooking and other Life Skills
    Communication
    Fine Motor
    Community Based Instruction
    Sensory Activities
    Arts and crafts
    Music
    Adapted Physical Education/Fitness
    Online Activities
    Multi-media
  • 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)?