This document describes a study that evaluated a collaborative teacher training intervention to address students' fine motor skills. The study had two phases: 1) A fine motor program was provided to a whole class and small group over 8-20 weeks, which improved students' fine motor task performance. 2) A follow-up interview with the teacher 5 years later found that the practical training and collaboration with an OT was beneficial and the skills were still being used. The findings suggest collaborative teacher training can help address fine motor needs in the classroom.
Fantastic Fingers® Fine Motor Program - www.learnwithmyfantasticfingers.comIngrid C. King
Learn more about fine motor skills including facts from fine motor research and a comprehensive fine motor program which improves children's fine motor skills in preparation for success at school. Fantastic Fingers® is an effective fine motor program developed by occupational therapist Ingrid C. King. It is suitable for children ages 4+ as part of a school readiness programme. The songs and games can also be used to help older children with special needs as part of an occupational therapy program. Visit www.learnmyfantasticfingers.com and www.facebook.com/myfantasticfingers
Vijay Rajpal is seeking a position as a mathematics teacher. He has 16 years of experience teaching mathematics to higher grades in India, Qatar, and Eritrea. He is skilled in lesson planning, developing student-centered learning activities, and applying various teaching methods to keep students engaged. Rajpal aims to facilitate student learning and inspire students through his teaching.
The game sense approach is a modified sports teaching method that encourages student engagement and participation. It modifies game rules and equipment to emphasize strategic aspects of games like attack and defense. This allows students of all ability levels to succeed while developing fundamental movement skills and communication strategies. The game sense approach meets NSW Physical Education curriculum outcomes by incorporating movement skills and strategies into modified games in a way that promotes physical activity, cooperation, and problem solving without pressure to perform perfectly.
1) The document discusses students' beliefs about mathematics, including their beliefs about the characteristics of mathematics, mathematical content, processes, cognitive processes, and usefulness of mathematics. It also discusses factors influencing students' self-concept, anxiety levels, and perceptions of mathematics teachers.
2) Research findings show that mathematics anxiety is a major contributor to students' achievement in mathematics. Students' relationships with their teachers also significantly impact their motivation and success.
3) Students view ideal mathematics teachers as having qualities like patience, clear explanations, ensuring students understand concepts, and being approachable. Both personal characteristics and instructional skills are important for effective teaching.
The document discusses traditional physical education (PE) lessons versus a game sense approach. Traditional lessons focus on short activities, technique development, and are teacher-directed with little critical thinking. A game sense approach uses modified games to develop skills and has the teacher ask questions rather than give direct instructions, allowing it to be more student-centered. Key aspects are learning through competitive modified games and stimulating critical thinking through teacher questioning. Game sense in primary PE focuses on fundamental movement skills through modified games as a foundation for larger games. Developing these skills motivates students to be physically active. The document provides an example game sense plan and argues that the approach creates inclusive, engaging lessons where students develop skills for sequences, strategies, and relationships.
The document discusses the game sense approach to teaching physical education. Game sense focuses on developing students' understanding of game principles and decision-making rather than strict skills. It involves categorizing games based on common principles and manipulating elements like time and space to problem-solve. The game sense approach enables students at all levels to develop skills for team games by understanding strategies. Teachers are encouraged to use this approach to introduce fundamental skills and engage younger students in an active way according to the PDHPE syllabus.
5.effect of gender on problem solving skills through integrated teaching prog...EditorJST
Integration of teaching has an important purpose of assisting the teacher to have a wide range of
approaches for creating a proper interactive environment for learning. The aim of this study. effectiveness of
integrated teaching programme(ITP), Gender and their interaction on problem solving skills amongst teacher
trainees. The study was conducted on forty male and female teacher trainees. The study was intervention study
where pre post experimental control group design was carried out. The data were analyzed through factorial
ANCOVA. The finding revealed that there was a significant effect of interaction between ITP, gender and
problem solving skills when pre problem solving scores as co variate.
Physical education and movement-based learning are important for students' development, self-esteem, and learning. Movement education allows students to learn in a physically interactive way and helps develop body awareness, while also integrating other subjects like math and literacy. The benefits of movement education include building lifelong healthy habits, strengthening the brain's ability to learn and recall information, and increasing student motivation and engagement. As a teacher, providing clear instruction, feedback, and modifying activities to suit all students helps create a positive learning environment for movement-based lessons.
Fantastic Fingers® Fine Motor Program - www.learnwithmyfantasticfingers.comIngrid C. King
Learn more about fine motor skills including facts from fine motor research and a comprehensive fine motor program which improves children's fine motor skills in preparation for success at school. Fantastic Fingers® is an effective fine motor program developed by occupational therapist Ingrid C. King. It is suitable for children ages 4+ as part of a school readiness programme. The songs and games can also be used to help older children with special needs as part of an occupational therapy program. Visit www.learnmyfantasticfingers.com and www.facebook.com/myfantasticfingers
Vijay Rajpal is seeking a position as a mathematics teacher. He has 16 years of experience teaching mathematics to higher grades in India, Qatar, and Eritrea. He is skilled in lesson planning, developing student-centered learning activities, and applying various teaching methods to keep students engaged. Rajpal aims to facilitate student learning and inspire students through his teaching.
The game sense approach is a modified sports teaching method that encourages student engagement and participation. It modifies game rules and equipment to emphasize strategic aspects of games like attack and defense. This allows students of all ability levels to succeed while developing fundamental movement skills and communication strategies. The game sense approach meets NSW Physical Education curriculum outcomes by incorporating movement skills and strategies into modified games in a way that promotes physical activity, cooperation, and problem solving without pressure to perform perfectly.
1) The document discusses students' beliefs about mathematics, including their beliefs about the characteristics of mathematics, mathematical content, processes, cognitive processes, and usefulness of mathematics. It also discusses factors influencing students' self-concept, anxiety levels, and perceptions of mathematics teachers.
2) Research findings show that mathematics anxiety is a major contributor to students' achievement in mathematics. Students' relationships with their teachers also significantly impact their motivation and success.
3) Students view ideal mathematics teachers as having qualities like patience, clear explanations, ensuring students understand concepts, and being approachable. Both personal characteristics and instructional skills are important for effective teaching.
The document discusses traditional physical education (PE) lessons versus a game sense approach. Traditional lessons focus on short activities, technique development, and are teacher-directed with little critical thinking. A game sense approach uses modified games to develop skills and has the teacher ask questions rather than give direct instructions, allowing it to be more student-centered. Key aspects are learning through competitive modified games and stimulating critical thinking through teacher questioning. Game sense in primary PE focuses on fundamental movement skills through modified games as a foundation for larger games. Developing these skills motivates students to be physically active. The document provides an example game sense plan and argues that the approach creates inclusive, engaging lessons where students develop skills for sequences, strategies, and relationships.
The document discusses the game sense approach to teaching physical education. Game sense focuses on developing students' understanding of game principles and decision-making rather than strict skills. It involves categorizing games based on common principles and manipulating elements like time and space to problem-solve. The game sense approach enables students at all levels to develop skills for team games by understanding strategies. Teachers are encouraged to use this approach to introduce fundamental skills and engage younger students in an active way according to the PDHPE syllabus.
5.effect of gender on problem solving skills through integrated teaching prog...EditorJST
Integration of teaching has an important purpose of assisting the teacher to have a wide range of
approaches for creating a proper interactive environment for learning. The aim of this study. effectiveness of
integrated teaching programme(ITP), Gender and their interaction on problem solving skills amongst teacher
trainees. The study was conducted on forty male and female teacher trainees. The study was intervention study
where pre post experimental control group design was carried out. The data were analyzed through factorial
ANCOVA. The finding revealed that there was a significant effect of interaction between ITP, gender and
problem solving skills when pre problem solving scores as co variate.
Physical education and movement-based learning are important for students' development, self-esteem, and learning. Movement education allows students to learn in a physically interactive way and helps develop body awareness, while also integrating other subjects like math and literacy. The benefits of movement education include building lifelong healthy habits, strengthening the brain's ability to learn and recall information, and increasing student motivation and engagement. As a teacher, providing clear instruction, feedback, and modifying activities to suit all students helps create a positive learning environment for movement-based lessons.
This document discusses the importance of using a game sense approach to teaching physical education in primary schools. A game sense approach focuses on modified games and stopping play periodically to discuss tactics, skills, and how to improve the game. This student-centered method addresses multiple learning outcomes around communication, decision-making, movement skills, and problem-solving. The rationale is that it encourages tactical awareness and better decision-making compared to drills, as well as enabling teachers to meet curriculum requirements.
According to N.L. Gage, teaching skills are specific instructional activities and procedures that teachers use in the classroom, such as writing objectives, using stimulus variation, set induction, probing questions, illustrations with examples, lectures, explanations, blackboard use, reinforcement, divergent questions, teaching aids, silence and non-verbal cues, assignments, and closure. These skills relate to the different stages of teaching and the continuous flow of a teacher's performance.
Developing an IEP for students with ADHD by Kate Carr-Fanning - HADD Irelandhaddireland
The golden rule when it comes to students with ADHD is to provide as much structure as possible - this is what an IEP does! IEP’s provide structure and support communication. We describe what an IEP is and how to create one. We look at the planning, writing and review.
The document discusses Game Sense, an approach to teaching games that focuses on developing students' understanding of game principles rather than strict skills. It emphasizes teaching students decision-making and problem-solving within a variety of games. Game Sense can be used for students of all ages and abilities. The document also examines how the NSW PDHPE syllabus incorporates Game Sense for stage 2 students through participation in modified games and practice of fundamental movement skills.
As a member of the National Education Policy Committee, Ministry of Human Resources, Government of India. I traveled to remote villages, saw the reality on the ground, discussed the issues with students for whom we were drafting the policy, met teachers and parents. You can see how such practical work helped shaped the National Education Policy. And I am fortunate that all these inputs have made their way in the NEP. Worth the efforts.
A game sense approach to teaching physical education (PE) focuses on using modified games to help students develop fundamental movement skills through cooperative learning, decision making, and problem solving rather than explicit skill instruction. This approach aligns with constructivist learning theories. In PE lessons, small designer games are used to practice specific skills with tactical feedback, games are the main learning activity, and open-ended questions guide discovery learning. A game sense approach improves student engagement through participation in enjoyable modified games tailored to their needs and abilities. It also develops important life skills like decision making, problem solving, collaboration, and social skills that are transferred to other subjects. This student-centered approach aligns well with objectives in PE syllabi to promote physical activity,
The game sense approach is a teaching strategy developed in Australia in the 1990s to help students of all abilities develop skills for games and sports. It focuses on teaching fundamental movement skills and game concepts to improve students' understanding and enjoyment of physical activity. Some key aspects of the game sense approach include emphasizing invasion, target, net/wall and striking/fielding games; developing skills like running, jumping and throwing; and creating a student-centered learning environment. Research shows this approach can boost students' self-esteem, social skills and lifelong commitment to being physically active.
This is the JET interim study conducted in 2009 on the Bidvest-ORT SA Numeracy Project in Alexandra. The study shows some interesting results of learners' achievements in two different numeracy programmes.
The document discusses the theoretical underpinnings of the Singapore Math approach. It describes three key theories that influenced the development of Singapore Math:
1. Bruner's theory of the concrete-pictorial-abstract approach to help students develop a strong mathematical foundation.
2. Skemp's theory of conceptual understanding versus procedural understanding, with Singapore Math emphasizing the former.
3. Dienes' theory of variation in mathematics education through perceptual and mathematical variability in tasks.
The document provides examples of how these theories are applied in Singapore Math teaching materials, lessons, and instructional models.
Micro teaching is a technique developed by Professor D. Allen at Stanford University in 1963 to provide scaled-down teaching experiences for trainees by reducing class sizes to 5-10 students, limiting lessons to 5-10 minutes, and focusing on a minimized topic. The goal is to give trainees highly individualized feedback on their performance of 4-5 specific teaching skills in order to help them become more effective teachers.
The Game Sense approach is a student-centered pedagogical model for teaching physical education through modified games. It allows students to actively participate in games to understand skills and strategies while developing an appreciation for the whole game. Key aspects include using small sided games, guided discovery learning, and modifying games for skill development. The approach emphasizes communication and creative problem-solving. It supports inclusion and helps students meet outcomes around participation, fundamental movement skills, cooperation, and applying skills in game situations based on the PDHPE K-6 syllabus and Australian Professional Standards for Teachers.
Game sense is a pedagogical approach used in physical education that focuses on developing students' understanding of games through participation rather than technical drills. It provides opportunities for students to learn decision making, problem solving, tactics and other skills in an enjoyable way. Teachers using game sense concentrate on helping students understand game objectives, necessary skills and strategies, and how to solve problems within games. This approach has benefits for students' physical health, social and cognitive development, and learning transferable skills through meaningful game experiences.
This document analyzes research on how classroom practice affects students' brains and knowledge retention. It surveys teachers at Douglas Intermediate School to determine average daily practice time for reading and math. Several programs are available to support practice, including Accelerated Reader and Math. The research finds that less than half of teachers use ungraded practice regularly, and recommends recognizing its benefits and utilizing existing programs through workshops.
The document discusses Game Sense, an approach to teaching physical education (PE) that focuses on student learning through participation in modified games. Game Sense was developed in the UK in the 1980s to address students' limited ability to play games, and has been used in Australia since the 1990s. It emphasizes fundamental movement skills and decision-making. Rather than direct instruction, Game Sense involves teacher questioning and student responses to assess understanding. The goal is for students to learn techniques within a game context in a safe environment tailored to individual learning.
Game Sense is a teaching approach used in physical education that focuses on engaging students through game play and strategies. It involves students playing games and then reflecting on questions about tactics and decision making. The approach has three parts - knowing what to do, how to do it, and executing responses through fundamental movement skills. Using Game Sense is beneficial as it increases student engagement, improves understanding of game concepts, and encourages responsibility for learning.
Approaches of classroom activities in mathematics achievements in ethiopian c...Alexander Decker
1. The study examined the effects of classroom activities on mathematics achievement of students in Ethiopia.
2. An action research approach was used, dividing students into an experimental group that received improved classroom activities, and a control group with usual instruction.
3. Results showed statistically significant differences in test performance between the groups, and improved student perceptions of classroom activities for the experimental group. Appropriate and relevant classroom activities with clear demonstrations and evaluation can improve student achievement more than overloading students with many activities.
Game Sense- why do we use it in our PE lessons?Erin Mills
Here is a presentation of the use of Game Sense in our PE lessons. The slides include definitions, links to the PDHPE Syllabus and information on why it is important to include Game Sense.
Game sense is an approach to teaching and coaching that uses games as the focus of the session. It encourages tactical awareness and allows students to develop skills in a realistic context in a fun way. The game sense approach is relevant for teaching children because play has an enormous influence on their development, and concrete hands-on methods are most effective. Children construct their understanding of the world through play. The game sense model proposes that students must gradually develop an understanding of rules, tactics, decisions and skills to fully understand a game. Fundamental movement skills can be taught through a task series in a fun way to help students progress from initial, formative to mature stages of skill development. The game sense approach allows students to experience PDHPE programs
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document discusses issues regarding representations of African American women in film and music. It provides a history of stereotypical roles black women have often been limited to in films, such as maids or comic relief. In music, black female artists have challenged their hypersexualization and fought for recognition in a male-dominated industry. While progress has been made with more black actresses and musicians achieving success, stereotypes persist in both media. The document argues more research and education are needed to address ongoing problems with representation and provide positive role models for black women.
SWATI VAISH_Specialty Chemical Report_7.04.15Swati Vaish
The document discusses the specialty chemicals industry. It notes that the global specialty chemicals market was approximately $740 billion in 2011, with fine chemicals being the most lucrative segment. The Indian specialty chemicals market has grown rapidly in recent years and is currently estimated at $21.5 billion. Key export products from India include APIs and colorants. Going forward, innovation and sustainability initiatives are expected to be major factors for competitiveness in the industry. The market is driven by expansion in end-user industries, and focus on innovation for more efficient and safer specialty chemicals.
This document discusses the importance of using a game sense approach to teaching physical education in primary schools. A game sense approach focuses on modified games and stopping play periodically to discuss tactics, skills, and how to improve the game. This student-centered method addresses multiple learning outcomes around communication, decision-making, movement skills, and problem-solving. The rationale is that it encourages tactical awareness and better decision-making compared to drills, as well as enabling teachers to meet curriculum requirements.
According to N.L. Gage, teaching skills are specific instructional activities and procedures that teachers use in the classroom, such as writing objectives, using stimulus variation, set induction, probing questions, illustrations with examples, lectures, explanations, blackboard use, reinforcement, divergent questions, teaching aids, silence and non-verbal cues, assignments, and closure. These skills relate to the different stages of teaching and the continuous flow of a teacher's performance.
Developing an IEP for students with ADHD by Kate Carr-Fanning - HADD Irelandhaddireland
The golden rule when it comes to students with ADHD is to provide as much structure as possible - this is what an IEP does! IEP’s provide structure and support communication. We describe what an IEP is and how to create one. We look at the planning, writing and review.
The document discusses Game Sense, an approach to teaching games that focuses on developing students' understanding of game principles rather than strict skills. It emphasizes teaching students decision-making and problem-solving within a variety of games. Game Sense can be used for students of all ages and abilities. The document also examines how the NSW PDHPE syllabus incorporates Game Sense for stage 2 students through participation in modified games and practice of fundamental movement skills.
As a member of the National Education Policy Committee, Ministry of Human Resources, Government of India. I traveled to remote villages, saw the reality on the ground, discussed the issues with students for whom we were drafting the policy, met teachers and parents. You can see how such practical work helped shaped the National Education Policy. And I am fortunate that all these inputs have made their way in the NEP. Worth the efforts.
A game sense approach to teaching physical education (PE) focuses on using modified games to help students develop fundamental movement skills through cooperative learning, decision making, and problem solving rather than explicit skill instruction. This approach aligns with constructivist learning theories. In PE lessons, small designer games are used to practice specific skills with tactical feedback, games are the main learning activity, and open-ended questions guide discovery learning. A game sense approach improves student engagement through participation in enjoyable modified games tailored to their needs and abilities. It also develops important life skills like decision making, problem solving, collaboration, and social skills that are transferred to other subjects. This student-centered approach aligns well with objectives in PE syllabi to promote physical activity,
The game sense approach is a teaching strategy developed in Australia in the 1990s to help students of all abilities develop skills for games and sports. It focuses on teaching fundamental movement skills and game concepts to improve students' understanding and enjoyment of physical activity. Some key aspects of the game sense approach include emphasizing invasion, target, net/wall and striking/fielding games; developing skills like running, jumping and throwing; and creating a student-centered learning environment. Research shows this approach can boost students' self-esteem, social skills and lifelong commitment to being physically active.
This is the JET interim study conducted in 2009 on the Bidvest-ORT SA Numeracy Project in Alexandra. The study shows some interesting results of learners' achievements in two different numeracy programmes.
The document discusses the theoretical underpinnings of the Singapore Math approach. It describes three key theories that influenced the development of Singapore Math:
1. Bruner's theory of the concrete-pictorial-abstract approach to help students develop a strong mathematical foundation.
2. Skemp's theory of conceptual understanding versus procedural understanding, with Singapore Math emphasizing the former.
3. Dienes' theory of variation in mathematics education through perceptual and mathematical variability in tasks.
The document provides examples of how these theories are applied in Singapore Math teaching materials, lessons, and instructional models.
Micro teaching is a technique developed by Professor D. Allen at Stanford University in 1963 to provide scaled-down teaching experiences for trainees by reducing class sizes to 5-10 students, limiting lessons to 5-10 minutes, and focusing on a minimized topic. The goal is to give trainees highly individualized feedback on their performance of 4-5 specific teaching skills in order to help them become more effective teachers.
The Game Sense approach is a student-centered pedagogical model for teaching physical education through modified games. It allows students to actively participate in games to understand skills and strategies while developing an appreciation for the whole game. Key aspects include using small sided games, guided discovery learning, and modifying games for skill development. The approach emphasizes communication and creative problem-solving. It supports inclusion and helps students meet outcomes around participation, fundamental movement skills, cooperation, and applying skills in game situations based on the PDHPE K-6 syllabus and Australian Professional Standards for Teachers.
Game sense is a pedagogical approach used in physical education that focuses on developing students' understanding of games through participation rather than technical drills. It provides opportunities for students to learn decision making, problem solving, tactics and other skills in an enjoyable way. Teachers using game sense concentrate on helping students understand game objectives, necessary skills and strategies, and how to solve problems within games. This approach has benefits for students' physical health, social and cognitive development, and learning transferable skills through meaningful game experiences.
This document analyzes research on how classroom practice affects students' brains and knowledge retention. It surveys teachers at Douglas Intermediate School to determine average daily practice time for reading and math. Several programs are available to support practice, including Accelerated Reader and Math. The research finds that less than half of teachers use ungraded practice regularly, and recommends recognizing its benefits and utilizing existing programs through workshops.
The document discusses Game Sense, an approach to teaching physical education (PE) that focuses on student learning through participation in modified games. Game Sense was developed in the UK in the 1980s to address students' limited ability to play games, and has been used in Australia since the 1990s. It emphasizes fundamental movement skills and decision-making. Rather than direct instruction, Game Sense involves teacher questioning and student responses to assess understanding. The goal is for students to learn techniques within a game context in a safe environment tailored to individual learning.
Game Sense is a teaching approach used in physical education that focuses on engaging students through game play and strategies. It involves students playing games and then reflecting on questions about tactics and decision making. The approach has three parts - knowing what to do, how to do it, and executing responses through fundamental movement skills. Using Game Sense is beneficial as it increases student engagement, improves understanding of game concepts, and encourages responsibility for learning.
Approaches of classroom activities in mathematics achievements in ethiopian c...Alexander Decker
1. The study examined the effects of classroom activities on mathematics achievement of students in Ethiopia.
2. An action research approach was used, dividing students into an experimental group that received improved classroom activities, and a control group with usual instruction.
3. Results showed statistically significant differences in test performance between the groups, and improved student perceptions of classroom activities for the experimental group. Appropriate and relevant classroom activities with clear demonstrations and evaluation can improve student achievement more than overloading students with many activities.
Game Sense- why do we use it in our PE lessons?Erin Mills
Here is a presentation of the use of Game Sense in our PE lessons. The slides include definitions, links to the PDHPE Syllabus and information on why it is important to include Game Sense.
Game sense is an approach to teaching and coaching that uses games as the focus of the session. It encourages tactical awareness and allows students to develop skills in a realistic context in a fun way. The game sense approach is relevant for teaching children because play has an enormous influence on their development, and concrete hands-on methods are most effective. Children construct their understanding of the world through play. The game sense model proposes that students must gradually develop an understanding of rules, tactics, decisions and skills to fully understand a game. Fundamental movement skills can be taught through a task series in a fun way to help students progress from initial, formative to mature stages of skill development. The game sense approach allows students to experience PDHPE programs
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document discusses issues regarding representations of African American women in film and music. It provides a history of stereotypical roles black women have often been limited to in films, such as maids or comic relief. In music, black female artists have challenged their hypersexualization and fought for recognition in a male-dominated industry. While progress has been made with more black actresses and musicians achieving success, stereotypes persist in both media. The document argues more research and education are needed to address ongoing problems with representation and provide positive role models for black women.
SWATI VAISH_Specialty Chemical Report_7.04.15Swati Vaish
The document discusses the specialty chemicals industry. It notes that the global specialty chemicals market was approximately $740 billion in 2011, with fine chemicals being the most lucrative segment. The Indian specialty chemicals market has grown rapidly in recent years and is currently estimated at $21.5 billion. Key export products from India include APIs and colorants. Going forward, innovation and sustainability initiatives are expected to be major factors for competitiveness in the industry. The market is driven by expansion in end-user industries, and focus on innovation for more efficient and safer specialty chemicals.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
Catch out the relaxing beachfront at Troncones Mexico with various villas at 25% discount offer! Casdelasirena offers you the delightful packages details to stay at hotels to make your dream true.
Olly Murs will film a music video for his song "Cry Your Heart Out" in Cambridge, England. The video will feature Olly singing and playing guitar while a girl goes about her day, representing the connection between the song's lyrics and visuals. Scenes will include close-ups of Olly singing, shots of the girl, and edits between different locations. The video takes influence from 1990s British pop and will be promoted through Olly's album cover, magazine ads, and online links providing song samples and purchase details.
This document discusses the representation of African American women in film and music. It explores common stereotypes they face such as the "mammy" or comedic roles. While some progress has been made with a few Black actresses and musicians winning awards, stereotypical portrayals remain common. Black feminist scholars are bringing these issues to light and advocating for more diverse, nuanced roles that are not overly sexualized. As social media empowers self-expression, the representation of Black women in media may continue to improve.
Travel Trade Caribbean - Edizione per TTG Incontri 2013. Notizie
Gli Italiani scelgono i Caraibi.
SPECIALE CROCIERE CARAIBI.
NOVITÀ del turismo Cubano per questa stagione.
Collegamenti aerei ITALIA CUBA per l’inverno.
This document outlines a business plan for an online vehicle repair and maintenance service called Repairkaro. It estimates the basic funding needs for the first year to be 38 lakh rupees and lists various revenue streams such as advertisements, membership fees, customization services, and spare parts sales that could generate a total revenue of 11 crore rupees and a profit of 72 lakh rupees for the first year. It also discusses expansion plans, a SWOT analysis, and is presented by a group of 5 students.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Travel Trade Caribbean
WTM World Travel Market Edition. News.
Current International Tourism.
Tourism in the Caribbean and the United Kingdom.
Cuba at WTM 2013.
Cuba and the Caribbean:
Emerging Destinations for Luxury Tourism.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
A empresa de tecnologia anunciou um novo smartphone com câmera avançada, tela grande e bateria de longa duração por um preço acessível. O aparelho tem como objetivo atrair mais consumidores para a marca e aumentar sua participação no competitivo mercado de smartphones.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This document discusses body image issues among African American women. It begins by noting that while body image affects people of all backgrounds, research has primarily focused on white women. Several studies are then summarized that examine how African American women's perceptions of their bodies are influenced by factors like their environment, internalization of mainstream beauty standards, and racial identity. The document concludes by emphasizing the importance of promoting positive body image among African American girls and women.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness and boost overall mental well-being.
Slides for a presentation on using Social Media for business.
Overview of social networks
Picking the right one
Using social media
- what should I post
- using social media proactively
- social media for customer relations
How to measure social media impact
Social media and SEO
This ppt present literature on the meaning, purpose, and characteristics of continuous assessment, rational for adopting and implementing continuous assessment. It goes further to highlight problems of continuous assessment implementation, and present some guidelines of Planning and Organizing Continuous Assessment for more improved learning system.
Increasing Grade 9 Students TLE MPS using a Blended Approach with Manychatijtsrd
The study used Blended Learning and the Manychat application to improve the TLE MPS of Sto Nino National High School Grade 9 students. Purposive sampling was used to select two groups of grade nine students with the lowest MPS. The term blended learning refers to instructional models that combine traditional classroom practice with e learning solutions. Manychat, on the other hand, is a service that allows you to build chatbots for Facebook Messenger. These chatbots have a wide range of applications, including marketing and customer service. The study assessed the performance of Grade 9 Dressmaking students in administering the pre test and post test for both the experimental and control groups. The study also determined whether there is a significant difference in the pre test and post test results for both experimental and conventional groups. In the implementation of the Manychat as an instructional tool in T.L.E. 9 or any subjects interested in the intervention used, an action plan was proposed. The study used a experimental design. Mean, standard deviation, dependent and independent t tests were used to assess the performance of students instructed in the intervention program. The study found that using the Blended Method with Manychat is an effective tool for teaching T.L.E. Dressmaking to grade 9 students. Using the Blended Method, their performance and scores in the pre test and post test had greatly improved. As a result, the study concluded that the Blended Method with Manychat can be used as a tool in teaching TLE for the continuous improvement of proficiency level in TLE subject. Jonalyn Corvera Cadavos "Increasing Grade 9 Students' TLE MPS using a Blended Approach with Manychat" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51852.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/51852/increasing-grade-9-students-tle-mps-using-a-blended-approach-with-manychat/jonalyn-corvera-cadavos
A Preliminary Study Of Pre-Service Teachers Development And Reflections On O...Jose Katab
This study observed 37 pre-service teachers participating in an online teaching training program over 14 weeks. The program included theoretical courses, practical teaching experience, reflection, and discussion. Questionnaires and interviews were used to analyze the teachers' reflections on their growth, challenges, and benefits of the training. The analysis found that the training most improved the teachers' practical teaching skills and helped them learn strategies for interacting with students online. However, the teachers still faced difficulties with technology and classroom management. The study aims to identify how to strengthen online teacher training programs.
The document describes a two-day technical workshop on classroom assessment that will take place in St. Petersburg, Russia as part of the 4th READ Global Conference from May 12-16, 2014. The workshop will address best practices in classroom assessment and formative assessment techniques, and how to train teachers in these practices. By the end of the workshop, participants should be able to understand the importance of classroom assessment, identify elements to consider in reforms, evaluate interventions, and design interventions relevant to their contexts.
The Implementation Of Concept Main Map In Basic Calculation Of Engineering Su...IJERD Editor
This research began from problem in spacious about teaching and learning by doing where is the method learning is not effective because used descriptive subject mater with writing on black board or descriptive by essay. In order that is not efficient and effective in used teaching and the student can not comprenship understand? With this method will hope can handle it. The used method in this research is classroom action and focus at pump and compressor subject mater in Basic Calculation of Engineering subject. This research was doing in Makassar State University with subject 15 students at machine department. The instrument is used test, interview, observation, and spacious writed. In this learning method is development 5 concept, they are congcrete concept, abstract concept with example kongret concept, abstract concept, concept that process basic and concept with principle. The result of this research showing with mapping concept method in pump and compressor subject, that have improvement competition students at the last siklus II is 7,0 – 10 or 86,67% is mean the students can said that they are competent in learning.
This randomized controlled trial evaluated the efficacy of the Using Data program in improving teacher practices and student achievement in mathematics. Sixty schools were randomly assigned to treatment and control conditions. The study found that after one year, teachers in the treatment schools reported more frequent data use, greater data literacy, and more positive attitudes towards using data compared to the control teachers. For students, no overall effect was found after two years. However, students of teachers in the lowest performing schools at baseline who received the intervention showed moderate improvements in mathematics achievement. The study provides preliminary evidence that the Using Data program can improve teacher practices and student outcomes in high-needs schools.
Session 6 Catherine Jones Bitterne Park SchoolMike Blamires
This document summarizes a conference about supporting teacher training through partnerships between schools. It describes the objectives of paired teacher placements, mentor training, collaborative planning and teaching, and using student learning monitors. Key activities included training learning monitors, extra mentor training, collaborative planning sessions for trainees, and trainees working as teachers' assistants. The partnership benefited trainees and helped address national curriculum skills. Collaborative planning and teaching was highly rated and strengthened connections across subjects. Student feedback improved trainee practice.
The document describes the Direct Instruction model of teaching. It is a teacher-directed approach where the teacher introduces new content to all students in a systematic way. It uses the "I do, we do, you do" approach of gradual release of responsibility. Key aspects include behavioral modeling by the teacher, whole and small group instruction, and individualizing for each student. The steps involve introduction, presentation by the teacher, guided practice with students participating, and independent practice. Benefits include developing thinking skills, automaticity of skills, fostering independent learning, and promoting self-knowledge. Technology tools and differentiation strategies can be used to meet individual student needs. An example for teaching time telling to 1st graders is provided.
Confidence is key: a successful approach to teaching statisticsLearningandTeaching
Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment.
In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.
The study evaluated training provided to early childhood educators in six European countries on using the Early Childhood Environment Rating Scale-Revised (ECERS-R) through a mixed methods approach. 108 educators participated in the training along with lecturers and external observers. Quantitative results showed educators found the training effective for learning and to use in schools. Qualitatively, strengths included knowledge gained and organization, while weaknesses included language skills and preparation. The mixed methods triangulated sources to understand the training's effectiveness in achieving its goals of enhancing educators' self-evaluation and research skills.
Role of digital gadgets in transformation of traditional learning to digital ...Dr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
This document outlines a research proposal to enhance the word problem solving skills of grade 9 students through the use of group conversation on Facebook Messenger. The researcher aims to select an experimental group that will receive instruction through Facebook group chat in addition to regular modules, while a control group receives only modules. Both groups will take pre- and post-tests to measure the impact of the intervention on test scores. If successful, the approach could improve student-teacher interaction and engagement with word problems during remote learning.
Instructional Plan For Cognitive Lesson Yarelliabelcansino
This document outlines an instructional plan for an English lesson on using the verb "be" in the present simple form. The plan includes lesson objectives, rationale, pre-assessment and post-assessment activities, classroom management considerations, and reflection on lesson planning, classroom management, and using ICT tools in language teaching. Students will introduce themselves, evaluate peers, and practice introductions in groups. The teacher will introduce new material, monitor activities, and provide positive reinforcement.
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This document discusses using data from initial teacher education (ITE) programs to improve student achievement. It presents data from surveys of headteachers, mentors, and students on their experiences with trainee teachers. Student survey results found little difference in learning environments between trainee and regular teachers. Data analysis of students taught by trainee teachers found no negative impact on test scores. The document provides ideas for effectively utilizing trainee teachers and sharing the findings.
This document summarizes a study conducted by Marzano Research Laboratory on effective teaching practices in online learning environments. The study found that teachers who engaged more frequently in certain instructional strategies saw higher student achievement. These strategies included clear communication of rules and goals, providing necessary materials, encouragement, monitoring student work, and accessibility to students. The frequency that teachers implemented these strategies was strongly correlated with student performance. The document provides recommendations for how teachers can incorporate these best practices into their online instruction.
This document summarizes a qualitative multiple case study on the impact of an online teaching professional development program (OTLO) on teachers' face-to-face teaching practices. The study found that OTLO training led teachers to incorporate more technology tools and student-centered practices in their classrooms. Key elements of effective professional development included workshops, online community building, and modeling technology integration. The study concluded that online teaching training should be a standard part of teacher education to help teachers develop 21st century skills.
Presentation on large-scale e-Learning for Educators online professional development program and research with online training and courses by EdTech Leaders Online at EDC.
Similar to Fantastic Fingers®: Addressing young students fine motor needs through a collaborative modelling teacher training intervention (20)
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
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How to Make a Field Mandatory in Odoo 17Celine George
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. Fine motor skills predict future academic success
(Dinehart & Manfra, 2013)
Use fine motor skills in order to learn how to learn
(Adolf, 2008)
30–60% of class time spent on fine motor tasks
(Marr et al., 2003; McHale & Cermak, 1992)
10–30% of students have handwriting difficulties
(Feder & Majnemer, 2000)
12–17% have impaired manual dexterity
(Ratcliffe, 2011)
Low self-esteem, academic & behavioural issues
Intro. Why address fine motor skills?
4. Internationally, direct intervention and consultation
are used in the provision of school based OT services
Limitations of the OT consultation model:
Implementation challenges
(Bayona et al., 2006)
At-risk students seldom addressed
Long wait lists for therapy service – need to explore
additional models of service delivery
(Campbell et al., 2012; Hutton, 2009)
Current OT service delivery issues
5. Whole class OT service delivery:
Supplementing a preschool curriculum with OT
fine motor program results in significant gains
(Lust & Donica, 2011)
Fine motor & visual-motor interventions for whole
classes of 5 year olds leads to significant gains
(Ohl et al., 2013)
Coteaching: OT & teachers jointly conducting
handwriting & writing program for whole
classes of grade one diverse learners beneficial
for all students; collaboration leads to new skills
(Case-Smith et al., 2012)
Other models of OT service delivery?
7. Purpose of this two phase study was to:
Examine the effectiveness of a fine motor
collaborative modelling teacher training
intervention on the fine motor task performance
of five yr. old students = quantitative research
methods with one group pre-test post-test design
AND
Explore whether the collaborative modelling
teacher training intervention was effective from
the teacher’s perspective = qualitative research
methods with five year follow-up interview
Purpose of this study & design
10. Phase 1 whole class participates in:
8 week fine motor program, 40 minutes, 3x week
Action songs and graded activities integrated with
early literacy and numeracy objectives
1st session of each week run by OT modelling
activities with teacher observing and assisting
Written guidelines provided for activities
Teacher repeated session twice more in week
Following week OT modified/upgraded activities
Teacher carried out modified activities twice more
New activities presented each fortnight
Fine motor program with whole class
12. Telephonic interview with class teacher:
Conducted over five years later in 2013
Active interviewing techniques utilised
e.g. collaborative with mutual disclosure
(Holstein & Gubrium, 1998)
Lose parameters provided were:
classroom practice; students’ fine motor skills;
teacher’s perception on training process;
intervention content; nature of relationship
Recorded and transcribed verbatim
Thematic approach used to analyze the data
(Braun & Clark, 2006)
Phase 2: follow-up interview & analysis
13. Class pre-test:
mean 16.53
std. dev. 2.82
Group pre-test:
mean 14.33
std. dev. 1.86
Group post-test
mean 18.67
std. dev. 1.51
Paired samples t-test
t (5) = 8.77, p < . 001,
d = 3. 58
20
18
16
14
12
10
8
6
4
2
0
Change in Fine Motor
Task Performance Mean
Pre-
Test
Post-
Test
Class
n=19
Group
n=6
Phase 1 results: large effect size
14. Four main themes emerged from interview with
teacher five years on:
1. Fine motor need then and now
After the training workshop, teacher identified
a big need for fine motor development in her
class, extending to other year levels and ongoing
Principal also saw the need and supported her
She believed that she needed to do something for
her low achieving learners: The need for schools is
big… I’ve got lots of children who can’t write their
name… priority learners… are the low achieving…
what are you doing to teach that kid?
Phase 2 results: follow-up interview
15. 2. Collaboration for success
Teacher indicated that the collaboration between
herself and the therapist was enormous and
building up of the relationship was essential;
(The OT) became a friend as well
Her classroom was de-privatized and open
Being flexible was important when collaborating
incl. data collection process which wasn’t onerous
and scheduling of sessions
Collaboration with the principal was also
important, provided funding for teacher assistant
Phase 2 results: follow-up interview
16. 3. Program content for success
Teacher liked the fact that the activities
complimented what she was doing already: like the
Caterpillar Song… you made up a tune and the
actions. It wasn’t an extra thing. It was taking
something (a handwriting program) that I was
interested in in any case but adding music to it… I
still sing that all the time… music is important for all
children
Program was perceived to be really nice and simple
to do and fun for the children and teacher. It
contained lots of variety with inside activities,
outside activities, things to do together
Phase 2 results: follow-up interview
17. 4. Training for success
Teacher thought the practical workshop activities
and illustrated handouts were excellent
With reference to the therapist returning each
week to demonstrate activities, the teacher said:
That was really good because for teachers you do
need to have somebody coming back to model it… I
would say ‘when Johnny does this with his fingers,
what are they really meant to be doing?’
It was hands-on … it wasn’t a theory thing. It was
practice. Modelling is a very important thing to do.
The fine motor program did not discontinue like
some of the other class programs
Phase 2 results: follow-up interview
19. Clinical implications
According to the statistics we can expect to find
between 12% to 30% of students with fine motor
difficulties. Address this need through:
Practical fine motor workshops for teachers –
can lead to further training interventions
Collaboration – build relationship include school
management, set joint goals, flexible data
collection & scheduling, use a relevant fine motor
program – fun, easy to do, related to curriculum
Train teaching staff by modelling in the classroom
– hands-on, weekly, provide written info., evaluate
progress, apply intervention to groups of students
For more info: www.myfantasticfingers.com
Editor's Notes
In keeping with the theme for this year’s state conference ‘Engage, Inspire, Advance’, I would like to inspire you to consider how you can reach students who have occupational therapy needs but aren’t on your caseload. I’d like for you to think of how this can be done effectively given funding limitations, high caseloads and long waitlists for therapy service. While listening to this presentation of my clinical study which is based on young students’ fine motor needs, consider how you may apply the findings to your practice.
Young students’ fine motor skills are an important predictor of their future academic success. Yet it is uncertain whether teachers have the means to identify and address students’ fine motor needs. Occupational therapists working in schools have the knowledge and skills to train teachers, thereby improving outcomes for larger numbers of students.
In order to understand how to effectively train teachers, this study investigated whether a collaborative modelling teacher training intervention would impact positively at the time of implementation and five years later.
Providing sufficient opportunities for four to six year olds to engage in fine motor tasks is important for their future academic success. Increasing evidence from recent studies demonstrates that fine motor skills are a significant predictor of later academic achievement. For example, Dinehart & Manfra’s 2013 study with over 3000 low income preschool children, average age of five years, showed that both fine motor writing and fine motor manipulative skills have significant effects on math and reading performance in 2nd grade (B versus C grade).
Based on neuroscience study findings, children are said to use fine motor skills in order to learn how to learn (Adolph, 2008). It is vital to provide opportunities to develop optimal fine motor skills for all students.
Early identification and intervention for fine motor deficits is paramount as with age the impact of the skill deficit becomes greater as fine motor tasks become more complex (Ratcliffe, 2011). Unwarranted secondary issues including low self-esteem, academic and behavioural problems arise without effective intervention (Jackman & Stagnitti, 2007; Ratcliffe, 2011).
Research is required to determine whether teachers understand the value of fine motor skills and whether they have the means to assess and provide intervention for students with reduced fine motor abilities (Dinehart & Manfra, 2013).
Australian teachers reported a lack of support for students with fine motor difficulties. Students are not eligible for funding for fine motor issues alone. Half of the teachers interviewed had little experience with occupational therapy and few were aware that occupational therapists are equipped to support students experiencing fine motor difficulties. Where participant teachers had experience with students receiving ongoing therapy intervention which also addressed fine motor issues, improvements in students’ fine motor skills were reported (Jackman & Stagnitti, 2007).
Internationally and within countries, a variety of occupational therapy service delivery models are used in the provision of school based services including direct interventions and consultation (Reid, Chiu, 2006).
The consultation model is prone to implementation challenges with educators reporting that recommended strategies may not be delivered as envisioned by the therapist (Bayona et al., 2006).
As this model is traditionally used for funded students, needs of other class members including students at-risk are seldom addressed.
Limitations of the traditional consultation model along with long wait lists for therapy service, has led to the need to explore additional models of service delivery (Campbell et al., 2012; Hutton, 2009).
Two studies on the efficacy of a whole class service delivery approach for improving four to six year olds’ fine motor skills were located.
Lust and Donica (2011) were reported to be the first to show that supplementing a preschool curriculum for low income children with an occupational therapy fine motor programme resulted in significant gains beyond that of typical Head Start programming (Lin, 2011).
Ohl et al.’s study (2013) provides preliminary evidence that whole class fine motor and visual-motor intervention for five year old students results in significant improvements compared to students in classes who do not have this opportunity.
A coteaching model where occupational therapist and teachers jointly conducted a handwriting and writing programme for whole classes of grade one diverse learners was beneficial for all the students including those with poor handwriting. Teachers and therapists reported gaining new skills from the ongoing collaboration (Case-Smith et al., 2012).
Within the collaborative framework, teachers’ requests for instruction on fine motor interventions for groups and whole classes must be addressed (Wehrmann et al., 2006).
Feedback from fine motor training workshops for teachers conducted by occupational therapists showed that teachers value training that is practical and interactive (Chiu et al., 2008).
Surveyed teachers have requested demonstrations and modelling of occupational therapy programmes within the classroom, including those directed towards improving fine motor skills (Fairbairn & Davidson, 1993).
The purpose of this two phase sequential mixed methods study was:
Firstly, to examine the effectiveness of a fine motor collaborative modelling teacher training intervention on the fine motor task performance of five year old students and whether there would be a significant difference in their fine motor performance after the intervention. I used a one group pre-test post-test design;
Secondly, to explore whether the collaborative modelling fine motor training intervention was effective from the teacher’s perspective. Would the teacher continue to use the knowledge and activities acquired after a five year period of time had elapsed, and if so, why?
Determining teachers’ perceptions on the effectiveness of occupational therapy service provision to improve students’ fine motor performance is paramount. Teachers are more likely to continue to utilise suggested resources, implement strategies and continue with programmes if they perceive them to be effective (Reid et al., 2006).
Follow-up interviews are important to establish whether initiatives begun in schools are sustained in the longer term (Hutton, 2009).
Phase 1 of the study took place in New Zealand in a new entrant classroom at a low socio-economic, decile 3 primary school beginning in 2007.
After attending a fine motor workshop presented by the occupational therapist, a senior teacher of five year old students in their first year of school, requested assistance to improve her students’ fine motor skills.
Permission to conduct a training project within the school was obtained from the school principal. School policies governing participants’ privacy, confidentiality and involvement were followed. All participants’ anonymity was preserved. Note the photos in this PowerPoint are not taken from this study.
Average age was five years with 10 boys and 9 girls.
None of the students had a diagnosis and none were receiving occupational therapy services.
Early in the school year, the teacher’s class of 19 students was evaluated by the therapist on six fine motor tasks
The six fine motor tasks were: sequential finger touching, channel drawing, in-hand manipulation (rolling play dough balls), copying a pre-writing pattern, colouring-in a small picture and cutting out a circle on with scissors.
Each task was scored according to set predefined written criteria.
Performance was rated as good (3 points), fair (2 points) and poor (1 point). The pre-writing pattern task was scored on 3 criteria wrist position, forearm position and quality of pattern.
A bonus point of 1 was awarded if the child consistently used the same dominant hand throughout. The maximum score was 25 points.
Observations on task performance were recorded. Identical administration and scoring procedures were utilised with each student.
The students then participated in an eight week fine motor programme which ran for 40 minutes, three times a week.
The program of action songs and fine motor activities included ideas for increasing complexity and integration with early literacy and numeracy objectives. It was an early version of the Fantastic Fingers® Fine Motor Program.
The activities covered: sensory awareness of hands and fingers; forearm and wrist position for writing activities; arm, hand and finger strength; in-hand manipulation; precision grip and dynamic finger movements for efficient pencil control; visual-motor integration incl. production of shapes, letters, nos.
In the first session of each week the program was run by the therapist modelling how to do each activity, with the class teacher observing and assisting. The therapist and teacher discussed the session. To aid intervention fidelity, ensuring adherence to the program, comprehensive written guidelines were given to the teacher on how to administer, evaluate and record each completed activity.
The teacher then repeated the demonstrated session twice, in the same week.
The following week, the same activities were performed with the therapist present to advise on adaptations or modifications. The teacher carried out these activities twice more that week. New activities were presented each fortnight.
During the course of the eight weeks, it became apparent to the therapist and teacher that six students with low fine motor task performance scores, two girls and four boys, were struggling to perform many of the activities and were making slower progress. Observations included: difficulty concentrating in large group settings, impulsivity, low self-esteem, withdrawn passive behaviours, autistic-like traits, motor planning issues and delayed hand specialisation.
A teacher assistant was assigned to conduct a special group for these six students starting the following term. An individualised training session was conducted with the assistant as she was not present at the initial training workshop.
The same training and administration schedule was followed with the assistant and therapist. The class teacher attended fortnightly. The other sessions were administered during class time, decided by the teacher who supported the assistant while the groups ran to one side of the classroom.
The six students repeated the eight week program over a ten week period. Their fine motor progress on the intervention activities was evaluated fortnightly according to predefined success criteria and documented following discussion amongst the therapist, teacher and assistant. A further two weeks of new activities were introduced before the end of the school year. The six students participated in 60 sessions over 20 weeks.
At the end of the intervention the six students were re-evaluated on the six fine motor tasks by the therapist. The scoring was re-viewed with the class teacher as part of the training process. Observations were made of the students’ handwriting and writing comparing earlier and later story writing samples. The students’ progress was discussed and recommendations were made to the teacher and principal.
The program was then demonstrated to two other teachers along with the provision of the written training materials. The therapist’s involvement came to an end and several months later, she relocated to a new geographical area.
Due to the collaborative nature of the study and as the author who was also the therapist and interviewer, had an existing relationship with the teacher, active interviewing techniques were utilised (Holstein & Gubrium, 1998).
Active interviewing from Holstein and Gubrium’s perspective is collaborative and grounded in intimacy. It optimises cooperative mutual disclosure in order to permit the respondent to deeply disclose information. The interviewer provides loose parameters for spontaneous yet structured production of information.
The parameters were: classroom practice and issues relating to students’ fine motor skills; the teacher’s perceptions on the training process and intervention content; the nature of the partnership between teacher and therapist.
The teacher’s participation in the follow-up interview five years later was voluntary and informed consent was given for the researcher to record the 40 minute telephonic interview. After the audio-recording, the interview was transcribed verbatim.
Consistent with the exploratory nature of the study, a thematic analysis approach was used to gather insights about the data without imposing preconceived or existing categories or theories. The researcher conducted the thematic analysis by following Braun and Clark’s six phases of thematic analysis making modifications for a single interview transcript (Braun & Clark, 2006). The transcript was re-reviewed multiple times to find key messages and illustrative quotes. These were mapped into themes. The teacher was provided with a written copy whereby she could provide feedback on the trustworthiness of the themes. No changes were advised.
Results for phase 1: For the whole class of 19 students with an average age of five years, 10 boys and 9 girls, the mean score on the six fine motor tasks was 16.53 with a standard deviation of 2.82. The minimum score was 12 and the highest score was 21 out of 25 points.
For the group of 6 students, the conducted analysis using the paired samples t-test found that the fine motor training intervention significantly improved the six students’ fine motor task performance, t (5) = 8.77, p < .001, d = 3.58. This suggested that there was a large effect for improved fine motor task performance following intervention.
Initially, the group met 31% of the success criteria for the intervention activities. This progressed to 76% by the end of the 20 weeks.
Observations from handwriting and writing samples before and after intervention included: more consistent letter sizing; smaller more evenly printed letters; straighter less wavy lines and increased written output. Overall the six students appeared to be more confident and engaged during fine motor tasks and were completing written work within the allocated time. Behavioural issues were reduced e.g. one student was no longer poking holes in the paper during writing time; another stopped switching the pencil between hands.
Four main themes emerged from the analysis of the interview transcript: fine motor need then and now; collaboration, program content and training for success.
Fine motor need then and now: After the workshop, the teacher identified ‘a big need’ for fine motor development in her class and extending to other year levels. She saw this need as ongoing from one year to the next and explained that she wanted to do something about it. Therefore it was important to her that the principal also ‘saw the need’ and was behind her efforts.
‘I’m quite passionate about that (the need for good fine motor skills), if you’re wanting them to … write a sentence or their name but if they can’t do some of those fine motor skill things … they get too tired.’
‘The need for schools is big…I’ve got lots of children who can’t write their name… priority learners … are the low achieving… if the kid can’t do something what are you doing to teach that kid?’
‘If you think “what is the really important need?” That’s the need you need to address in class rather than thinking, “oh, we haven’t got the time.”’
Collaboration for success: The teacher indicated that the collaboration between herself and the therapist was ‘enormous’ and ‘building up of the relationship’ was essential. ‘You became a friend as well… your involvement went on and on.’
Her classroom was ‘de-privatised’ and ‘open’.
Being ‘flexible’ was very important when collaborating. This included the data collection process and scheduling of sessions. ‘You know in all schools you need to have data… we collected data. It wasn’t onerous.’ ‘We came to an agreement that was going to work for … the children, for you, for me for good outcomes.’ ‘We met at other times to review things.’
Collaboration with the principal was important. He provided funding for the teacher assistant and requested feedback and data before and after intervention. The teacher explained that he is ‘very hot in this… that it’s based on research.’
Program content for success: The teacher commented on two aspects of the fine motor program content.
Firstly, a number of the activities were designed by the therapist to compliment what she was already using: … like the Caterpillar Song… you made up a tune and the actions. It wasn’t an extra thing. It was taking something (a handwriting program) that I was interested in in any case but adding music to it… I still sing that all the time… music is important for all children.’ On using in-hand manipulation to place counters on an alphabet chart e.g. on ‘a’ for apple: ‘That’s not an extra activity. That’s taking something that we do in class and giving a reason behind why it’s important to do.’
The program was perceived to be ‘really nice and simple’ to do and ‘fun’ for the children and teacher. It contained lots of variety with ‘inside activities, outside activities, things to do together.’
Training for success: The teacher thought the practical workshop activities and illustrated handouts were ‘excellent’. She emphasised the need for training to be ‘hands-on’ and indicated that she, like many others is a ‘visual person that needs to be shown and then I’ve got it.’
The training was ‘so practical’ rather being given a ‘list’ of activities or self-study. ‘I was part of it and you taught me well, whereas other things in development books haven’t stuck with me… We have got strengths as teachers, but we haven’t got your OT background.’
With reference to the therapist returning each week to demonstrate activities, the teacher said: ‘That was really good because for teachers you do need to have somebody coming back to model it… I would say “when Johnny does this with his fingers, what are they really meant to be doing?” It was hands-on … it wasn’t a theory thing. It was practice. Modelling is a very important thing to do.’
In discussing why the fine motor program did not discontinue like some of the other class programs, the teacher reported the following: ‘If you do the activities … it sticks in your brain… and you know why … then it was very easy when you left. It just didn’t die a natural death… we believed in developing and because there are a lot of needs at our school for fine motor skills, in the end through you training me and then training the others, we were able to have it ongoing.’ ‘When we could see how successful (it was) and the results from my class then we shared it (with other class teachers).’
The teacher in this collaborative modelling fine motor training intervention reported positive benefits for herself professionally and for her students.
The five year follow-up interview revealed that she continues to use the acquired knowledge and activities from the fine motor programme with new groups of students.
This model of therapy service provision with weekly involvement from the therapist over five months appears to be justified given the enduring outcomes. While two thirds of the group sessions for the students with fine motor difficulties were conducted exclusively by teaching staff, a significant difference and large effect size were obtained.
This study provides preliminary evidence for the effectiveness of collaborative modelling teacher training intervention to improve fine motor skills for groups of five year old students from low income backgrounds.
According to the statistics we can expect to find from 17% to about 32% of children with fine motor difficulties e.g. 4 to 9 children per class of 30.
Practical hands-on fine motor workshops are likely to serve as a catalyst for further fine motor training and intervention within schools.
The literature reports that successful educational outcomes are positively influenced by collaborative efforts. Strong working relationships and integration by the therapist into the school environment are essential if the therapist is to understand and support the teacher whose primary responsibility is to deliver the curriculum.
In this study the therapist was in the classroom on a regular basis which gave the teaching staff opportunities to ask for clarification. This would not have occurred if a list of activities were provided. Without clarification and modelling, activity lists potentially lead to less optimal implementation (Hutton, 2009). Consistent and responsive services were provided (Campbell et al., 2012) and were essential for the relationship building and successful student outcomes. Additionally, as the therapist led sessions with the whole class and group, the teaching staff had the opportunity to observe her practice. The teacher indicated that this modelling equipped her to be able to remember why and how to perform the activities. This enabled her to confidently continue with the fine motor programme after the therapist left. Teachers have reported that modelling is the best way to learn (Hutton, 2009).
When therapy intervention applies to many students then teacher implementation is more likely (Campbell et al., 2012).
Refer to www.myfantasticfingers.com for links to the paper presented in these slides and resources, and for the Facebook page which has a link to this slide show presentation.