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CO CONN NNEC ECTIN ING DIV IVER ERSITY SITY IN LE IN - - PowerPoint PPT Presentation

Apr 01, 2023 434 likes •726 views

Development Support (DS) and Learning Support (LS) Early Childhood Conference 6 th October 2018 CO CONN NNEC ECTIN ING DIV IVER ERSITY SITY IN LE IN LEARNIN NING Alisa bte Mahad Senior Learning Support Educator, PAP Community

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The Development Support (DS) and Learning Support (LS) programmes are funded by the Ministry of Social and Family Development (MSF) and the Tote Board Social Service Fund (TBSSF) to support preschool children who may have mild developmental needs.

Development Support (DS) and Learning Support (LS)

Early Childhood Conference

6th October 2018

Alisa bte Mahad Senior Learning Support Educator, PAP Community Foundation Karen Wong Principal Learning Support Facilitator, KK Women’s and Children’s Hospital Department of Child Development

CO CONN NNEC ECTIN ING DIV IVER ERSITY SITY IN IN LE LEARNIN NING

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Development Support (DS) and Learning Support (LS)

LEARN ARNING ING OBJE JECTIVE TIVES At the end of the session, you will be able to :

  • 1. Identify the different stages of learning in children
  • 2. Apply the strategy of differentiated instruction and embed

learning opportunities during activities within classroom routines

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Development Support (DS) and Learning Support (LS)

❖ 5 Key areas of Classroom Practices ❖ Stages of Learning in children ❖ The Building Blocks Framework ❖ Promoting inclusive strategies in learning ❖ Collaborative Partnership with Educators

OUTL TLINE INE OF WOR ORKSHOP SHOP

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Development Support (DS) and Learning Support (LS)

DIVERSITY MEANS …

“The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique; and recognizing our individual differences.” (Queensborough Community College, 2016)

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Development Support (DS) and Learning Support (LS)

BUZZ UZZ GROUP OUP AC ACTIVITY TIVITY 1 : 1 :

In your groups, share with one another…

  • 1. Who are your diverse learners?
  • 2. Think about your current classroom practices,

what are some of your challenges in managing the diverse learners?

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Development Support (DS) and Learning Support (LS)

5 KE 5 KEY AR AREAS AS OF CLA LASSRO SSROOM OM PRAC ACTICES TICES

  • 1. Physical Classroom

Structure

  • 2. Class Activities

within routines

  • 3. Teacher’s Interaction

and Response

  • 4. Teacher’s

Instructional Support

  • 5. Child’s Learning

and Participation

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Development Support (DS) and Learning Support (LS)

STAGES AGES OF LEAR ARNI NING NG

Where are your children in their stages of learning? What can your children do or cannot do?

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Development Support (DS) and Learning Support (LS)

Acquisition

  • Acquisition is the act or process of gaining a skill or

knowledge.

  • The child has begun to learn how to complete the target

skill correctly but is not yet accurate or fluent in the skill.

  • There will be frequent errors on the part of the learner.
  • Direct instructions and learning strategies are necessary to

reduce child’s errors and to improve efficiency of learning.

  • Teacher provide scaffold in accordance with the hierarchy
  • f prompting.
  • The teacher will also adjust his/her teaching strategies in

accordance to the child’s responses to the tasks/activities.

ACQUISI SITION TION STAGE

AGE OF LEARN ARNING ING

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Development Support (DS) and Learning Support (LS)

Fluency

FLUENC ENCY STAG

AGE E OF LEA EARNI RNING NG

  • Fluency is the ability to do something with ease.
  • Fluency happens with practice.
  • Child is able to complete the target skill accurately but works

slowly.

  • The goal of this phase is to increase the child’s speed of

responding.

  • In this stage, the child performs the task with some guided

assistance.

  • The teacher will provide opportunities and/or different

examples to practice the learned concepts and to elicit similar/same responses from the child.

  • The child will complete the task fairly quickly with limited or

no errors.

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Development Support (DS) and Learning Support (LS)

Maintenance Generalization

  • In this stage, the child is able to demonstrate fluency and

consistency without adult cueing or with minimal adult and/or peer assistance.

  • The child is accurate and fluent in using the target skill.
  • There will be increase in learning opportunities to practice

and demonstrate the skills across different settings/ contexts/routines/activities.

  • There is a need for systematic manipulation of materials as

well as planned exposure to increase number of

  • pportunities to demonstrate or practice this skill across

daily routines and curriculum.

MAINT NTEN ENANCE ANCE & GE GENERA ERALI LIZATI ZATION ON OF LEA

EARNI RNING NG

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Development Support (DS) and Learning Support (LS)

High-quality Early Childhood Programme Curriculum modifications and adaptations Child-focused Instructional Strategies

Tier 1 Tier 2 Tier 3

NEL Curriculum Framework Differentiated Instruction Embedded Instruction Pull-out Embedded Learning Opportunities

3-Tiered Approach to Instruction

THE E BUI UILDI LDING NG BLO LOCKS CKS FRAME AMEWOR ORK

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Development Support (DS) and Learning Support (LS)

INCLUSIVE CLUSIVE STRATEGI ATEGIES ES IN LEAR ARNI NING NG

Stages of Teaching

1. 2.

Prompting Hierarchy

3.

Differentiated

Instruction

4.

Embedded Instruction

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Development Support (DS) and Learning Support (LS)

The gradual release of responsibility instructional framework purposefully shifts the cognitive load from modeling to joint responsibility of the teachers and the child, transiting to independent practice and application by the child (Pearson & Gallagher, 1983; Fisher & Frey, 2013).

1.

  • 1. STAGES

AGES OF TEACH ACHING ING

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Development Support (DS) and Learning Support (LS)

Natural cue Gesture Verbal Visual/Picture Model Physical (partial) Full Physical

Most intensive Least intensive

2.

  • 2. PROMPTING

OMPTING HIERA ERARCHY RCHY

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Development Support (DS) and Learning Support (LS)

❖ Defined as “the process of planning and teaching in ways which give all

children opportunities to show what they know, understand and can do”.

❖ It is an approach to teaching that advocates active planning for learner

differences in the classroom.

❖ It is NOT about individualizing a different lesson for each child each day.

3.

  • 3. DIFFERENTIATED

FERENTIATED INSTRU STRUCT CTION ION

“Fair is when everyone doesn't necessarily get the same. Fair is when everyone gets what he or she needs!”

~ Carol Ann Tomlinson

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3.

  • 3. DIFFERENTIATED

FERENTIATED INSTRU STRUCT CTION ION

3 Key Elements of Differentiated Instruction:

  • 1. The learning

environment

  • 2. The content
  • 3. The process
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Development Support (DS) and Learning Support (LS)

It is a new topic to teach for the week. The Teacher wrote the word “grains”

  • n the board and asks her children to

brainstorm and give her as many examples of grains. A small handful of children took turns to respond whilst there were others who remained silent

  • r were looking restless.

How would you advice the teacher to think of ways to better facilitate learning and participation in all her learners?

BUZZ UZZ GROUP OUP AC ACTIVITY TIVITY 2 : 2 :

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Development Support (DS) and Learning Support (LS)

*LEARNING ENVIRONMENT* Modification Type Definition Strategies

  • 1. Environmental Support

Alter the physical, social, and temporal environment to promote participation, engagement and learning If a child has difficulty with putting toys and equipment away….

  • 2. Material adaptation

Modify materials so that the child can participate as independently as possible If it is difficult for a child to grasp markers and paintbrushes…

  • 3. Special equipment

Use special or adaptive devices that allow a child to participate or increase the child’s level of participation If a child has poor sitting balance

  • n the chair…

Use pictures or symbols on shelves and containers Provide a build-up shaft (eg. wrap pieces of foam around) Provide a chair with sides or armrests.

3.

  • 3. COMPONEN

OMPONENTS TS OF DIFFERENTIATION FERENTIATION

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Development Support (DS) and Learning Support (LS)

*CONTENT* Modification Type Definition Strategies 4. Child preference If the child is not taking advantage of the available

  • pportunities, identifying and

integrating the child’s preferences If a child has difficulty remaining

  • n his/her mattress during nap

time… 5. Activity simplification Simplify a complicated task or activity by breaking it down into smaller steps or by reducing the number of steps If a child has difficulty writing or copying his/her name… Let the child hold a favourite quiet toy or a book Let the child write the first letter of his/her name and the other letters be written by teacher

3.

  • 3. COMPONEN

OMPONENTS TS OF DIFFERENTIATION FERENTIATION

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Development Support (DS) and Learning Support (LS)

*PROCESS* Modification Type Definition Strategies 6.

Adult support

Have an adult intervene in an activity or a routine to support the child’s participation and learning If a child goes to the cooking corner and only observes the other children… 7.

Peer support

Have peers help the child participate and learn If a child has difficulty requesting for more food during snack time… 8.

Invisible support

Purposely arrange naturally

  • ccurring events within an

activity in an unobtrusive manner to help the child participate and learn If a child needs practice staying with the group during circle time… Observe what captures the child’s attention and build on it Peer can model and show child Alternate active activities (eg. songs with actions) with more passive activities (eg. listening to stories)

3.

  • 3. COMPONEN

OMPONENTS TS OF DIFFERENTIATION FERENTIATION

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Development Support (DS) and Learning Support (LS)

4.

  • 4. EMBEDD

BEDDED ED INSTRU STRUCT CTION ON

Promotes the children’s learning, engagement and independence Opportunities to practice targeted functional skills during the daily activities and routines Child-initiated or adult-initiated based on the children’s focus of attention or interest Planned instructional interactions embedded within everyday activities, routines and transitions

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Development Support (DS) and Learning Support (LS)

  • 1. What to

Teach?

  • 2. When to

Teach?

  • 3. How to

Teach?

  • 4. How to

Evaluate?

4.

  • 4. EMBEDD

BEDDED ED INSTRU STRUCT CTION ON

Break down activity into teachable learning tasks Developmentally appropriate activities within routines and transitions Intentional and systematic instruction to increase the number of learning opportunities Am I doing it? Is it working? Do I need to make changes?

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Development Support (DS) and Learning Support (LS)

ADDIT ITION IONAL AL RESOURCES RCES TO SUPPORT T LEARN RNER ERS S IN CLAS ASSR SROOM OOM

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Development Support (DS) and Learning Support (LS)

Teacher with LSEd in the classroom during Literacy lesson activities.

COLLA LLABOR BORATI ATIVE VE PARTNER TNERSHI SHIPS PS WITH EDUCATORS ATORS

LSEd support during free play activity in the classroom

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Development Support (DS) and Learning Support (LS)

An early detection and intervention programme using an integrated community- based approach. A programme that builds capability and capacity within the early childhood landscape to support children with mild- moderate developmental needs. DEVELOPMENT SUPPORT & LEARNING SUPPORT PROGRAMME FOR K1 AND K2 CHILDREN

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Development Support (DS) and Learning Support (LS)

DEVELOPMENT SUPPORT & LEARNING SUPPORT PROGRAMME FOR K1 AND K2 CHILDREN

Screening of children Provision of Intervention support

Collaborative consultation with Teachers

Provide a snapshot of the child’s profile

Collaborative problem-solving to support the needs of the child Increase positive learning experiences and participation in class

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Development Support (DS) and Learning Support (LS)

BUZZ UZZ REFLEC FLECTION TION :

  • 1. Think about the challenges you raised in the

beginning of the session and the strategies you have learnt.

  • 2. List down 1-2 strategies you would use to

enhance your classroom practices to meet the needs of your learners in the classroom.

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Development Support (DS) and Learning Support (LS)

Buysse, V., & Peisner-Feinberg, E. (Eds.). (2013). Handbook of response to intervention in early

  • childhood. Baltimore: Paul H. Brookes Publishing Company.

Horn, E. M., Palmer, S. B., Butera, G. D., Lieber, J. A., Classen, A. I., Clay, J., ... & Mihai, A. (2016). Six Steps to Inclusive Preschool Curriculum: A UDL-based Framework for Children's School Success. Brookes Publishing. McWilliam, R.A., Casey, A.M. (2011). Engagement of Every Child in the Preschool Classroom. Baltimore, MD: Paul H. Brookes Publishing Co. Queensborough Community College. (2016). Definition for Diversity. Retrieved 1 September, 2016, from www.qcc.cuny.edu/Diversity/definition.html. Sandall, S.R., & Schwartz, I.S. (2008). Building blocks for teaching preschoolers with special needs (2nd Edition). Baltimore, MD: Paul H. Brookes Publishing Co. Tomlinson, C.A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Upper Saddle River, New Jersey: Pearson Education Inc.

REFERENCE FERENCES