Worms, Water, and Wheels: Embedding Individualized Child Goals into Hands-On Science

Transcription

1 Worms, Water, and Wheels: Embedding Individualized Child Goals into Hands-On Science E L I Z A B E T H M C L A R E N M O R E H E A D S T A T E U N I V E R S I T Y J U L I E A D A M S K E N T U C K Y C E N T E R F O R M A T H E M A T I C S & M O R E H E A D S T A T E U N I V E R S I T Y B R I T T A N Y W E A V E R B A T H C O U N T Y S C H O O L S KY E X C E P T I O N A L C H I L D R E N ' S C O N F E R E N C E N O V E M B E R 2 3,

2 Embedding IEP Instruction Science Small Group or Center Activities Individual Student IEP Goals KY Early Childhood Standards & Next Generation Science Standards

3 Science Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity). Benchmark 1.1: Explores features of environment through manipulation. Uses all five senses to examine objects with attention to details. Describes objectives in the environment using properties of objects. Describes objects in terms of similarities or differences.

4 Science Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity) Benchmark: 1.2: Investigates simple scientific concepts Asks simple scientific questions. Observes and/or manipulates objects and events to answer simple scientific questions. Identifies objects that influence or affect other objects.

5 Science Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity). Benchmark 1.3: Uses a variety of tools to explore the environment. Uses non-standard tools to explore the environment. Uses standard tools to explore the environment.

6 Science Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity). Benchmark 1.4: Collects, describes, and/or records information through a variety of means. Collects items with similar properties. Describes objects in terms of its properties. Records information through a variety of means such as graphing, tallying, drawing, writing, photographing, etc.

7 Science Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity). Benchmark 1.5: Makes and verifies predictions based on past experiences. Asks questions and/or uses other resources to confirm observations. Makes reasonable explanations using resources, experiments, etc. independently. Draws conclusions based on proved/disproved predictions

8

9

10 Embed learning opportunities into the general curriculum and teach throughout the day! We re learning to take turns. I m not afraid to touch this slimy experiment! I m practicing my fine motor abilities.

11 Embedded Instruction Routine-based, activity-based, or embedded instruction means that children s individualized goals are addressed during ongoing classroom routines (e.g. arrival or meals) and activities (e.g. small group lessons or morning message) You can do this in the classroom throughout the general education instruction.

12 What are the benefits for students (and for teachers!) when we use embedded instruction to teach and practice individualized goals?

13 Planning is Key After creating lesson plans, look for places that IEP objectives can be addressed. Make notes for each activity including the child and objective you plan to embed Makes notes about strategies you will use to address the IEP objective. Plan ahead for IEP data collection.

14

15 Data Collection Tips

16 Data Collection Tips

17 Goals: Deciding what to address and when Write out your students IEP goals Create a curriculum map for each student or group of similar students. This will plan out when you will be working on each goal. This greatly relieves my stress on trying to jam it all in at one time. You can spend the time focusing on a few goals at a time. Decide where each goal is going to be worked on. This where we use those paraprofessionals and when that center based instructional setup comes into play! Select a goal or two to go to each of your paraprofessionals at their stations and select a goal or two for your direct instruction station. Choose the goals that are most complicated for your center and the ones that student has some experience on or are more simple to implement to go at your paraprofessionals stations.

18 Data: Deciding what to collect and when Teach your assistants on how to take data Store behavior data in a central location in the classroom. Assign staff certain times and/or students to take data on. It s a team effort! Select the most important behavioral issues to take data on. That means the most disruptive or extreme behaviors. Don t overwhelm yourself. You cannot take data on every behavior issue. Select a few goals only. Most important step: start taking some data! See what works and what doesn t. You ll only take data if it s easy so do some trial and error and figure out what easiest for you and your assistants.

19 Make it Useful! Think of a child you currently have in your classroom with an IEP. Jot down three IEP goals for that child. As we discuss today, we ll give you time to think about how you can apply these ideas to instruction for your target student.

20 Dissecting Owl Pellets

21 Dissecting Owl Pellets IEP Goal: Manipulate small objects (fine motor) Provide fork or large diameter stick for child to use Allow child to pick up larger bones and peer to place on diagram Encourage child to begin process of dissection and peer to complete more difficult later stages IEP Goal: Take turns with a peer Pair children for activity and take turns finding bone, then placing on diagram Encourage child to watch peer during his/her turn it s almost as much fun to watch as it is to dissect! Take home idea brainstorm how you could support your student in one or more of his/her IEP goals using similar activities.

22 Bird Beak Buffet (Growing Up Wild)

23 Bird Beak Buffet IEP Goal: Touch a variety of textures Provide a variety of preferred and non-preferred textures in the food examples Because child will be using a bird beak to pick up food he will minimize time required to touch non-preferred textures IEP Goal: Represent idea with writing or illustration Provide possible answers for the data collection sheet in an answer bank or word wall Pair children together one child will write the findings while another child provides the illustration Have a written description for each answer provided on the data collection sheet and encourage the child to illustrate (or vice versa) Take home idea brainstorm how you could support your student in one or more of his/her IEP goals using similar activities.

24 (Project Learning Tree) Mystery Box

25 Mystery Box IEP Goal: Attend and participate in activity Provide multiple boxes for children to explore Use objects of interest to target child Begin with a small group of children so distractions are minimal IEP Goal: Answers wh questions This activity provides many opportunities to answer questions such as what does it feel like, what do you think is in the box? Model appropriate responses for student: Does it feel rough or smooth? Level questions asked based on child s ability and build based on child responses Take home idea brainstorm how you could support your student in one or more of his/her IEP goals using similar activities.

26 (Project Learning Tree) Scavenger Hunt

27 Forest Scavenger Hunt IEP Goal: Identifying Basic Shapes Match and compare items with the same shape. Create shape necklace and match to shapes found on nature walk Use cookie cutters to place over nature items to match shapes. Model using peer examples IEP Goal: Sorting/Classifying Sort items collected based on various properties Begin with small number of items (one per sorting category) Define clear sorting boundaries such as baskets and work in a clean area to reduce visual clutter Take home idea brainstorm how you could support your student in one or more of his/her IEP goals using similar activities.

28 Worms-Water/Light

29 Worms-Water/Light IEP Goal: Participate in group chats by adding relevant comment, statement, or question following an adult model Child will interact with peers and teachers verbally while testing out water/light hypotheses. Teacher will ask guiding questions to initiate child conversations. Teacher will ensure that the child feels comfortable/trusting of peers/manipulating materials. Teacher will model conversation skills or may engage the child in preferred topics of conversation. IEP Goal: Initiate and complete a teacher selected activity Being flexible First/Then Negotiating Take home idea brainstorm how you could support your student in one or more of his/her IEP goals using similar activities.

30 Water

31 Water IEP Goal: Retrieve and put away work materials and personal possessions in an organized fashion Capacity Activity (Develop responsibility/independence, organizational skills, do what the group is doing) Individual list of what to put away/clean-up IEP Goal: Use a visual checklist to independently complete an academic task Sink/Float Activity (Follow directions to complete a task, build independence) Visual checklist for academic area Visual schedule/task breakdown Take home idea brainstorm how you could support your student in one or more of his/her IEP goals using similar activities.

32 Ramps and Pathways (Zan and Geiken, Young Children, 2010)

33 Ramps IEP Goal: Conversation with peer Child should be intrinsically motivated to communicate with peer due to excitement! Encourage children to share observations with peers Encourage children to verbalize to peer suggestions for ramp modification or new hypothesis IEP Goal: Interaction with peer Pair child with one other child if large group is overwhelming Encourage children to share observations with partner(s) Limit the number of preferred/novel materials and encourage children to trade materials with children in other groups Nature of activity encourages children to work with partner to take turns releasing objects, holding objects in place while peer adjusts/repositions ramp angles. Take home idea brainstorm how you could support your student in one or more of his/her IEP goals using similar activities.

34

35

36

37

38

39

40 Elizabeth McLaren Morehead State University Julie Adams Morehead State University Brittany Weaver Bath County Preschool Good luck and have fun!