WH WHAT TS A A ROUTINE AN AND Chris WHO NE HO NEEDS ONE ONE? - PowerPoint PPT Presentation

WH WHAT’ T’S A A ROUTINE AN AND Chris WHO NE HO NEEDS ONE ONE? Montgomery, M,Ed., TVI

OPENNESS  "When we are listened to, it creates us, makes us unfold and expand. Ideas actually begin to grow within us and come to life." -Brenda Ueland  When we feel really listened to, we're more likely to open up and be honest with another person. And when we listen, people are more likely to open up to us, too. Communication is active, and reciprocal. -Lissa Coffey

PRACTICE, PRACTICE, PRACTICE  “ Jean Piaget, the famous observer of children, found that they do not begin abstract thinking and reasoning until they are seven or eight years old. Piaget suggested that the human brain is not designed to process abstractions until it has a “ concrete ” knowledge of the body, the world, and its physical forces. Seven or eight years of moving and play are required to give the child a sensory-motor intelligence that can serve as the foundation for intellectual, social, and personal development. ” (Jean Ayers, Sensory Integration and the Child, 1995)

THE “ META” SKILL “The principle i is s that i in the process of learning ho how t to o do one o one t thi hing ng r really wel well, we we lea earn h how to learn…” …”

WHY ARE ROUTINES IMPORTANT?  They give structure and meaning to actions and events.  Build anticipation for the next step as well as the end of an activity.  Routines build memory foundation for other learning.

ROUTINES CAN BE DEFINED AS: “A s A seq equence o of acti tions r reg egularly f followed”  Miriam W Web ebster er “ A A rep epea eata table s e ser eries es of even ents that provides des a a predi edicta table s e structu ture t e to one ’ s s lif life”  Me

ROUTINES PROVIDE  An external structure on which to hang information and build concepts  External structure when internal structure is not intact.

LANGUAGE HOW AND WHY WE USE IT We e use i e it to to:  Request  Reject  Socialize  Share information/experience

ROUTINES FOR COMMUNICATION  A repetitive structure for conversations  Clearly defined roles for initiating and responding  Multiple turns and practice  Predictable steps for maintaining interaction for more turns

ROUTINES AS PART OF A COMMUNICATION SYSTEM  Three parts of the wHole(istic)  bonding and interaction  Routines  Calendars  Video o – Jarvis goes t to t the Drumstor ore

INCIDENTAL LEARNING  It’s how the rest of us develop concepts  Our kids often have holes in their learning!!  Lack Pre- Knowledge

HOW DO WE LEARN IN COMPARISON TO OUR STUDENTS?  Easier for us to learn incidentally through observation and hearing.  Easier for us to establish context for relating concepts and ideas.  Motivation……… Likes VS. Dislikes

THE HE I INSTRUCTIONAL AL FO FOCUS T WO K KIND NDS O OF ROUTINE NES Ski Skills b bas ased Communication

ROUTINE THINKING - TAKING IT TO THE CLASSROOM  Communication  Co-Creation vs...... Structure  Independence or Interdependence  Relationships

WHY USE ROUTI NES- I N MY CLASSROOM ? FOR THE TEACHER t hey provide: • Structure  Focus & Flexibility  Positive Interactions (Decreased behavior issues) Video – “What is a routine?”  Amanda

BUI LDI NG ROUTI NES I N THE CLASSROOM Characteristics of a Routine - L. Hagood • Beginning and end steps are clear • Sequence is simple and predictable (can be expanded later) • Student has multiple opportunities to respond • Interactions are reciprocal with balanced adult/child turns • Objects and actions are used to cue responses (rather than verbal or tactual prompts) • Simple student responses are targeted • Keep features consistent (people, actions, objects, locations, time)

GATHE HERING I INFORMATION T TO CREATE A A ROUTINE ( E (ASSESS) ESS)  Etiology  Likes/Dislikes  Communication Matrix  Sensory Learning Kit  Infused Skills Assessment See “Likes/Dislikes” handout

HAVING FUN TOGETHER “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” -- Maya Angelou

GATHERING INFORMATION  Goals/ objectives  Fun (for teacher and student!)  Refine what you already do  Repeat  St ruct ure  Focus  Write it down  See “Rout ine form ” handout

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RUNNING THE ROUTINE  Determine the sequence  Using the sequence box  Prompting. . .

RAY LIKES/DISLIKES

IS YOUR ROUTINE FUNCTIONAL?  Is it meaningful to the student?  Is it motivating?  Can your interaction be expanded to larger concepts?  Why are we doing this and what does it mean?  Video - Ray makes cookies

THREE GROOMING ROUTINES  Taylor -  What does Taylor like?  How does his teacher engage him?  What is the point of this routine?  Ray –  What skills are being practiced (aside from IEP objectives)?  What happens when Ray becomes agitated?  Ray knows his role and my role.  Nick –  What is the larger concept being taught (extra credit)?

GROOMING WE ALL WANT TO LOOK GOOD  What do the 3 video examples have in common?  Grooming used as a vehicle for teaching other skills and concepts.

BEYOND THE IEP OBJECTIVES  Make it Functional  Infuse multiple skills.  How can you practice these skills in other routines in order to generalize and build concepts?

TEA EAMING: MAN ANY B Y BRAI RAINS NS S STORE M MUCH I INF NFORMATI TION AND AND CAN AN BE USED F FOR R BETTE TTER R PRO ROGRAM RAMMING NG Fo For examp mple:  Does the student communicate within the routine? SLP?  Does the student use fine motor skills? OT?  Does the student use gross motor skills? PT?  Does the student move through space? O&M?  Does the student listen? AI?  Does the student look? VI?

SUMMARY  Keep it consistent  It ’ s OK to focus on relationships  Communication…….  Motivation

FURTHER READING “Comm mmunic ication” ” - “A “A Guide fo for T Teaching Students w s with th V Visual a and Mu Multi tiple Impairments” ts” by Linda Hagood Available through the TSBVI Curriculum Dept. http://www.tsbvi.edu/curriculum-a-publications

WH WHAT’ T’S A A ROUTINE AN AND Chris WHO NE HO NEEDS ONE ONE? Montgomery, M,Ed., TVI