Learning and Development Paraeducator Institute. 2 Ice Breaker: Our common experience Education is...

Learning and Development

Paraeducator Institute

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Ice Breaker: Our common experience

“Education is the process of helping everyone discover his or her uniqueness, to teach him or her how to develop that uniqueness, and then to show him or her how to share it…..”

Leo Buscalia

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Ice Breaker: Our common experience

Which teacher helped you grow and find your uniqueness?

Reflect

Share with one other person

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Today’s Objectives

Understand the patterns of typical child development.

Understand the developmental foundations of the California Content Frameworks.

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Today’s Objectives

Understand the external factors which influence learning.

Develop skills in formulating content strategies to support students with special needs.

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Typical Growth and Development

To understand different learning patterns among students, we must first recognize how typical growth and development proceeds. This allows us to know how to adjust our strategies and approaches to meet the needs of special education students.

Hold high expectations and demand excellence

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Typical Growth and Development

We will look at how children develop generally.

Then beginning at birth and going to late adolescence we will look at motor, language, social and cognitive growth.

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Overview of Typical Development

Certain communication, motor, and social developmental milestones are reached from birth to age 5.

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Overview of Development

For most children, a concrete approach to learning is more successful until ages 10-12.

After this age, most children are able to handle more abstract concepts.

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Overview of Development

Certain developmental tasks are achieved during adolescence that often impact learning.

-Adjustment to physical changes

-Development of independence from

parents

-Establishment of social relationships with

peers of the same or opposite sex

- Preparation for a meaningful vocation

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Typical Motor Development: Birth to 5

18 months to 24 months

-Runs

-Kicks a ball

-Builds a cube tower

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Typical Motor Development: Birth to 5

2 to 3 years

-Jumps off a step

-Rides a tricycle

-Uses crayons

-Builds a 9-10 cube tower

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Typical Motor Development: 3 to 4 years of age

-Stands on one leg

-Jumps up and down

-Draws a circle and a cross (4 years)

-Self Sufficient in many routines of home life

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Typical Motor Development: 4 to 5 years of age

4 to 5 years

-Skips

-Broad jumps

-Dresses Self

-Copies a square and

triangle

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Typical Language Development: Birth to 5

18 to 24 months

-Vocabulary develops (200 words or more)

2 to 3 years

-Short sentences

-Controls and explores with language

-Stuttering (may appear briefly)

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Typical Language Development:4 to 5 years of age

-Speaks clearly-Uses adult speech

sounds-Has mastered basic

grammar-Relates a story-Knows over 2000

words at 5 years of age

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Typical Language Development: 6 years of age

Language at age 6

-Mastery of some beginning consonants-Concepts of 7-Should be able to tell a connected story

about a picture-Can see relationships between objects

and happenings

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Typical Language Development:7 years of age

-Mastery of consonants

-Handle opposite analogies easily

-Understands such terms as: alike, different, beginning, end

-Able to tell time to the quarter hour

-Simple reading

-Writes or prints words

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Typical Language Development:8 years of age

-Can relate involved accounts of events.

-All speech sounds, including consonant blends should be established.

-Reads with ease.

-Writes simple compositions.

-Uses social amenities appropriately.

-Follows complex directions.

-Has well developed time and number concepts.

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Typical Social Development:18 to 24 months of age

-Obeys limited commands.

-Feeds self.

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Typical Social Development: 2 to 3 years

-Uses “I”, “me”, “you”-Copies parents actions-Dependent, clinging, possessive about toys-Parallel play with other children (playing along

side other children) -Negativism, resists parental demands (enters the terrible twos!)-Gives orders

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Typical Social Development: 3 to 4 years

-Likes to share

-Uses “we”

-Cooperative play with other children

-Imitates parents

-Beginning of identification with same sex parent

-Intense curiosity in other children’s bodies

-Imaginary friend

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Typical Social Development: 4 to 5 years

-Prefers to play with other children

-Becomes competitive

-Prefers gender appropriate activities

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Table Discussion

Early Milestones

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Typical Cognitive Development: 7 to 11 years of age

-Shows evidence for logical organized thought.-Can perform multiple classification tasks.-Thinking becomes less egocentric.-Is capable of concrete problem solving.-Exhibits reversability (3+4=7 and 7-4=3).-Can sort unlike objects into logical groups (e.g.,

animals, toys, & food may be sorted on the basis or color or size).

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Typical Cognitive Development:11 to 15 years of age

-Thought becomes more abstract

-Can incorporate principles of formal logic.

-Can generate abstract propositions, multiple hypotheses and possible outcomes.

-Thinking becomes less tied to concrete reality.

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Table Discussion

Typical Growth & Development

Cognition

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4 Questions facing adolescents

1. Who am I ? (social role and sexuality)

2. Am I normal ? (Do I fit in with a certain crowd?)

3. Am I competent? (Am I good at something that is valued by peers and adults?)

4. Am I lovable and loving? (Can someone besides Mom and Dad love me?)

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Developmental Goals of Adolescence

1. Develop new levels of trust and closeness with peers.

2. Gain independence from parents and achieve new status within the family.

3. Develop a sense of personal identity.

4. Move toward autonomy in the larger world.

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Typical Physical/Emotional Development: Early Adolescence

9 to 13 years of age-Significant physical

and sexual maturation

-Intense concern with body image

-Growing independence in decision-making

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Typical social/behavioralsocial/behavioral development: Early Adolescence

-Increasing influence of peers

-Feelings of attraction toward others begins

-Experimenting with new ways of behaving begins

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Typical Physical/Emotional Development: Middle Adolescence

-Continuing physical/sexual

changes

-Less concern with body image

-Development of sense of identity

-Exploration of ability to attract partners begins

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Typical Social/Behavioral Development: Middle Adolescence

-Enormous influence of peers/school environment

-Increase in sexual interest

-Risk-taking behavior

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Typical Physical/Emotional Development: Late Adolescence

-Physical/sexual changes complete

-Greater acceptance of physical appearance

-Sense of identity established

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Typical Social/Behavioral Development: Late Adolescence

-Family influence is more in balance with peer influence.

-Serious intimate relationships begin to develop.

-Transition to work, college, independent living begins.

-Capacity for realistic risk assessment develops.

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Reaching the Goal: Tips for Adults

Give them a chance to reflect on who they are. A way to do this is to engage then in non-threatening questions such as:

1. Who do you admire?

2. What do you like to do in your free time?

3. What do you consider to be your strengths?

4. What have you done that you feel proud of?

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Reaching the Goal: Tips for Adults

Casually show rational decision-making strategies, such as discussing how someone you know defined a problem, generated options, anticipated outcomes, and made a decision.

Discuss ethical and moral problems that are in the news.

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Reaching the Goal: Tips for Adults

Encourage them to:

-take more responsibility in schoolwork and school-related activities

-hold summer jobs

-develop future goals

-get involved in community activities

-examine career/educational options

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Reaching the Goal: Tips for Adults

Show warmth and respect. Show serious interest in their choices and lives. Attend to the changes they are experiencing. Implement clear standards of discipline and

close supervision. Communicate high expectations for achievement

and ethical behavior. Use democratic ways of dealing with conflict.

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Application Exercise

LeticiaJoe

KateEthan

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Developmental Aspects of the California Content Frameworks

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Developmental Aspects of the California Content Frameworks

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Organization of the Framework

Introduction

Grade level

expectations

Standards

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Developmental Aspects of the Content Frameworks (Activity)

The content of classroom instruction is based on the California Content Standards.

--A copy of introduction to a specific grade level for either a Language Arts or Math framework is being distributed.

--In groups of 2 to 4, review the introduction and discuss the questions on the next slide.

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Questions: Examine the Packet

How is the developmental information presented earlier used in the Framework?

Do you think any skill or concept is too hard or too easy?

How can you use this information when working with the students in your classroom?

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Important things to consider when using content standards

There should be a common understanding of the meaning of the standard among those instructing students.

Students must know what the standard means and what performance is expected.

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Important things to consider when using standards

Students must understand the relationship between the standards, what they are taught and the assessments they take.

Student work should be “graded” based on providing feedback on how they are learning the standards—this is called a rubric.

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Some additional things that influence learning

Even in a classroom that is considering:

-what is appropriate developmentally to ask of students

-and which teaches to standards -and which has high expectations

there are still some additional influences on how students learn………

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How do Children Learn? What goes on in the learning process?

IMITATION

-Children imitate and model what adults do and say.

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How do children learn? What goes into the learning process?

IMAGERY-MENTAL PICTURES

Mother said,“The painting is

nice.”

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How do children learn? Attention Attitude

Attention and learninggo together.

and

A positive attitude is keywhen learning new

skills.

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How do children learn?Feedback

Comes from the outside

For learning about one’s own responses

Necessary for correcting mistakes

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How do children learn? Reinforcement

Internal or external

Will influence whether or not behavior will be repeated or learned

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FEEDBACK & REINFORCEMENT

May be positive (increases a given response) or negative (decreases a given response)

Can motivate a child to learn Should be immediate and promote learning

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MEMORY

• Memory can be strengthened.

• Memory is closely associated with learning.

Teacher: John, spell

“money.”

m

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METACOGNITION

What do I know?How do I learn?

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Motivation

Motivation increases learning.

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Anxiety

Most of the time anxiety decreases learning.

Learning and

Development

David Sousa Lecture

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Language Acquisition

Some students have problems with language acquisition.

Learning a second language is not a disability nor a handicapping condition.

Individuals acquire second languages at different rates.

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Reading Difficulties

Difficulty in reading is one of the most common reasons for referral for special education services.

A reading problem alone is not indicative of a learning disability.

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Reading Difficulties

Children with learning disabilities and poor readers respond equally well to instructional programs and techniques in phonemic awareness and phonics.

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Learning Disabilities

The definition of learning disability states that the student must have average general ability (cognitive status must be within the average range).

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Discussion Characteristics of students with learning

disabilities What strategies were discussed? What are some other strategies? What strategies would you use with

some students that you know of?

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Attention Deficit Hyperactive Disorder (ADHD)

ADHD is a disorder and not an identified disability under federal or CA state law.

Students with ADHD may meet the criteria as Other Health Impaired (OHI) if their educational performance is adversely affected.

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What are the causes of ADHD behavior?

Caffeine & other diet contributors Sleep deprivation Lack of parental rule enforcement Depression Some medications

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What are the causes of ADHD behavior?

School environment• Arbitrarily applied rules of discipline

• Too much sitting for the students

• Too much teacher talk

• Room too dark

• Not enough student-teacher interaction

• Other drugs (i.e., drugs for asthma)

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Managing ADHD Behavior

Display a short list of positive rules.• Make sure that students understand them.

Post the classroom schedule of assignments clearly.

Describe specific tasks and due dates. Call attention to any schedule changes. Design a quite workspace that students

can use on request.

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Managing ADHD Behavior

Seat problem students near positive peer models.

Use morning hours for academics. Provide frequent stretch breaks. Use attention-getting devices (e.g.,

secret signals, color codes, etc.) Do a countdown for the last several

minutes of an activity.

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Managing ADHD Behavior

If a student begins to get disruptive, divert the student with another activity.

Sincerely praise students for constructive behavior.

Shift the focus away from competition to contribution, enjoyment, and satisfaction.

Contact parents to report good news and build a supportive relationship.

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Hop-To-It Activity for Students

Emphasizes Sequential acquisition of information….

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School Induced ADHD

What may cause school-induced ADHD? What are some strategies that may be

used with students who exhibit these behaviors?

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Discussion Strategies to use with students who

display ADHD behaviors

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Language Disorders

birth 6 12 18 24 30 36

Respondsto prosody

Phonemerecognition

Attachesmeaningto words

Recognizesnoun/verbdifferences

Recognizes otherGrammaticaldifferences

Mostlanguageactivity moves to lefthemisphere

TYPICAL DEVELOPMENT

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Putting It All Together

PhonologyPhonemes (the smallest sounds of language)

MorphologyWord formation

SyntaxSentence formation

SemanticsWord and sentence meaning

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Putting It All Together

ProsodyIntonation and rhythm of speech

PragmaticsEffective use of language for different

purposes, following rules of conversation, and staying on topic

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Language Problems

Inability to detect phoneme differences Problems with verbal short-term memory Long-term memory deficits

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Strategies for Developing Oral Language Skills

Talk to the child. Have the child talk back to you. Ask open-ended questions. Solicit longer answers (e.g., answers

longer than “fine,” “yes,” “no,” etc.)

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Strategies for Developing Oral Language Skills

Have the child describe objects and point to them as they describe them.

Have the child describe actions and behaviors.

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Phonemic Awareness Development

Play rhyming games. Play the Broken Record Game. Take dictation from a child, write it down

and read it back to them

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Phonemic Awareness Development

I Spy GameI spy something in this room that is ______ ______ ______A student in the room responds, goes to stand

by the object, and then it is her turn to describe an object (or the teacher may continue to provide the descriptions)

NOTE: THE TEACHER MODELS AND STUDENTS RESPOND WITH ORAL LANGUAGE AND WITH THEIR BODIES

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Using Our Bodies

Body parts represent the locations of the continents.

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Discussion Strategies to use with students who

show language disorders

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Reading Disorders

How the brain reads:

Auditory Processing:“What do I hear?”

(Phonology)

Understanding:“What does it mean?”

furry animalthat barksdawg

Visual Processing:“What do I see?”

(Orthography)

dog

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Successful Reading

Requires the coordination of three neural networks:

1. Visual processing

2. Sound Recognition (Auditory Processing)

3. Word Interpretation

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Reading Problems

Deficits in phoneme awareness and the alphabetic principle

Problems in visual acquisition Word meaning problems

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Story Maps

_____Name of Story

_____Problem/Main Idea

_____Main Persons

_____Main Character

_____How is the problem resolved?

www.readwritethink.org/materials/storymap/index.html

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Reading Strategies

Previewing Predicting Search for key words Explain to your neighbor

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Discussion Discuss strategies

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Writing

RELATIONSHIP BETWEEN SPEECH AND HANDWRITING

Auditory Input

Auditory Analysis

PhonologicalOutput

Speech

Phoneme toGraphemeConversion

Visual Input

OrthographicAnalysis

Motor Output

Writing

GraphemicOutput

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Writing Disorders

DYSLEXICDYSGRAPHIA

POOR

POOR

OK

MUSCLEDYSGRAPHIA

POOR

OK

POOR

GRAPHIC DYSGRAPHIA

POOR

OK

OK

LEGIBILITY

SPELLING

COPYING

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Writing Strategies

Power Strategy

P – Plan the paper

O – Organize a draft

W – Write a draft

E – Edit the draft

R – Review the work

For Students Who Already Have Some Writing Skill

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Discussion Discuss strategies. What are some others?

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Mathematical Disorders

Calculations• Frontal Lobe

• Parietal Lobe

More complex calculations• Other brain areas are activated

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Dyscalculia

Poor ability to do calculations: Problems with counting numbers Problems with arithmetic skills Left hemisphere problems Deficits in long-term memory Problems with working memory Visual-spatial deficits

• Right hemisphere

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Mathematics Strategies:Prerequisite Skills

1. Follow sequential directions.

2. Recognize patterns.

3. Estimate by forming a reasonable guess about quantity, size, magnitude, and amount

4. Visualize pictures in one’s mind and manipulate them.

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Mathematics Strategies:Prerequisite Skills

5. Have a good sense of spatial orientation and space organization, including telling left from right, compass directions, horizontal and vertical directions, etc.

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Mathematics Strategies:Prerequisite Skills

6. Do deductive reasoning, that is, reason from a general principle to a particular instance, or from a stated premise to a logical conclusion.

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Mathematics Strategies:Prerequisite Skills

7. Do inductive reasoning, that is, come to a natural understanding that is not the result of conscious attention or reasoning, easily detecting the patterns in different situations and the interrelationships between procedures and concepts.

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Mathematics Strategies

Shorten the way that math is taught.

• Shorten the time relationship between learning numbers and learning number concepts.

Use more manipulatives.

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Mathematics Strategies

Emphasize patterns in math.

Build on the student’s strengths.

Use novelty.

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An ending thought

Tell me what you expect of me.

Give me the opportunity to perform.

Let me know how I am getting along.

Give me guidance where I need it.

Reward me according to my contribution.

Paul “Bear” Bryant