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Active Learning Materials and Activities Planning Sheet
Adapted from personal notes from a seminar by van Dijk, J. 1985 and
information from Dr. Lilli Nielsen in Functional Scheme
Fill one sheet out for each child. Over a period of time (at least 3-4 weeks) through listening to stories from others and through observation of the child, simply list things the child likes and things he doesn't like. We all enjoy things that we are good at and that we understand. The child's "Likes" will be his areas of strength and use sensory channels that are working. His "Dislikes" will be areas of need and sensory channels that may not be working efficiently. The information gathered on this form will give you underlying themes that you can use for identifying objects and activities to use in Active Learning instruction. Child's Name: _________________ District: __________________________ Date: _____________ LIKES (objects, actions, people) DISLIKES (objects, actions, people)
LIKES (objects, actions, people) DISLIKES (objects, actions, people)
Pathways to Learning:
How well does the child use each sensory channel? Assign a percentage to each, with 100% being a sensory channel used well to get information, and a lower percentage for a sensory channel that the child is not able to use well. Describe the child’s behaviors that show the reason(s) you recorded that percentage. Sensory Channel % How do you know? Vision Hearing Touch Taste Smell Movement/ Proprioception
Ideas for Specific Objects to Include in Instruction:
List the items (Lilli says 70 or more) you want to try using and check to see if the properties match the student’s preferences in his/her best sensory channels as identified previously in this form on page 2. You should consider using multiples of objects with similar but slightly different features. Remember to have a quantity of everyday objects included in the mix. This can also serve as a shopping list for items you need to find. Item Vision Hearing Tou ch Taste Smell Movement
Item Vision Hearing Tou ch Taste Smell Movement
Developmental Age Child contacts or responds to contact by: 15 - 18 months
- picks up an object and gives it to adult with expectation adult will give the object back
- If adult will not engage in game, child looks for another adult who will engage in game
- tests activities that are allowed and not allowed
- demonstrates strong attachment to one or a few objects
- often has the need for physical contact, wants to be carried and sit on lap 18 - 24 months
- lends adult most cherished toy
- engages in building games as a contact game
- can react intensely to changes in daily routine
- throws a tantrum when crossed
- presents strong feelings of ownership: my mother, my toy
- plays language games with adults – jingles and rhymes 2 - 3 years
- contacts by hiding and then revealing himself with a shocked attitude
- involves adult in hiding games and games of searching for each other
- Involves adult in rough and tumble games
- wants to interfere in activities of an adult
- demonstrates his will in the presence of other children by claiming ownership of his toy
- appreciates help with things like dressing and undressing
- has a strong need for physical contact, holding hands while walking
- is able to engage in contact with only one adult at a time
- uses language more often in contacting others
- has difficulty accepting criticism
- has difficulty choosing between yes/no, coming/going, milk/juice, etc.
- can be quite rigid and will change results by demonstrating anger, passivity or withdrawal 3 - 4 years
- contacts by standing next to adult and leaning against him
- shows great independence, often thinks he can do more than he actually can
- can become very despaired when he has to receive help from the adult
- direct physical contact is most often replaced by conversation
- is eager to help with domestic activities
- leans against, places an elbow against or looks at an adult to receive a smile or a comment-- and then looks at others present to share with them this emotional experience Describe your general impressions about the individual’s ability to self-regulate, show empathy, manage strong emotions, identify his/her own feelings, read others emotions, and establish and maintain relationships.
Plan for completing the Functional Scheme :
Decide as a team how and by when you will address all sections of the Functional Scheme. It is recommended that team members work in pairs on each section for better verification of the student’s use of skills across multiple domains and with multiple people. Use the chart below to plan who will be responsible for each section. You may choose the official due date or assign an earlier due date to each section to spread work out across time. CT=Classroom teacher, Para=Paraeducator. Section Name and title of participants responsible for section (suggested roles are listed for reference only) Official Due Date Team assigned due date Gross Movement PT/COMS Fine Movement OT/TVI Mouth Movement OT/SLP Visual Perception TVI/COMS Auditory Perception TDHH/SLP/TVI Haptic-tactile Perception OT/TVI Smell & Taste OT/TVI Spatial Relations TVI/COMS Emotional Perception CT/Para/Parents Object Perception TVI/CT Language: Non-verbal SLP / TDHH / TVI Language: Verbal SLP / TDHH / TVI Comprehension of Language SLP / TDHH / TVI Social Perception CT/Para/Parents Perception through Play & Activity PT/OT Developmentally Impeding Functions CT/Parents Toileting Skills CT/Para/Parents Undressing and Dressing OT/CT/Para/Parents Personal Hygiene OT/ CT/Para/Parents Eating Skills OT/ CT/Para/Parents
Goals, Objectives, Skills – Data for Child Progress Reporting:
You may find it helpful to have a list of goals/objectives and/or skills that will be the focus of data collection for documenting child progress. You can list them for specific environments and activities and post them near each environment so all staff know what behaviors they should take note of during an observation. Or you may have them in a child’s folder so any staff member can select an environment or activity to observe and collect data. This also could serve as the basis for your lesson plan. Environments or Activities Goal/Objective or Skills Child Should Demonstrate
Observed Other Skills to Watch For # Observed Example: HOPSA Dress Explores various surfaces with feet |||| Movement of legs to push |
Team Notes
