SFSU Instructional Strategies & Application of Lessons Questions

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Yrebl272

Humanities

San Francisco State University

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Adapting Activities for Students with Disabilities 1 WHAT MODIFICATIONS WILL BE HELPFUL FOR INDIVIDUALS WITH DIFFERING ABILITIES? Adaptation Theory 2  The practice of managing variables, or adapting them, in order to achieve desired outcomes  Movement patterns emerge they are not preprogrammed  Movement patterns subject to variability within the environment, task, individual and are able to be shaped by the manipulation of different variables that encourage certain movement patterns over others  E.g., throwing a dart to a small target influences a short, quick arm throwing pattern with little shoulder or body rotation  E.g., throwing a baseball as far as possible promotes a full arm action including shoulder, body rotation and stepping to shift weight 3 Individual characteristics movement Task characteristics Environmental characteristics Continuous and dynamic process as individuals adapt and alter the environment every time they respond to it Adaptation Theory 4  Variables that can be addressed to maximize success:  Individual  Verbal Instruction or information  Instructional model  Multisensory instruction  Task  Goals  Equipment  Environment  Temporal - Timing involved in an activity - Can be slowed down or quickened  Physical environment  Psychosocial environment - Peer to peer interactions  Rules  These variables can be adapted individually or in combination  Adaptation in one area may facilitate adaptation in another area  Adaptations can be made in the lesson, skill practice, activity/game, sport or entire program  Adaptations are not an afterthought but part of the planning process and written into the curriculum and lesson plan Determining Whether an Activity Accommodation is Appropriate 5  Accommodations meet 4 criteria: 1. Does the change allow the student with a disability to participate successfully yet still be challenged? 2. Do the modifications make the setting unsafe for students with and without disabilities? 3. Does the change affect students without disabilities? 4. Does the change cause an undue burden on the regular physical education teacher? Verbal Instructional Considerations 6  Language  Need to modify for students with language impairment, students functioning at a young age level, students with processing disorders, behavior disorders  E.g., “I want you to run to the wall and run back”  Some may process only the first few words, with the first part blocking out the last part  Some process only the last part, with last part blocking out the first  Some will follow the class without understanding the instructions  Some students will hear word “run” or “run to wall” and will probably run somewhere but may not run back Verbal Instructional Considerations 7  Simplify language as follows:  Simplify words “ next to” not “beside”; “in back of” not “behind”; “same or not same” “not alike or different”  Use single-meaning words “ run to first base” not “go to first base”; “step back not go back”  Give one command at a time  Say command and demonstrate  Ask students to repeat command before starting (verbal rehearsal)  Combine verbal instructions with visual cues, sign language, gestures Verbal Instructional Considerations 8  Non-verbal   Gestures – pointing or touching  E.g., run to fence – point to fence, point or touch poly spot on which the student is standing  Sign language “run” sign the word  Picture icons – show three pictures, run, fence, bench and point to each as you give instructions Para-verbal (pitch, cadence, tone) Instructional Considerations 9  Instructional model  Peer, Cooperative, PSI, Tactical, Sport education  Stations  Reverse Mainstream  Using Multisenses  Prompting uses verbal, visual or manual assistance (see next slide) Instructional Strategies Prompt Levels 10  Independent/natural cue  Behavior occurs as a result of natural cue to a stimulus in the environment  Student performs task independently once direction is given without any assistance  Gestures  Student performs task once direction is given with only a gestural prompt (pointing, nodding, shaking one’s head to indicate approval/disapproval)  Indirect verbal prompt  Instructor uses a question format to imply that some behavior needs to occur  E.g., Jimmy, what do you need to do when the teacher blows the whistle?  Demonstrations/model  Done in child’s field of vision  Done whole-part-whole when possible Instructional Strategies Prompt Levels 11  Visual cues (pictorial or written)  Use visual cues only to prompt student to what needs to be done, where to go, etc  E.g., picture related to the task  Teacher does not say anything, but only shows the visual to the student  Verbal Prompt/cues  Clear, specific and concise reminder about what needs to be done or how student needs to perform task  Physical Assistance  Minimal physical  Slight physical contact guides the individual toward the behavior e.g., slight touch on knee to bend knee  Partial physical  Student requires some physical assistance to begin task, to complete task  Student actually performing or attempting to perform part of task by themself  Full physical (see picture next slide)  Student requires full hand over hand assistance to complete the task, follow directions etc.  Fully physically guiding the student through the task  Brailling/tactile modeling (see picture next slide) Full Physical Guidance 12 • Performing a movement with the student, who then eventually gets the feel of the motion. • Consists of placing the student's body and/or limb(s) with or without and implement - into the appropriate position and putting him/her into the desired movement at the preferred speed • Can consist of many levels such as: total assistance, a touch, or a prompt Brailing/Tactile Modeling 13  Athlete feels or touches the coach or another athlete while they perform a particular movement.  Athlete can obtain information regarding limb and body position and correct technique  Most invasive teaching technique.  Your movements must be accurate to the correct movement, speed and rhythm so the student knows exactly how to do it Adaptation Considerations 14 Task Goal Equipment Environment Rules Task Goal Modifications 15  Purpose  Not all students have to have the same goals  Develop motor skills  Enhance self-worth  Improve fitness  Cognitive skills  Performance/Process Measures  Technique/Cues  Walk rather than run  Kick rather than strike  Throw or strike rather than kick  Product/Outcome Measures      Accuracy Force Distance Frequency Velocity Equipment Modifications 16  How student moves in relation to object (over, under, through, catching, kicking)  How the object moves a student (scooter, skates, bike)  How object used to propel another object (bats, hockey sticks, milk cartons)  How objects used to gather other objects (velcro gloves, hands, lacross sticks)  Number and placement of objects Equipment Modifications 17  Shape  Round  square  Speed  Stationary ball: place it on home plate or place it on a batting tee  Weight  Plastic bats, “whiffle”' type balls  Large plastic beach balls  balloons  Yarn balls, styrofoam balls  Trajectory  Change the throwing style to underhand  Throw the ball with one bounce  Roll the ball  Texture  Guidewire  Tactile markers  Silly strings  Height  On ground  Hanging  Sound  Sound balls  Auditory targets  Size (small, medium, large)  Color (contrasting) 18 19 20 21 22 23 24 25 26 27 28 29 Equipment Modifications 30  http://www.youtube.com/watch?v=PB9eCkh4Ryk&l ist=PLA623C1BD468AF1DB (7 min)  http://www.youtube.com/watch?v=FLMECVRU6LE – hoola hoop games Adapting the Environment 31  Adapting the facilities    Well defined boundaries - Painting, chalking or taping lines and boundaries Using existing landmarks for boundaries, bases, goals Support surfaces (friction, incline, smoothness)  Using space creatively   Place student’s back towards the corner helps minimize running away but may not help to focus attention Hula hoops, carpet squares, ploy spots used to define personal space  Eliminating distractions and focusing attention  Extraneous noises, objects in close proximity to working area, too much stimuli/equipment stored in and around instructional area, too much talking Adapting the Environment 32  Providing structure and routine  High levels of structure and routine to lessen frustration and confusion  Varying class format       1:1, small group (3-4 students) large group, peer teaching, stations, self-paced independent work 33 34 Rule Modifications Anything that deviates from the original or culturally accepted rules of the game  Slowing down the pace of the game  Allow for substitutions  Lengthen /shorten/disregard time limits/periods of game  Provide rest periods  Allow more time  Eliminate outs  Allow ball to remain stationary  Allow batter to sit in chair rather than stand  Allow more chances, trials, strikes, throws, jumps  No defender  Reduce number of points needed to win  Make sure all players are involved before a team can score Modifications– Your Turn 35  Soccer  Reduce size of playing field  Reduce size of goal  Walk instead of run  Increase # of players per side  Deflate ball, use bright color ball  Use auditory target  Volleyball  Add more players  Use larger, lighter, softer balls  Play sitting  Allow 5-7 contacts  Serve from any position on court  Play a shorter game (fewer points to win)  Allow player to catch ball instead of volleying  Allow player to self toss or set ball  Lower net  Reduce size of court  Badminton/Tennis  Reduce size of court  Use shorter, lighter racket  Use larger, lighter ball  Play triples  Allow more bounces to get the ball  Play fewer sets  Lower net  Stand closer to net to serve  Do not use service court  Softball  Use velcro balls and mitts  Use larger or smaller bats  Use batting tee  Reduce base distance  Shorten pitching distance  Use a peer Task Analysis 36 PUTTING ADAPTATIONS INTO PRACTICE Steps in a Task Analysis 37  Outlines all of the task, environment and rule factors that influence performance  List factors hierarchically in terms of levels of difficulty from simple to complex  Observe student performance and record movement form  Manipulate/modify variables to provide success and challenge  Observe and record choices and movement  Provide instruction  Observe and record choices and movement  Provides teachers with both an assessment tool and an instructional strategy General Task Analysis for Throwing 38 Striking Task Analysis 39 Specific Task Analysis for Balancing 40 41 ADAPTATIONS BASED ON COMMON STRENGTHS AND LIMITATIONS Thinking Through Adaptations 42  Adaptations for Students with Deficits in Strength, Power, & Endurance  Adaptations for Students with Limited Balance  Adaptations for Students with Problems of Coordination & Accuracy Adaptations for Students with Deficits in Strength, Power, & Endurance 43  Lower targets  6 or 8 ft. basket not 10ft.  Lower tennis, badminton, volleyball net  Facilitates desired patterns and motivation to succeed  Reduce distance/playing field  Serve behind back line, shoot behind free throw line, run from home to first base  Alter when playing lead-up or recreational games  Reduce weight and/or size of striking implements, balls, projectiles  Regulation tennis racquet too heavy for student with MD, use tennis not softball to throw, use beach ball not volleyball Adaptations for Students with Deficits in Strength, Power, & Endurance 44  Allow student to sit or lie down while playing  Demands less fitness, sit when ball at other end of playing field, sit while playing in outfield  Use deflated balls or suspended balls  May use up energy and miss practice time chasing balls  Tie balls to wheelchair, use paper balls  Decrease activity time/increase rest time  Shorten games and practice sessions, play 5 min, rest 3 min, rotate to activities requiring less endurance, allow free substitutions  Reduce speed of game/increase distance for players without disabilities Adaptations for Students with Limited Balance 45  Lower center of gravity  Perform activities sitting down, bend knees while moving, stopping, standing  Keep as much of body in contact with surface as possible  Run/walk flatfooted not on tiptoes  Widen base of support  Stand with feet wider apart  Increase width of beams to be walked  Walk on floor or on wider beams Adaptations for Students with Limited Balance 46  Extend arms for balance  Hold arms out to side when performing balance activities  Use carpeted rather than slick surfaces  Provide surfaces that increase friction  Wear rubber soled shoes  Teach students how to fall  Practice falling on mats, make a game of falling  Provide a bar to assist with stability  Hold on to stationary object, wall, chair, peer when throwing, kicking Adaptations for Students with Limited Balance 47  Teach student to use eyes optimally  Focus on stationary object on wall Adaptations for Students with Problems of Coordination & Accuracy 48  Catching, striking activities  Use large, lighter, softer balls  Easier but may promote immature performance  Gradually introduce smaller ball to elicit more skillful pattern  Decrease distance and reduce speed   Distance ball tossed reduced Ball tossed slowly for some, faster for others  For throwing use smaller balls   Students with spastic CP trouble gripping ball Use smaller balls, balls easily grasped like yarn balls Adaptations for Students with Problems of Coordination & Accuracy 49  Striking, Kicking  Use stationary balls off tee before using moving ball  Increase surface of striking implement  Increase surface of striking implement  Use lighter bats or rackets with larger striking surface  Use backstop, nets, rebounders  Prevents chasing ball  Increases practice time Adaptations for Students with Problems of Coordination & Accuracy 50  Increase size of target  Give points for hitting rim or backboard  Stand closer to target to promote success  Bowling activities  Use lighter less stable pins,  use more pins and spread them out to increase size of target Steps to Adapting Activities 51  Determine what & how much to teach and scope and sequence General PE curriculum standards, Special Olympics, and IEP goals  Total number of objectives/goals given instructional time  Consider the individual  Present level performance (strength and weaknesses, age, interests)  Determine the goal of the activity/game  Endurance, upper body strength, accuracy, technique  Consider how objectives relate to student’s IEP  Mastery level (consider the IEP)   Select activity modifications to maximize on task time and empowerment  Teach  Assess/Evaluate Guideline for Instructional Strategies Reflection Paper 1. Please write a two-page paper. You should have two sections in this paper. First, please summarize the major points of this PowerPoint. Second, write a reflection report of what you learn from this PowerPoint and how you will apply this knowledge to your teaching. 2. Please make a list of modifications for basketball, track & field, bowling, baseball (see slide 35). 3. Please utilize task analysis for shooting, hopping, and kicking skills (see slide 36 - 40).
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OUTLINE :
Instructional Strategies Reflection Paper assignment
THESIS STATEMENT : To accurately answer questions on Instructional Strategies Reflection Paper
assignment
Question 1.
Correctly answered all the parts of the question.
Question 2.
Correctly answered all the parts of the question.
Question 3.
Correctly answered all the parts of the question.
Adhered to the APA writing format.


INSTRUCTIONAL STRATEGIES

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Instructional Strategies Reflection Paper
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INSTRUCTIONAL STRATEGIES

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Summary

The presentation discusses and analyzes adaptation activities for students living with
disabilities. First of all, the adaptation theory is discussed. Adaptation theory is the procedural
practice of managing variables, and manipulating these variables to achieve desired objectives.
Some of the variables that can be addressed to achieve success in students with varying
disabilities include individual, task, environment, and rules. There is a four-step procedure used
to determine whether a particular activity accommodation is appropriate. Instructional
considerations can be divided into Verbal instructional considerations, instructional
considerations, full physical guidance, and brailing/tactile modeling...

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