Transcript PYLUSD Classroom Organization

Classroom Organization Strategies
PLYUSD
August 28, 2013
Patty Schwartz
Educational Consultant
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WHAT IS Effective Instruction?
If it’s GOOD, it…
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respects the neurology of students
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is developmental and hierarchical
is individualized (based on data)
facilitates independence
builds “internal” competence
motivation
transitions across contexts (is
generalized)
includes practice of learned skills
provides positive behavioral supports
maintains active engagement
promotes social interactions
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Resource:
with disabilities
Leslie Fagan – District Program Specialist
ABC Unified School District -Cerritos CA
STRUCTURED TEACHING
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Helps students to understand situations and
expectations
Helps students to be manage their behavior
Helps students to learn more efficiently, using
stronger visual channel rather than auditory
channel (focus & sustain attention)
Helps student to be more independent
Reduces behavior problems
THE 3 ELEMENTS
of STRUCTURED TEACHING
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PHYSICAL STRUCTURE
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INDIVIDUAL DAILY SCHEDULES
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WORK SYSTEMS
Remember: Physical structure needs to:
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Optimizes the likelihood for success throughout the day.
(There is NO free or down time!)
Provide limits that are clear to the staff and can then be
translated to the students.
Make use of furniture to
define areas and boundaries.
Materials, materials,
materials…have clear places
to obtain and return them!!!!
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PHYSICAL STRUCTURE
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Key concepts:
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Establish clear visual and/or physical boundaries
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Minimize visual and auditory distractions
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Develop basic teaching areas
Physical Organization
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Utilize furniture/materials that are
“comfortable” for each student and helps
to “ regulate ”
his body in space
(collaborate with OT for specific
stategies)
Arrange materials so that they are
“ accessible ” to students and facilitates
independence
Consider grouping desks in smaller clusters
to
keep
student
from
becoming
overwhelmed
Con’t
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Consider arranging for 1:1 instruction
Have student sit on the end or alone to
provide additional personal space
Be aware that sitting in bleachers or on
the floor for assemblies may be difficult
(teach and practice)
Plan breaks to get up and move around
Be aware that changing the environment
may produce anxiety
Areas may include:
Play/leisure
Work area (1 to 1 and/or independent)
Transition
Group activities (small or large group)
Eating area
Toilet/hygiene
Others depending on curriculum and
developmental age
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Physical organization continued….
Maximize
student’s
attention
to
instructional information (ie - sitting closer
to “ instructor ”
to visually access
information)
 Consider the function and relevancy of
displayed materials – make it obvious what
the focus should be
Minimize clutter and “ plastering ” the
walls with items that are distracting
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Samples of Visual Directives
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Reflection
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Stand in your doorway and make a map of
your room and how you would structure for
your students.
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Put yourself in the place of the students –
what will they see – what will the structure
say to them
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Does the structure of my room help my
students be successful
Why Transitions are Difficult
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Not wanting to stop a preferred activity
Students don’t know when the activity will
come back
How long will this activity take – I don’t like it!
May not want to stop before its finished
May like the attention received for not
complying
May not understand what is next or think its too
difficult
Making Transitions Less Challenging
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Using visuals
Transition object or card/picture
Using auditory signals
Using timers (count downs)
Clear beginning and end
Signaling / Frontloading that the activity is
ending soon
Give time to process the direction to end the
activity
Consistency with Transitions
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Create routines for each transition
– When you come in in the morning always
put your backpack and lunch in the same
place
– Sign in
– Sit at your desk (have something set up
already for them to go – eliminate waiting
and down time)
The Power of Schedules
They minimize problems with impaired
memory or attention
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• They reduce problems with “executive
functioning” (time management, predicting
organization, problem solving, etc)
• They compensate for problems with
receptive language, which may also cause
obstacles to following verbal directions
(words
are
‘fleeting’)
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Daily Schedules
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A visual cue or cues which tell what
activities will occur and in what sequence.
It is a visual support that allows the
student to predict what will happen next.
Use the concrete reference of the
schedule in order to teach flexibility &
adaptability.
Types of Schedules
Whatever type must be referenced and
accessed consistently
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Object
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Photo (real picture)
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Icon (representational)
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Picture/Word
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Written
DAILY SCHEDULES
Visual schedules need to:
 Be Clear & Concise
(including location and student space)
 Enhance Predictability – Creates Calm
 Facilitate Independence
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How to Individualize:
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Length of schedule
Transition, first-then, part day or full
day
Schedule manipulation
Carry the object/picture, turn over,
cross off
Personalization
Tailored to individual abilities &
interests (locations may be on wall, at
desk, on the board as a general
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Instructional Strategies
4 Key questions for ANY Activity or Lesson
•What work is to be done?
•How much work do I do?
•How will I know I’m finished?
•What happens when I’m finished (what comes
next)?
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Remember:
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Within any specific activity, add visual structure
to help the students know where to start and how
to complete the activity, and to sequence the
steps and clarify the directions.
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Finished…. Done...
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The concept of finished is a key organizer
and motivator for all.
Examples of how to indicate finished or doneBaskets
– Trays
– Shelves
– Folders
– Carts
– Returning to locations with room
– Checklists
– Pocket charts
– Tallies
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REMEMBER:
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DO NOT violate the “finished”concept ...
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Once finished, put it away - don’t take it apart
and do it over again
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Design another task which provide additional practice
with the same concept
Independent work
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Things to consider when developing:
– STRUCTURE
– STUDENT’S DISTRACTION TOLERANCE (solitary,
with minimal, work with peers)
– MOBILITY
– WITHIN ARM’S REACH
– STANDS TO GET TASKS
– WALKS TO SEPARATE AREA
– WALKS TO MATERIALS IN COMMON AREA
– “FINISHED”
– BASKET OR TABLE
– FINISHED AREA
– PUTS BACK ORIGINAL SPOT/AREA
– PUTS IN DESIGNATED AREA
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Visually Structured Activities
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Visual organization
– Limit space/movement
– Container organization
– Boundaries (folders,
sections taped off, etc.)
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Visual Clarity
– Color coding
– Labeling
– Highlighting
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Exaggerating
 Visual instructions
Either “materials define the task”-- using cut out jigs,
picture jigs, referral jigs, etc.
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Or “written instructions define the task” -- using top to
bottom lists, picture dictionary, product samples, graphic
organizers, etc.
Samples of Independent Work
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Final Thoughts:
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Independence, Motivation, Interests, Cooperation
– Do not weave instructor unnecessarily into the activity
– Encourage attention to visual supports
– Design with generalization to independence in mind
– Design with a clear beginning and end
– Build repetition into task, rather than repeated drills
under teacher’s directions
– Use manipulative of high interest
– Allow partial participation in new activities
– Build on emerging skills, rather than tackling clear
failures
Resources
- Bloomfield, B. & Ryan, M., Icon to I can: A Visual Bridge to Independence
Presentation (manual)
- Bondy, A. & Frost, L., Picture Exchange Communication System (PECS)
- Hodgdon, L., Visual Strategies for Improving Communication, Practical Support for
Home and School
- Mayer-Johnson - Picture Communication Symbols, Boardmaker
Mesibov, G., Cox, R. & Schopler, E., Division TEACCH (Treatment and Education
of Autistic and related Communication handicapped CHildren)
- Prizant. B., Wetherby. A., Rubin, E., Laurent, A., & Rydell, P.- SCERTS Model
(Social Communication - Emotional Regulation - Transactional Supports)
- Smith Myles, B. and Southwick, J. -Asperger Syndrome and Difficult Moments
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-Handouts from Ellen Hooper, Ph.D. - March 2004 summarizing Garcia-Winner, M.
and Thompson-Moore, S. 2002
- LouAnne Boyd - NOC SELPA, Program Specialist
- Leslie Fagan - ABC USD – Program Administrator
- Patty Schwartz - Consultant
- Andrea Walker - Consultant