Transcript Active Learning Narbethong State Special School

Active Learning
Presentation By: Diane Powell and Lori Enroth LilliWorks Active Learning Foundation
www.lilliworks.org
Developed by Dr. Lilli Nielsen for learners of all ages with significant disabilities
who have a developmental age of 4 years or under. As the name implies, Active
Learning revolves around the learner being active.
The Essential Active Learning Principal:
To create environments that give feedback & support to the learner,
so the learner can take action on their own initiative to learn.
Active Learning
• Developed by Dr. Lilli Nielsen, of Denmark. Dr. Nielsen had
nearly 50 years of experience with vision and multiple
disabilities. She authored 9 books, 20 articles in professional
journals, developed a countless variety of perceptual aids,
and held over 200 trainings throughout the world.
Considered the top expert and in education of children with
multiple disabilities. She was a teacher and psychologist, her
PhD was on spatial relations of congenitally blind infants.
The Active Learning Approach
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EVERYONE CAN LEARN!
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Children learn by exploration and repetition
– We are not prepared neurologically to learn through direct teaching until 4-5
years
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Hands Off – let them have control of their own hands!
– Hand over hand takes away kinaesthetic & tactile concept development
– Hand over hand reduces the sensory information received by the body making
concept development impossible
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Observe – watch them play, don’t interrupt
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To Learn the child must have their own successes
One On One Learning
Active Learning – Play!
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Let the child play!
– Provide learning environments for the child at their developmental level
– Let the child explore on their own in that environment
– Don’t interrupt (even with praise) - Let the child share their experiences and
enthusiasm with the adults instead.
– Let the child experiment, repeat and fail within the safe environment you have
provided for them.
– Learning builds their knowledge and their confidence
– Let them find their own “right way” to do things and become more
independent.
The adult is to provide favorable conditions, choices, patience, safety and
increased and updated challenges that simulate the child at the right
developmental and emotional level.
Exploring Around the Classroom
Large Position Board
Textures on Wall
The ACTIVE LEARNING APPROACH
Dr. Lilli Nielsen, R. LICAL,
Lilli's Consultancy for
ACTIVE LEARNING,
Kolding, Denmark.
• Dynamic Learning Circle
Awareness
And Interest
Curiosity
And
Activity
Readiness
For new
Challenges
Completion of
Learning or
Habituation
Five Phases of Learning
Phase 1------ The Technique of Offering
Phase 2 ----- The Technique of Imitation
Phase 3 ---- The Technique of Interaction
Phase 4 ---- The Technique of Sharing
Phase 5 -- The Technique of Consequence
Stopping Self Abusive Behaviors
Active Learning – Observation
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Observe and Assess developmental level – Functional Scheme Assessment
– Strengths: existing skills, abilities, repertoire, preferences
– Weaknesses: vision loss, other disabilities, compensating mechanisms
– How do they explore: by seeing, touching, listening, tasting, smelling
– Do they repeat – on their own (without coaching)
The Functional Scheme: Functional Skills Assessment (0-48 months)
• Gross Movement
• Fine Movement
• Mouth Movement
• Visual Perception
• Auditory Perception
• Haptic-tactile Perception
• Smell and Taste
• Language non-verbal, verbal, comprehension
• Object Perception
• Social Perception
• Emotional Perception
• Play and Activities
• Toileting Skills
• Undressing & Dressing Skills
• Personal Hygiene
• Eating Skills
Resonance Board Goal
Goal
Will lie on his back on a board one inch above the ground with a vibrating
object in the hand and have objects for making and comparing sounds
within reach, will interact with his environment for 30 minutes for 4 out of
5 consecutive trial days.
Objectives
Will lie on his back on a board one inch above the ground with a vibrating
object in the hand and have objects for making and comparing sounds
within reach, will interact with his environment for 10 minutes for 4 out of
5 consecutive trial days.
Will lie on his back on a board one inch above the ground with a vibrating
object in the hand and have objects for making and comparing sounds
within reach, will interact with his environment for 20 minutes for 4 out of
5 consecutive trial days.
Data Collection
Active Learning Specialized
Equipment
Little Room
Support Bench
HOPSA Dress
Position Boards
Resonance Boards
ESSEF Board
MFA Table
References
Books by: Dr. Lilli Nielsen
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Space and Self
Spatial Relations in Congenitally Blind Infants
Are You Blind?
Educational Approaches
Visual Impairment - Understanding Needs of Young Children
The Comprehending Hand
Early Learning Step By Step
Functional Scheme: Functional Skills Assessment
The FIELA Curriculum - 730 Learning Environments
www.LilliWorks.org
Active Learning
LilliWorks Active Learning Foundation
California 501(c)3 Non-Profit Corporation
2517 Blanding Ave., Suite 110, Alameda, CA 94501
Phone: (510) 814-9111, Fax: (510) 814-3941
www.lilliworks.org
 Penrickton Center for the Blind: www.penricton.com
•AL Live-In Facility in Michigan (American experts in AL)
Texas School For the Blind: www.tsbvi.edu
•AL classrooms throughout Texas (Research articles online)
Narbethong State Special School: www.Narbethongspecs.eq.edu.au
•All AL School in Australia (Vodcasts & AL ideas/pictures online)