Embedded Learning Opportunities to Support Inclusionpdfs/meetings/inclusionMtg...Embedded...
Transcript of Embedded Learning Opportunities to Support Inclusionpdfs/meetings/inclusionMtg...Embedded...
Presented by CONNECT
Pam Winton, Virginia Buysse, Maggie Connolly, Chih Ing Lim, Jonathan Green, Christine Lindauer
Ann Turnbull
Beth Rous & Patti Singleton
Embedded Learning Opportunities to Support Inclusion
CONNECT
Session Objectives
Participants will:Become aware of the web‐based resources that Connect is developing.Learn a research‐based instructional design sequence to aid in making evidence based decisions.Identify how to utilize these resources in professional development efforts.
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Purposes of CONNECT
Web‐based PD resources and modulesFocus on young children with disabilities and their familiesHelp build early childhood practitioners’ abilities to make evidence‐based decisions
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Rationale
Focus on teacher qualityLink between college degrees and high quality is not a givenImportance of faculty and PD providers as “knowledge mediators”
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Examples of how modules will be used?
Our primary target audience will:Send learners to website as assignmentDownload resources to use ala cartePresent ‘live’ in class and work through as group Others?
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Current Context
Info glut / technology advancesShrinking resourcesIncreasing faculty workload
Early Childhood Teacher
Preparation Programs
All other departments
within Institutes of Higher Education
(IHEs)
61.2 Students / FT Faculty
38.7 students / FT Faculty*
*source: Early and Winton, 2001
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Needs AssessmentDelphi Survey: Participants
2‐year faculty
4‐year faculty
OSEP Project Directors
PD Providers
Early childhood state policymakers
Family faculty
Families
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What PD Providers wantShort video clips that illustrate practice
Activities
Interactive resources
24/7 availability
Flexibility & ease of use
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Top 10 Topics (In Rank Order)Family‐centered practices
Intervention strategies to support inclusion
Atypical /Typical child development
Assessment
Evidence‐based practices
Socio‐emotional development
Family‐professional collaboration
IEPs/IFSPs: Developing child and family goals
Collaboration among professionals / teaming
Inclusion
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Factors influencing module choice
1. Results from the needs assessment (i.e., Delphi and other literature)
2. Possible linkages with OSEP‐funded or other national centers (e.g., National Early Childhood Transition Research and Training Center; TACSI)
3. Leveraging resources (e.g., staff expertise on certain topics such as transitions)
4. OSEP approval
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Upcoming modules
Inclusion: Embedded interventions to promote participation
Transitions
Family‐professional partnerships
CONNECT Module Design
Research base for instructional design
Focus on realistic problems
Relevance & quality of content
Emphasis on a decision‐making process
Learner feedback & evaluation
(Bransford, Brown, & Cocking, 2000; Trivette, 2005)
A decision‐making process that integrates the best available research evidence with family & professional wisdom & values
Evidence-Based Practice (EBP)
(Buysse & Wesley, 2006; Buysse, Wesley, Snyder, & Winton, 2006 )
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Integration of how people learn and EBP
Research on
how adults learn
Decision‐making skills based on 5‐step
process
CONNECT’s Learning Cycle
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CONNECT’s 5-step Learning Cycle
Step 1: Dilemma
Step 2:Reflection
Step 3:Content
Step 4: Decision‐Making
Step 5:Evaluation
> > > >
Module 1Inclusion:
Embedded interventions to promote participation
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Definition and Examples of Embedded Interventions
Embedded interventions are specially designed practices that are used to promote children’s engagement, learning, and independence in everyday activities, routines, and transitions in the classroom, home, and community.
Examples:• Incorporate a counting activity into snack time• Add books to the dramatic play center to promote concepts of print
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Small Group Activity:Instructions
1. Complete Activity 1 on the Project Activity worksheet.
2. Round Robin – Identify the important information from the 2 perspectives you have just heard.
3. Choose a reporter from your small group to share answer to Question 5 with large group.
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Step 1: DilemmaLuke’s Story
Family’s Perspective (Christine)
Step 1: Dilemma
Step 2:Reflection
Step 3:Content
Step 4: Decision‐Making
Step 5:Evaluation
> > > >
Teacher’s Perspective (Jackie)
Teacher’s perspectivesFamily’s perspectives
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For children like Luke who have significant language delays and limited experience being around other children are embedded interventions effective practices to achieve the following outcomes, that Luke will communicate his wants and needs to adults and peers; and will participate in learning activities with peers, such as story time and circle time?
Turn the Dilemma into an Answerable Question
Step 1: Dilemma
Step 2:Reflection
Step 3:Content
Step 4: Decision‐Making
Step 5:Evaluation
> > > >
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Step 3: Content
Definition & examples of teaching strategiesBest available researchRelated policiesRelated consensus statementsFamilies’ perspectives
Step 1: Dilemma
Step 2:Reflection
Step 3:Content
Step 4: Decision‐Making
Step 5:Evaluation
> > > >
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Teaching strategies used to implement embedded interventionsEnvironmental ModificationAltering or arranging the classroom, home, or community environment to promote participation, engagement, and learning of children
Peer SupportEnlisting peers to help children reach goals and participate fully and meaningfully in the classroom, home, or community
Step 1: Dilemma
Step 2:Reflection
Step 3:Content
Step 4: Decision‐Making
Step 5:Evaluation
> > > >
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Sources of Knowledge
ResearchResearch Synthesis Points
PoliciesPolicy Advisory on Inclusion
Consensus statementsDEC / NAEYC Joint Position Statement on Early Childhood Inclusion
Experience‐based wisdomParents Speak Out
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Step 4: Decision-Making
Step 1: Dilemma
Step 2:Reflection
Step 3:Content
Step 4: Decision‐Making
Step 5:Evaluation
> > > >
Summarize the general sources of knowledge from Step 3
Integrate sources of knowledge
Consider that information in light of the unique context of Luke’s situation in order to make a decision
Describe how to implement the decision
Unique Practice ContextUnique Family ContextNature of evidence
Evidence‐Based Practice Decision‐Making Tool
Sources of Knowledge
Child / Family Response
Recommendation
Best Available ResearchResearch Synthesis
Laws/Policies/StandardsPolicy AdvisoryJoint Position Statement on Early Childhood Inclusion
Experience‐based KnowledgeParents Speak Out
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Steps 5: Evaluation
Step 1: Dilemma
Step 2:Reflection
Step 3:Content
Step 4: Decision‐Making
Step 5:Evaluation
> > > >
What information would you gather to evaluate whether the practice was implemented as designed?
What information would you gather to evaluate the results of the intervention?
How will that information be used to make adjustments and identify next steps?
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Come follow Christine on her journey to make inclusion a reality
for her son:http://community.fpg.unc.edu/
Early Childhood CommunityPose a Question. Share a Challenge. Contribute Ideas.
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Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.Buysse, V., & Wesley, P. W. (Eds.). (2006). Evidence‐based practice in the early childhood field. Washington, DC: Zero to Three Press. Buysse, V., Wesley, P.W., Snyder, P., & Winton, P. (2006). Evidence‐Based Practice: What does it really mean for the early childhood field?. Young Exceptional Children, 9(4),2-10.Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N.(2007). Lost in knowledge translation: Time for a map? The Journal of Continuing Education in the Health Professions, 26(1), 13‐24.Graham, I. D., Tetroe, J., & KT Theories Research Group. (2007). Some theoretical underpinnings of knowledge translation. Academic Emergency Medicine,14(11), 936‐941.Smith, D. D., Pion, G., Skow, K., Tyler, N., Yzquierdo, Z., Brown, J., & Givner, C. (n.d.). The IRIS Center for faculty enhancement: On‐line course enhancement modules and materials for use in the preparation of education professionals. Retrieved January 26,2009, from http://iris.peabody.vanderbilt.edu/ Trivette, C. M. (2005). Effectiveness of guided design learning strategy on the acquisition of adult problem‐solving skills. Bridges, 3(1), 1‐18.Wales, C. E., & Stager, R. A. (1978). The guided design approach. Englewood Cliffs, NJ: Educational Technology Publications.
References