Instructional Modifications Chapter 6

1. Instructional ModificationsChapter 6 Sonya Felmly KIN 579 West Chester University

2. Video Part One • http://www.youtube.com/watch?v=pQm8-9gy3F4&feature=plcp

3. Objectives • At the end of this presentation you will be able to • Determine if a modification is appropriate • Identify and describe Mosston and Ashworth’s teaching styles • Understand the importance of peer tutoring, teaching stations, cooperative learning, and reverse mainstreaming. • Make the appropriate accommodations on how your presenting your information to the class.

4. Students with Disabilities… • Students with disabilities can be successful in the general physical education class. • General physical education teachers must be prepared to modify how the class is organized, how information is presented, and how support personal are utilized. • The first step to begin modifying lessons is to determine how you teach your class!

5. Is Your Adaptation Appropriate? • You must make sure that the modification you are implementing does not have a negative effect on the student with the disability, peers without disabilities, and the general physical education teacher. • Example: • A general physical education teacher decides to speak slower when instructing the entire class to accommodate a child whohas trouble with understanding verbal direction.

6. Lieberman and Houston-Wilson (2002) Adaptation Checklist • Is the adaptation safe? • Does the modification maintain the concept of the game? • Was the child included in the adaptation, or does he or she embrace the concept? • Is the game still age-appropriate? • Is the child still included successfully?

7. Lieberman and Houston-Wilson (2002) Adaptation Checklist • Is the adaptation holding the child back or not affording a challenge? • Does the adaptation still allow the child with a disability to work on either class goals or IEP goals? • Does the adaptation alienate the child from the rest of the class? • Other?

8. Teaching Styles • Teaching style takes account of the learning environment, the general routine, and how the lesson is presented. • Mosston and Ashworth (2002) described nine different teaching styles.

9. Mosston and Ashworth’s Reproduction Styles • Reproduction Styles is when the teacher makes all of the decisions. • Decisions include what the students do, when they do it, how they do it, how long they do it, who (if anyone) they do it with, and with what equipment they use. • The major advantage of these styles are that teachers have control over the entire class and students know exactly what to do. • The major disadvantages of these styles are students are less likely to be creative and are more passive learners.

10. Reproductive styles…

11. Mosston and Ashworth’sProduction Styles • Production styles is when the students make all of the decisions. • Students are suppose to discover the most appropriate movement pattern to solve a particular movement pattern. • Production styles allows the students to actively learn by experimenting and discovering. Students tend to be more investing in their learning and retain the learnedinformation for a longer period of time. • A disadvantageisthis style is it takes a great deal of time for students to achieve the objective.

12. Mosston and Ashworth’sProduction Styles

13. Video Part Two • http://www.youtube.com/watch?v=m5C28nbesmQ&feature=plcp

14. Class Formats • Class formats refers to how students are organized in the class. • Seaman et al. (2003) outlined class arrangements that are frequently used in the physical education setting. • One-to-One instruction (one teacher or assistant for every student) • Small Groups: 3-10 students working with a teacher

15. Class Formats 3. Large group: entire class participating together as one group 4. Mixed group: using various class formats within one class period. 5. Peer teaching or tutoring 6. Teaching stations: student rotate and practice different skills that are already set up by the teacher. 7. Self-paced independent work: students work independently and at their own pace by following directions on task cards.

16. Peer Tutoring • Peer Tutoring is when students help other students. • Tutors are trained by the Physical Education teacher. • Peer Tutors can be students helping each other in the same class (reciprocal learning), students assigned to help a particular student with a disability, or an older student helping a younger student.

17. Peer Tutoring Advantages of older peer tutors • More reliable • More focused • Can handle more responsibility • Better behavior from the student with the disability.

18. Peer Tutoring Advantages of same age peer tutors • Student is already in the class • Easy to set up • Students already know each other Disadvantages of same age peer tutors • You will need several students to be peer tutors • It can change the relationships between children with and without disabilities.

19. Teaching Stations • Physical Education teachers can set up three or more stations. • After 3-5 minutes students rotate to the next station. • Stations can be unrelated (jumping rope, scooters, throwing and catching, push-ups) or can befocused around a theme. • Stations allow students to be independent and they accommodate students of all different abilities.

20. Cooperative Learning • Students work together to accomplish a goal or task • Goals can only be achieved if all members of the group work together. • Individuals in each group are given specific jobs • Cooperative learning encourages students to help each other and work together.

21. Reverse Mainstream • Students without disabilities are included in a class made up of students with disabilities. • Students without disabilities are not peer tutors but engage in the activities with the students with disabilities. Advantages • It provides good role models • Allows more people to participate in team sports

22. Verbal Instructions • Verbal instructions refers to the length of verbal challenges used to present information to the class. • Students with autism, some intellectual disabilities, or hearing impairments will need to have verbal instructions modified to meet their needs.

23. Modify Verbal Instructions • Seaman et al. (2002) suggest the following modifications: • Use single-meaning words • Run to the base instead of go to the base • Give only one command at a time • Ask students to repeat the command before preforming it • Say the command and then demonstrate the task

24. Demonstrations • Demonstrationsinclude who gives the demonstrations, how many are given, how often they are given, and the best location for the demonstrations. • Some modifications for demonstrations can include: • Having a student with visual impairment stand closer to the teacher • Teacher or peer tutor can highlight key parts of the demonstrations for students with an intellectual disability.

25. Visual Supports • Visual supports are any kind of visual prompts that helps a student understand and interact with their world. • Visual supports are very helpful with students with autism. • Visual supports can help students follow rules, know what is happening in their day, transition from activity to activity, and help students communicate.

26. Video Part Three • http://www.youtube.com/watch?v=M1lN4lKf4HY&feature=plcp

27. Visual Supports • Visual Schedules- schedules can be for the entire day, part of the day, or for a specific class. • Schedules help keep students from being confused or upset during transitions. • Information Sharers: Help students answer questions. • For example: Billy is entering the Math classroom after Physical Education class. The Math teacher asks Billy, “ What did you learn today in PE?” Billy has a picture of a volleyball which prompts him to say, “Played volleyball.”

28. Visual Supports • Checklists/Organizers • Many students with disabilities are able to complete the beginning or ending of a task. • Checklists helps students remember all of the steps to complete the specific skill. • Visual Behavioral Supports • Reminds students of the behavioral expectations along with a reinforcement.

29. Some things to consider…

30. Time • Time of the day or season is important to consideration when creating lessons. • Some children who receive medication might be have physical education in the afternoon. • Students who tire easily might be more successful in a morning physical education class.

31. Duration • Duration is how long a student will be preforming or engaged in an activity. • Duration can include how many physical education classes a student has every week, how many weeks will be spent on different units, or how long a student will be engaged in the activity during the class period.

32. Size and Nature of Group • How large the group is and the make-up of the group. • Modifications for grouping • Students with intellectual disabilities can be placed on a team with more people. • Students can work in small groups (station work) • Students can be paired up with a classmate who is at the same skill level.

33. Instructional Setting • Where is the class held? • Includes indoors, outdoors, weight room, pool, temperature lighting, floor surface, boundaries, and markings on walls. • Some modifications can include • Bright cones or tape to mark boundaries • Hula hoops or poly spots to mark students personal space • Partitions to block off parts of the gym

34. Provide Structure or Routine • All students preform best when they always know what is expected from them. • Students with disabilities have a hard time dealing with change. It can lead to self-injurious behaviors, confusion, withdrawal, and misbehaviors. • It is important to keep the routine as consistent as possible.

35. Level of Difficulty or Complexity • Teachers can modify the difficulty of each skill for individual students without needing to change it for the rest of the class. • For example, students are learning positioning in soccer. For a student with an intellectual disability the teacher can tape off a certain area for the student to play in.

36. Levels of Motivation • How much and types of reinforcement students need to be motivated to stay on task. • Verbal praise • Extra privileges • Free play • Tokens/ Tickets • Stickers • Popsicle Sticks

37. Question #1 • What criteria listed below does not belong on the adaptation checklist? • Does the modification maintain the concept of the game? • Is the game age- appropriate? • Is the child still included successfully? • Does the adaptation still allow the child with a disability to work on either class goals or IEP goals? • All of the criteria listed above is on the adaptation checklist.

38. Question #2 • Example: Students working in pairs throwing a football at a target. One partner throws the football while the other partner observes and gives feedback by using the teachers cue cards. • Practice • Reciprocal • Convergent discovery • Self-Check

39. Question #3 • The teachers job is to present a question to the students. The students job is to use logical procedures, reasoning, and critical thinking to determine the answer. • Guided Discovery • Convergent Discovery • Divergent Discovery • Inclusion

40. Question #4 Which of the following is a visual accommodation? • Visual Schedules • Information Sharers • Checklist • Visual behavior supports • All of the above

41. Question #5 • What accommodations are you going to use to make sure that students with disabilities are successful in your general physical education class?

42. Summary.. • Students with disabilities can be successful in the general physical education class by modifying how the class is organized and how information is presented. • Some things to keep in mind.. • What teaching style are you using? • What class format are you going to use? • Is the accommodation appropriate? • Which would be better for your students verbal instructions, demonstrations, or visual supports? • Are you going to use peer tutors? • Are you going to use station work, cooperative learning, or reverse mainstreaming?