1 Active Learning Is More Than a Piece

1 Active Learning Is More Than a Piece of Equipment! Kate Hurst, Education Consultant, Texas School for the Blind and Visually Impaired Charlotte Cushman, Web Manager, Active Learning Space, Perkins School for the Blind

What is Active Learning? ■ Based on the work of Dr. Lilli Nielsen ■ Danish Educational Psychologist ■ 2 nd of 7 children, 4 of whom were born blind ■ Died in 2013 ■ Total approach for promoting the development of individuals with severe multiple disabilities 2 2

Who is this approach for? ■ Targets learners who function up to the developmental age of 48 months (4 years), but can also help those at a slightly older developmental level ■ Learners with: ■ significant multiple disabilities ■ sensory impairments (vision or hearing loss or deafblindness) ■ autism 3 3

How does this approach differ from other approaches? ■ Views the child's development holistically (social and emotional development, as well as motor, cognitive, and sensory skills) ■ Learner-directed ■ Focused on the child’s developmental level ■ Self-initiated activity without prompts from adults ■ Appropriate adult-child interactions based on the learners emotional development 4 4

What are the components of Active Learning? ■ Assessment: Functional Scheme ■ Curriculum: FIELA Curriculum ■ Instructional Strategies (Five Phases of Educational Treatment) ■ Specifically-Designed Equipment and Materials 5 5

Video Examples Jack’s Progression https: //library. tsbvi. edu/Player/18261 6 6

7 7 Rylan Before and After https: //library. tsbvi. edu/Player/18398

Dynamic Learning Circle 8 8

Developmentally Appropriate Play https: //library. tsbvi. edu/Player/15188 9 9

5 Phases of Educational Treatment ■ Phase 1 – Offering: promote trust, observe the learner's reactions, identify likes/dislikes, understand emotional level, and introduce self-activity ■ Phase 2 – Imitation: increase learner's interest in activities nearby, ability to initiate, belief in self, and introduce new activities / movements ■ Phase 3 - Interaction: learn dependency on others, initiate interactions, enhance development of self-identity, and to give basis for social development ■ Phase 4 – Sharing the Work: increase experience of success, involve in new social relationships, increase interest in acquiring new abilities ■ Phase 5 – Consequences: endure meeting demands and changes in life, feel self-confident, and establish a sense of responsibility 10 10

Phase 1: Offering https: //library. tsbvi. edu/Player/13381 11 11

Phase 2: Imitation https: //library. tsbvi. edu/Player/13391 12 12

Phase 3: Interaction https: //library. tsbvi. edu/Player/14775 13 13

Phase 4: Sharing the Work Patty and Jalen make puppets: https: //library. tsbvi. edu/Player/16462 14 14

Phase 5: Consequences https: //library. tsbvi. edu/Player/16463 15 15

16 16 Major Pieces of Equipment Essef Board HOPSA Dress Little Room Multifunctional Table Position Boards Support Bench

Things You Can Make Activity Wall Apron, Belt, Vest, Glove Echo Bucket Mobile Position Board Resonance Board Trays 17 17

FAQs ■ I have to follow our state standards, and I don’t know how this would fit together with Active Learning ■ My school can’t afford any special equipment. ■ I’m a TVI and I can’t haul a lot of equipment around. ■ I want to try this approach, but no one else on my team is interested. ■ Can I use this approach be used with students with CVI? 18 18

Getting Started http: //www. activelearningspace. org/images/downl oads/Getting_Started_with_Active_Learning_201 9 ver. pdf 19 19

Where to get more information ■ Active Learning Space Website http: //www. activelearningspace. org/ ■ Books by Dr. Lilli Nielsen ■ Recorded Webinars ■ Self-Paced Modules ■ Study Group: March 24 th ■ Sign up for e. Newsletter 20 20

Contact Information Charlotte Cushman Charlotte. Cushman@perkins. org Kate Hurst hurstk@tsbvi. edu 21 21