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Real-Life Learning

Real-Life Learning. Making the Most of Everyday and Special Activities. Learning Objectives. Participants will : Understand the value of real-life learning opportunities Be familiar with strategies to help build on the educational value of everyday and special activities

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Real-Life Learning

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  1. Real-Life Learning Making the Most of Everyday and Special Activities

  2. Learning Objectives Participants will: • Understand the value of real-life learning opportunities • Be familiar with strategies to help build on the educational value of everyday and special activities • Learn ways to capitalize on real-life learning activities across home and school environments

  3. What is Real-Life Learning? • Learning in the moment, doing actual activities- not "seat work" • Functional, real-life learning goes beyond schedules and activities of daily living • Dr. Barbara McLetchie says, "To live, to love, to work, and to play"

  4. Why Engage in Real-Life Learning? • Children who are deafblind are more motivated to communicate in naturally occurring situations • Children who are deafblind do not generalize knowledge and skills well- learning by doing actual activities suits their learning style • Contrived lessons are difficult to make meaningful and engaging for this population

  5. What is meaningful? Think in terms of these questions: • Will the skills involved in this activity help the learner in the future? • Will the learner enjoy her/himself because of this activity? • If the learner does not acquire this skill, will someone else have to do it for her/him (i.e. will this increase independence)?

  6. Making the Most of Real-Life Learning • All kinds of vocabulary and skills can be practiced during activities • IEP goals and objectives can be met by capitalizing on everyday and special activities • Using schedules, experience boxes, experience books, recipes, and/or journals will allow you to build on activities

  7. Schedules

  8. Object Schedule

  9. Going to School

  10. Basic Picture Schedule

  11. A More Complex Schedule....

  12. Polling Question 1

  13. Experience Boxes

  14. Going to the Beach

  15. Experience Books

  16. Taking a Bath

  17. Changing a Pad...pc

  18. Polling Question 2

  19. Recipes

  20. Making Pudding

  21. Making a Salad

  22. Making Pizza

  23. Journals

  24. Writing about Emotions

  25. Great, but I don’t have time… • Collecting materials should always happen WITH the learner who is deafblind- that way her/his interests are captured • Boxes, books, journals, etc. should be created WITH the learner- this becomes a learning experience in and of itself

  26. Great, but I don’t have time… • Allow the development of materials to be a planned activity, rich with learning opportunities • Keep what you have created and use it over time to continue to build on the memories

  27. Capitalizing on Experiences- Communication at Home and at School • As human beings, we like to share about our experiences • Sending boxes, books, and journals used at home in to school allows your child to share her/his weekend/vacation with staff and classmates

  28. Capitalizing on Experiences- Communication at Home and at School • Sending boxes, books, and journals used at school home with your student allows her/him to share stories with family members, caregivers, and neighbors • This is not the same, and therefore does not replace, adult to adult communication books!

  29. Polling Question 3

  30. Building Relationships and Fostering Skills • The person who is deafblind is empowered to share her/his stories with others • Sharing stories about experiences is a means of bonding • Sharing emotions increases the power of a story, intensifies the bonding experience

  31. Building Relationships and Fostering Skills • Using real-life activities helps to motivate learners who are deafblind to learn important skills • Taking the time to create schedules, experience books, experience boxes, recipes, and journals broadens the opportunities for bonding and building communication and language skills

  32. Remember… • Don't rush – seize the learning within the moment • Make sure to have what Dr. Jan van Dijk refers to as, "moments of joy!“ – have fun and enjoy!

  33. Thank You!

  34. References • Kennedy, B.M.S., Cote, M., Foster, D., Lester, J., McGowan, P., Miranda, L., Sanders, D. (2013). Progressing from Non-Symbolic to Symbolic Communication and Complex Language. In Open Hands Open Access Intervener Learning Modules. National Center on Deaf-Blindness. • McLetchie, B., Zatta, M. To Live, To Love, To Work, and To Play [webcast] Retrieved from www.perkinselearning.org. • Miles, B., & Riggio, R. (Eds.). (1999). Remarkable Conversations. Watertown, MA: Perkins School for the Blind. • Real Life Learning, Part 2.” September, 2011. presented with Dr. Barbara McLetchie. Intervener Training Series, DeafBlind Central Training, Mount Pleasant, Michigan

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