Embedded Instruction for Early Learning

1. Embedded Instruction for Early Learning Mary Louise Hemmeter, Vanderbilt University and Patricia Snyder, University of Florida

2. Our Project Impact of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices Patricia Snyder University of Florida Mary McLean University of Wisconsin – Milwaukee Susan Sandall University of Washington Mary Louise Hemmeter Vanderbilt University Funded by: Institute of Education Sciences R324070008

3. In today’s session we will… • Introduce embedded instruction • Examine priority learning targets • Plan for instruction in ongoing activities • Learn about and plan for complete learning trials

4. “Setting the Stage” for Embedded Instruction

5. Recent and Historical Trends • DEC position statement on inclusion (2009) • Hierarchical [tiered] frameworks • Intentional teaching

6. Instructional Toolkit Embedded instruction is a recommended and evidenced-based instructional approach

7. Embedded Instruction Used to support: • children with disabilities or delays* • children at risk for disabilities or delays* • all children within the context of everyday activities and routines

8. Let’s Meet Mia…

9. Mia • Mia is 4 years old and has Down Syndrome • She attends an integrated preschool 5 days a week • Mia’s teacher wants to work with her team to help Mia: • Use words to ask for things • Use words to name or describe objects • Interact with peers • Complete activities in small groups

10. Embedded Instruction for Mia • Read about Mia, her teacher, and her classroom • Read about class activities and Mia’s IEP goals • Let’s talk about what we know about Mia

11. Mia’s Everyday Learning Opportunities

12. Questions to Consider All Children: • What activity is occurring as part of the daily schedule? • What might all children be learning as part of this activity? • Mia: • What is Mia’s teacher targeting for Mia? • When is Mia’s teacher providing instruction? • How is she intentionally and systematically supporting Mia’s engagement and learning?

13. What is Embedded Instruction? Multi-component approach to provide intentional and systematic instruction on priority learning targets during typically occurring activities, routines, and transitions to support child engagement and learning

15. Identifying Priority Learning Targets What to Teach

16. Priority Learning Target • A statement of an observable behavior or skill the child will learn to do • Behavior or skill specified should be “proximal” • Includes information that will help you design your embedded instruction plan

18. Identifying Learning Targets

19. Mia’s Learning Targets • Check out Mia’s learning targets on the handout in your packet. • Talk with you table about: • The differences between Mia’s IEP goals and learning targets. • What the skill or behavior would look like or sound like. • How might you teach this skill or behavior.

20. Ongoing activities, routines, and transitions When to Teach

21. So Many Ways to Learn

22. How Do You Plan for This?

23. Class Activity Matrix

24. Specific Area of Classroom Matrix

25. Scheduled Activity and Associated Activity Types Matrix

26. Specific Time of Day Matrix

27. Using the Activity Matrix • Check out the activity matrix for Mia. • Select activities to embed instruction for Mia. • Indicate how many learning opportunities you might try to provide. • Talk with your table about using an activity matrix or other planning document to support embedded instruction. • What format will be most useful? • What information should be on the matrix?

28. How to Teach

29. Complete Learning Trial (CLT) A logically occurring or planned Antecedent is followed by a Behavior that leads to a logically occurring or planned Consequence

30. Teacher-Mediated ABC

31. Environmental Arrangement ABC

32. Peer-Mediated ABC

33. Take-Home Message Complete learning trials provide children with intentional and systematic instruction using: • Planned environmental arrangements • Peer-mediated strategies • Adult-mediated strategies

34. Incomplete Learning Trial

35. Another Incomplete Learning Trial

36. Another Complete Learning Trial

37. Let’s Look at an Example

38. Complete Learning Trials

39. Instructional Planning for CLTs Child’s name: Mia Learning Target:Mia will ask a peer or adult for object or toy by tapping the peer or adult and using 1-2 words to ask for the item after a verbal or gestural prompt from an adult. Mia will ask for an item in 3 different activities each day for 4 out 5 days in a week. Routines/Activities: Materials: Data collection: 39

40. Planning the ABCs • Check out the instructional planning form for Mia: • List the activities you have selected for instruction • List materials you might need for instruction • Plan the A-B-Cs for your learning trial • Describe how you would collect data for this learning target

41. Instructional Planning for CLTs Child’s name: Mia Learning Target:Mia will ask a peer or adult for object or toy by tapping the peer or adult and using 1-2 words to ask for the item after a verbal or gestural prompt from an adult. Mia will ask for an item in 3 different activities each day for 4 out 5 days in a week. Routines/Activities: Outside, Free Play, Lunch Materials: Identify different objects and toys that Mia prefers Data collection: Select a week to video Mia and count how many times she asks for an item in 3 different activities 41

42. Wrap-Up

44. Thank You For more information see www.embeddedinstruction.net