1. Instructional Delivery EDAC 227 Trudy Van Dam Lecturer 9am class Presentation by Lorena Valentinuzzi Student Number: S00159395

2. Learning Objective Mark will tie his shoelaces using the ‘bunny ear’ method so the laces do not come undone within 10 minutes over 3 consecutive times.

3. Baseline analysis Starting point for teaching task. What does the person already know?

4. Issues Mark was very interested in the activity. When it came to doing the activity after the holidays Mark seemed more disinterested saying “This is too hard” Limited concentration Other students wanting to join in Pushing the bow through to tie the lace Practice session shorter, but increased sessions

5. Criterion reached? 10 sessions Extra practice sessions organised. Friends join in tying shoe lace.

6. Reaction of Learner Emotions were different every day Mainly positive Our relationship grew stronger Support from peers was very important Extremely happy at accomplishing task.

7. Maintenance/Generalization Tie shoe laces in morning at home before coming to school After swimming lessons, get change and put shoes on tie up laces. When ever he wears a pair of shoes that need laces tied. Maintain 100% accuracy over 3 days Follow up until end of year

8. Future skill development Remembering password for internet at school Getting changed in the classroom after swimming lessons. Putting school bag away in locker Packing notes away properly

9. Reflection Total Task Presentation Base line Data Analysis Stimulus/Antecedent Response Observable and measurable behaviour Prompts hierarchy Consequence Praise Fade Errorless Learning Extra practice sessions 100% accuracy for three days

10. Project Proposal “Valued outcomes” “Specific task or life skill” “facilitate greater independence” (Storey, 2011, p.5).

11. Key insights for future career Give the skill and the student a fair go. Make the task interesting and appealing for all students. Errorless method is a positive way of teaching. Work on what the student already knows and build on this. Don’t make the activity isolating. Getting students to help each other complete the activity so they learn together. Including those who want to learn or giving them a choice. All students learn using different methods. Be flexible

12. More insight Encourage where needed. Positive attitude. Keep instruction simple and to level of knowledge. Listen and observe and readjust teaching where necessary. Give the student time to process information and come up with their own answers and only prompt or assist if they need help.

13. Benefits for student Increase skills Independence Can teach others Belonging because he can do the task Skill can be used when he needs it.

14. Out come “The more skills a person has, the more they are able to take full advantage of the richness community life has to offer” p. 227 Strategies for teaching skills G Radler

15. References Collins, B.C. (2007) Systematic Instruction for Students with Moderate and Severe Disabilities. Baltimore: Paul Brookes Publishing Co. Radler, G. (1996). Strategies for teaching skills. In J. Annison, J. Jenkinson, W. Sparrow, & E. Bethune (Eds) Disibility: A Guide for Health professionals. South Melbourne: Thomson Storey, K. & Miller, C. (2011). Systematic Instruction for Students of Functional Skills for Students and Adults with disabilities. Charles C. Thomas