Teaching Plan Teaching Strategies

Teaching Plan Teaching Strategies
Teaching Plan Term Assignment: Applying Your Knowledge, Skills and Strategies

Description and Learning Outcomes of Assignment:
In preparation for field placement and supporting people with developmental disabilities, each student will apply their knowledge of learning and teaching theories by:
• choosing one case study from a choice of three; and
• developing a teaching plan for the person in the case study. You will be teaching a positive new behaviour that reflects learning of new knowledge, skill, or strategy to improve functioning, independence and/or quality of life.
Components of Your Learning/Teaching Plan
Your teaching plan is based on the premise that it is person-directed, i.e. that the goal and objective is determined by the person you are supporting. Your teaching plan must include the following components:

1. Profile of the Person
• Who is the person? Background/history of person, physical, cognitive, communication and socioemotional information, important people in person’s life, likes, dislikes, interests, hobbies, etc.

2. Goal
• What is the long term goal or outcome that this person would like to achieve? Why was this chosen as the goal? Provide a rationale as to why this is an achievable goal.

3. Objective
• What is the objective (one small, short-term step) that you will help the person learn in order to work towards achieving their goal? Provide a rationale for the objective, i.e. how does it help the person towards achieving their goal?
• Your objective must be SMART – Specific, Measurable, Achievable, Relevant and Time-Limited
• your objective must also be positive, i.e. it should emphasize a new, positive and adaptive behaviour, skill, strategy etc., rather than “getting rid of” a negative behaviour etc.

4. Baseline
• What prior learning (i.e. skills, knowledge, strategies or attitudes) that is needed for the task do they already possess? Can they already perform any of the components of the task that you will be teaching?
• What other related skills, knowledge, strategies or attitudes or knowledge do they have that you think will help them achieve their objective?
• What challenges are there that might “get in the way” of achieving their objective?

5. Conditions of Learning: Teaching Set-up
• Where will the teaching/learning occur, i.e. what is the physical environment/setting?
• When will teaching/learning occur? How often? How long is each learning session?
• How will you modify or organize this environment to meet you learner’s needs?
• Who is a part of the social environment, i.e. will learning occur 1:1, in pairs, in larger group? Who is involved with teaching?
• What learning aids, devices, supplies and other resources do you need?
6. Conditions of Learning: Instruction/Teaching
• Using Gagne’s nine instructional events of teaching as your guideline, describe how you will teach:
i. How will you gain the learner’s attention before you begin teaching?

ii. How will you inform them of the learning objective, and make sure they understand what they will be doing and what the learning outcome will be?

iii. How will you stimulate the recall of their prior learning, i.e. what they already know and can do related to the objective?

iv. How will you teach the person you are supporting?

• Provide a general overview of how you will teach the objective, by describing the overall or general teaching approaches and strategies you will use;

• List the steps of the task to be learned (i.e. from doing a task analysis) and explain how you will teach each step. The steps should be in a logical sequence, and the method of teaching should be developmentally appropriate and individualized to the person you are supporting; and

• Include a sample of a teaching aid or tool that you will use when teaching.

v. How will you provide learning guidance, i.e. what kinds of prompting will you use to support learning, and how often will you prompt? How will you reduce or fade the level and frequency of prompts to ensure learning success?

vi. How do you elicit performance, i.e. how do you incorporate practice into your teaching plan?

vii. How do you incorporate feedback and reinforcement into your teaching plan? What is the reinforcement and why did you choose this? How often do you provide feedback and reinforcement? How will you fade feedback and reinforcement to ensure learning success?

• What self-determination strategies have you built into your plan, i.e. how have you ensured that the person you are supporting has choices, ability to problem solve, self-evaluate their learning, etc.?
7. Evaluation of Learning
viii. How will you assess whether the person you are supporting has successfully learned?
• What variable(s) would you measure?
• Who is keeping track of progress?
• How are you keeping track of progress and data?
• Include a sample of how you would collect data
• How and when will you know when the person you are supporting has learned, i.e. what is the criteria for success?
8. Maintenance and Generalization of Learning
ix. How will you enhance retention and transfer/generalization of learning?
• How will you ensure that learning will be maintained after you are no longer involved in teaching and supporting?
• How will you help the person transfer or generalize the use of their learning to other environments?


Conditions of Learning: Instruction/Teaching
• Gain learner’s attention, inform them of the learning objective, and stimulate their prior learning? (3)
• Presenting/teaching the learning task:
o General overview of the teaching plan, including teaching strategies/approaches to be used (10)

o Is the task analysis of steps well-organized, appropriately detailed, and is there a clearly described teaching approach for each step? (14)

o Samples of teaching tools are attached (5)

o Overall, is the plan viable and a good fit for the objective and the person? (5)

• Learning guidance, i.e. Summary of Prompts – what kind, how often, fading over time? (6)
• Opportunities for practice are built into this teaching plan (1)
• Feedback and reinforcement – what kinds, how motivating, how often, fading over time? (6)
• Kinds of self-determination strategies used (2)



Evaluation of Learning

• Who is tracking progress (1)
• What is being measured, i.e. what variables (2)
• Description of how you are tracking and evaluating; attach sample (5)
• When do you consider learning has been successful? (1)

Maintenance and Generalization of Learning
• how will the new learning be maintained after teaching (3)
• how will the new learning be transferred to other environments, materials and/or tasks (5)
• appropriate use of learning and teaching terminology (3)
• grammar, spelling, organization and tone (5)

Teaching Plan Case Study: Penny

Penny is a 28 year old woman with an intellectual disability who lives in supported housing in London, Ontario. Currently, Penny lives in a home with her roommate Sandy, who also has an intellectual disability. They are visited by their support worker Kendra twice a week. Kendra assists Penny and Sandy with banking, grocery shopping, cleaning, getting organized, and any problem solving that they might need help with. Penny is independent in making her own simple breakfast and lunch, such as cereal or a sandwich, and is able to make simple microwavable meals with Sandy for dinner. Sometimes the women will make the same dinner meal several days a week because they have a limited repertoire of meal ideas and ability. Penny can use the microwave, toaster, and electric kettle independently. She expressed an interest in learning how to cook, especially to make a hot meal for dinner.

Penny is independent with her own self care and grooming. She has long wavy brown hair that she washes three times a week. She usually lets her hair dry naturally, except when she visits the hairdresser. She likes the way the hairdresser dries and styles her hair, and would like to try drying and styling her hair herself. She is also interested in learning how to apply make-up, so she can get “dressed up” on occasion when she goes out.

In addition to self-care, Penny is enthusiastic about becoming more independent with her household chores, including cleaning and mowing the lawn, but she is not sure how to get organized and reach this goal. Kendra and Penny’s parents usually do the vacuuming, bathroom cleaning, laundry and lawn mowing, but feel Penny is capable of becoming independent with these activities with some instruction and practice. Penny and Sandy’s home is often messy, and sometimes when Kendra comes to visit, there is nowhere to sit because of the clutter in the living room and kitchen.

With respect to money management, Penny is afraid that if she tries to do banking on her own, he will “mess up” and will no longer be able to live independently. Penny and her parents are hoping that one day Penny would be more independent with money management, including depositing her monthly ODSP check, taking out the appropriate amount of money for her weekly expenses (bus pass, Tim Horton’s coffee, videos, etc.), and paying her monthly bills (rent, hydro, cable, phone). Penny has functional reading and writing abilities. She also has functional math skills, such as being able to add, subtract, and multiply using a calculator.

Penny’s family lives in London and she often spends time with them in the evening and on weekends. Penny has a busy life during the week, spending three days per week at her job at the hardware store, cleaning, running errands, and stocking shelves. She independently takes the bus to her job, which she really enjoys, as many regular customers have gotten to know her and say hello. Penny’s language skills are good, and she is very social and enjoys the conversations that she shares with others at work and home. Penny has made some friends at work, and would like to invite a friend over to her house to have dinner and watch a movie or play Battleship.

Recently, Penny’s support worker Kendra told her that she will be working with a DSW student on placement from Fanshawe, and asked if Penny was interested in working with the DSW towards one of her goals. Penny was very interested. As Penny’s new DSW student support worker, how might you help her? What could you teach her to improve the quality of her life