From Iep Objective To Fun

FROM IEP OBJECTIVE TO FUN ACTIVITY!June 24-25, 2009

ABOUT ME:

Kate Ahern, M.S.Ed. Teacher of learners with multiple special

needs for 12 years Educated at Simmons College in Boston Worked in for a short time in both private and

public school, past 8 years in a collaborative setting

Author of Teaching Learners with Multiple Special Needs Blog

HOUSEKEEPING Take care of your own needs (restroom, snacks,

drinks) Please set your cell phones to a setting that will

not be disruptive if you receive a call/txt/voicemail This is a “Paper Free Presentation” all handouts

are online: http://intensivespedresources.wikispaces.com/IEP2Fun

for web links citations

Power Point will be hosted on www.slideshare.com search for “From IEP Objective to Fun Activity”

You can e-mail me anytime with questions at [email protected]

WORKSHOP OBJECTIVES

Participants will: Understand the benefits of humor Gain knowledge of the developmental stages

of humor and how to apply to their classroom Create a task analysis Understand embedded learning and apply to

a lesson Develop ways to increase their creativity Understand new ways to use assistive

technology Create an outline of a thematic unit and a

lesson plan to use with it

AGENDA

Day One Introductions Benefits to Fun and

Laughter Humor Development Task Analysis Embedded Skills Ticket to Leave

Day Two Creativity for

Teachers Fun with assistive

technology Integrated Thematic

Units Lunch Presentations

BES

T L

ESS

ON

EV

ER

ICE B

REA

KER

Choose a partner you don’t know.

Interview your partner and find out:

Name

Their teaching assignment

What the best lesson they ever taught was

AND

Why

“COMMON SENSE AND A SENSE OF HUMOR ARE THE SAME THING, MOVING AT DIFFERENT SPEEDS. A SENSE OF HUMOR IS JUST COMMON SENSE, DANCING.”

-William James

WHAT IS HUMOR?

1. wit: a message whose ingenuity or verbal skill or incongruity has the power to evoke laughter the trait of appreciating (and being able to express) the humorous; "she didn't appreciate my humor"; "you can't survive in the army without a sense of humor" temper:

2. a characteristic (habitual or relatively temporary) state of feeling; "whether he praised or cursed me depended on his temper at the time"; "he was in a bad humor"

3. the quality of being funny; "I fail to see the humor in it" 4. (Middle Ages) one of the four fluids in the body whose

balance was believed to determine your emotional and physical state; "the humors are blood and phlegm and yellow and black bile"

5. put into a good mood liquid body substance: the liquid parts of the body wordnet.princeton.edu/perl/webwn

FORMS OF HUMOR

British Journal of Visual Impairment, Pagliano et al. 25 (3): 267. (2007)

GENERAL BENEFITS OF HUMOR AND LAUGHTER

Proven to reduce stress and blood pressure Enhances immune system A sense of humor can increase coping ability Contributes to a positive self-esteem Increases feelings of connection and

belonging (builds social bonds) Defuses difficult situations and reduces

conflict

“A SENSE OF HUMOR... IS NEEDED ARMOR. JOY IN ONE'S HEART AND SOME LAUGHTER ON ONE'S LIPS IS A SIGN THAT THE PERSON DOWN DEEP HAS A PRETTY GOOD GRASP OF LIFE.”

-Hugh Sidney

BENEFITS OF HUMOR TO CHILDREN

Increases desire to participate and engage

Increases resilience Increases coping skills Helps work through

internal and developmental conflicts

Furthers cognitive development

Reduces anxiety Increased creativity

Builds social skills Helps teach point-of-

view shift Helps reinforce

memories Can increase language

skills (vocabulary, multiple meaning words, figurative language)

Increases problem solving

Increase sensory awareness

British Journal of Visual Impairment, Pagliano et al. 25 (3): 267. (2007)

WHYLAUGHAT SCHOOL?

From The Laughing Classroom

HUMOR IN OUR CLASSROOMS

A child’s ability to understand humor varies with:

cognitive abilities sensory abilities prior experiences cultural influences stage of developmentHumor in children changes over the course of

intellectual development and often reflects the current developmental conflicts

British Journal of Visual Impairment, Pagliano et al. 25 (3): 267. (2007)

“THE LAUGHTER OF ADULTS WAS ALWAYS VERY DIFFERENT FROM THE LAUGHTER OF CHILDREN. THE FORMER INDICATED A RECOGNITION OF THE FAMILIAR, BUT IN CHILDREN IT CAME FROM THE SHOCK OF THE NEW. “

-Elizabeth Hardwick

WHAT MAKES YOUNG CHILDREN LAUGH? 6 to 12 or 15 months

Laughter at the attachment figure engaged in unusual behavior (a sneeze, a funny walk)

12 or 15 months to 3, 4 or 5 years Treating an object as a

different object 2 to 3 or 4 years

Misnaming objects or actions

3 to 5 years Playing with word sounds

(not meanings)

3 to 5 years Non-sense word combinations

3 to 5 years Distortion of features of

objects, actions or people 3 to 5 years

“pre-riddles” Children this age almost “get”

jokes or riddles such as knock, knock jokes but then will attempt to make up there own or retell showing they do not really understand the concept of a riddle/joke

All ages Physical comedy/slapstick

P. McGhee, Understanding and Promoting the Development of Children’s Humor, Kendall/Hunt, 2002

6 TO 12 OR 15 MONTHS

Laughter at the attachment figure engaged in unusual behavior (a sneeze, a funny walk)

12 OR 15 MONTHS TO 3, 4 OR 5 YEARS

Treating an object as a different object

2 TO 3 OR 4 YEARS

Misnaming objects or actions The cow goes quack “Look at the little car pushing that big motor

home!” Calling Mom Dad

3 TO 5 OR 7 YEARS Playing with word sounds (not meanings)• Non-sense word combinations• Distortion of features of objects, actions or people• “pre-riddles”• Children this age almost “get” jokes or riddles such as knock,

knock jokes but then will attempt to make up their own or retell showing they do not really understand the concept of a riddle/joke

HUMOR DEVELOPMENT AFTER AGE 5-7

Mastery of skills/cognitive processes will decrease the humor in previously amusing situations

Around the time of puberty, humor becomes aggressive and sexual, humor matches developmental concerns

Following disasters adolescent may “make fun” of victims as a way to distance themselves

Anxiety in the child or adolescent's own life can sometimes be managed with humor

By teen years elaborate intellectual humor is usually present

WHAT MAKES YOUNG CHILDREN LAUGH? 6 to 12 or 15 months

Laughter at the attachment figure engaged in unusual behavior (a sneeze, a funny walk)

12 or 15 months to 3, 4 or 5 years Treating an object as a

different object 2 to 3 or 4 years

Misnaming objects or actions

3 to 5 years Playing with word sounds

(not meanings)

3 to 5 years Non-sense word combinations

3 to 5 years Distortion of features of

objects, actions or people 3 to 5 years

“pre-riddles” Children this age almost “get”

jokes or riddles such as knock, knock jokes but then will attempt to make up there own or retell showing they do not really understand the concept of a riddle/joke

All ages Physical comedy/slapstick

P. McGhee, Understanding and Promoting the Development of Children’s Humor, Kendall/Hunt, 2002

BUT I’M NOT FUNNY! Start by finding joy

Keep a joy list or diary of things, specific things, that make you smile Reflect on your list and find time to do the things you having been doing Try to find the positive in most things

Play! Humor in, humor out!

Chose a comedy over a drama Collect books, dvds, websites that make you laugh (an amusing

children’s book might be a good way to start, try Clementine by Sarah Pennypacker)

Save funny e-mail forwards in a “need a laugh” file Post funny sayings, signs or posters to make you smile Keep joke and riddle books around

Humorobics – training for your funny bone Find your humor style and comfort level and move from there Make a point of spending time with funny people Starting with once a day and working up from there ask yourself,

“How can I see this as funny?”

THINGS TO TRY IN THE CLASSROOM Keep a classroom quote

book, review funny things that have happened periodically

Start the day with great, upbeat or silly music

Share a joke of the day at circle or morning meeting

Aim for “a laugh a day keeps behavior away” and attempt to increase the number of laughs weekly until you reach 15 or more – just for kicks keep data

Give yourself and other permission to laugh – make a permission slip and post it

Create a humor “center” (joke books, jokes on switches, funny videos embedded in PowerPoint or Switch It Maker, silly props, items which make funny noises, etc)

Use humor as a reward, have a kid who thinks gravity is funny, drop something every time he answers correctly

Keep an anecdotal log of what each student finds amusing to turn to when planning lessons

What else?

A SENSE OF FUN

From funny to fun everyday… how do we get there? We look for ways to bring humor, amusement and

joy into every activity – if it isn’t fun, it probably isn’t engaging, if it isn’t engaging maladaptive behavior will increase and learning will decrease

We work to be sure our staff and students are happy – if we aren’t happy to be there, they won’t be happy to be there Find out what makes staff and students happy and

integrate into daily experiences We embed our IEP goals and objectives into

engaging and fun activities as often as possible

TASK ANALYSIS The Process of Breaking Down a Job or Procedure

into Smaller Steps How small the steps are depends on the needs of the

learner Different Kinds

Procedural Hierarchical

Why do a task analysis? To determine discrete skills that need to be learned To determine “pre-requisite” skills to be taught OR To determine alternate methods of meeting a “pre-

requisite” of a task (accommodations, assistive technology, etc.)

To determine which steps of a task would be appropriate for learning through partial participation or other methods

FROM TASK ANALYSIS TO FUN ANALYSIS

Gather paper towels and spray bottle Go to cabinet and open Choose correct spray bottle

and paper towels and remove from cabinet

Shut door cabinet door Go to table Spray table Wipe areas that have been

sprayed Check work Throw used paper towels away Return supplies to cabinet

Play Simon Says type game i.e. Simon Says find the cabinet, the table, etc.

Hide fun objects in the cabinet to find, use child’s humor level to decide what

Have relay races matching picture symbols to objects in a cabinet

Practice spraying bottles by doing craft projects, spray the teacher games, games that require aiming the bottle

Watch clips of Karate Kid to learn about “Wax On, Wax Off” and then practice

Play “basketball” type games to practice throwing away

Make up rhymes or a rap about steps Make up a song about steps Check with OT, PT, Speech, Vision

Specialist, etc for their ideas

Task – wiping a tableFun Ways to Practice Skills

TRY ANOTHER ONE

1.Place a martini glass in the freezer for a minimum of 15 minutes.

2. Place ice cubes into cocktail shaker.

3. Pour four ounces of Beefeater gin in the cocktail shaker.

4. Pour a quarter teaspoon of the vermouth into the cocktail shaker.

5. Stir with stainless steel spoon or stirrer.

6. Remove martini glass from the freezer.

7. Impale one Spanish olive on a toothpick.

8. Place the Spanish olive into the glass

9. Pour the contents of the cocktail shaker through strainer to catch the ice

10. Pour into glass

11. Drink and enjoy

Task: Perfect Martini Fun Ways to Practice

TRY IT ON YOUR OWN!

Task Fun

EM

BED

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SK

ILLS

Click icon to add picture What IEP objectives do you think are being addressed here?

EMBEDDED INSTRUCTION Instruction of basic, life or access skills within another

lesson or contextual activity Insertion of (short) systematic instruction into the

existing routines and activities Use of incidental teaching methods (“teachable

moment”) to maximum development of basic, life or access skills

Student-specific interventions are planned and embedded within the daily routine and the

Instructional materials used are accessible Beneficial to students with low motivation or poor

generalization Also Embedded Functional Skills, Embedded Learning

Opportunities (ELO), Activity Based Education

EMBEDDED LEARNING OPPORTUNITY

EMBEDDED SKILLS MODELSModel 1 – Fully Integrated: Basic skills are integrated fully into the learning, and

in the

activity, or subject matter, being interwoven with the subject, delivered through the whole

activity and, being integral to it. Here, the person/s delivering the subject or main activity

will also take on the basic skills work.

Model 2 – Sandwich Model: Here, the basic skills are delivered in a calculated and

discrete part of the time allowed for the whole activity or course, but are contextualized to

the main subject area. Often, the basic skills inputs are delivered by staff other than those

teaching the rest of the course.

Model 3 – Overlapping Circles Model: In this model, except where it is designed to

overlap, the basic skills work is neither integrated nor contextualized to the activity or

subject area.

From John Hamer (Director AlphaPlus Consultancy Ltd)http://www.eife-l.org/publications/proceedings/kc07/John%20Hamer.ppt.pdf

EMBEDDED SKILLS CHART I

Student Name:

Functional Academics

Motor Skills (gross & fine)

Comm-unication

Social Skills & Pro-Social Behavior

Leisure Skills

Domestic Skills

Pre-Vocational & Vocational Skills

Community Living

Unit/Lesson Title:_____________________________________________________Teacher: ____________________________________________________________

EMBEDDED SKILLS CHART II

Student Communication Social/Behavioral Motor SkillsFine and Gross

AcademicsFunctional AcademicsLiteracy & Numeracy

Lesson: ___________________________________________________________Domain: Self-Management & Home Living Recreation & Leisure

Community Living Pre-Vocational/VocationalTeacher: __________________________________________________________

EMBEDDED SKILLS CHART II

Student Communication Social/Behavioral Motor SkillsFine and Gross

AcademicsFunctional AcademicsLiteracy & Numeracy

Lesson: ___________________________________________________________Domain: Self-Management & Home Living Recreation & Leisure

Community Living Pre-Vocational/VocationalTeacher: __________________________________________________________

EMBEDDED SKILLS CHART II

Student Communication Social/Behavioral Motor SkillsFine and Gross

AcademicsFunctional AcademicsLiteracy & Numeracy

Sue Navigate AAC deviceUse aac health page and comments page to Comment and answer 5 Wh- questions

Participate in groupEye contact while communicatingStaying alert in groupReview social skills for shake hands, high five, hug, cough, sneeze

Postural control during groupHead extension/flexion for switchPartial participation reach and grasp for hand shakes and high five

Colors (green)Identify verbs (shake, sneeze, cough, hug, high five)Sequencing steps

Joe Use of picture symbols to cue single word utterances

Participating for 15 minutesReview social skills for shake hands, high five, hug, cough, sneeze

Reach and graspUpper body ROM

Matching picture symbols to printed wordListening comprehensionID verbs

Marie Use of yes/no switchUse of “I want a turn switch”Use of sequential switch

Waiting for a turnDuration of attention“clean hands”Review social skills

Reach to use switches (place out of range)Sit on air cushion to build core strength

Following 1 step instructionMatch picture symbol to picture symbol

Lesson: Germs – Green Glitter Activity Part 1Domain: Self-Management & Home Living Recreation & Leisure

Community Living Pre-Vocational/VocationalTeacher: Kate Ahern

TICKETS TO LEAVE

Laugh More/Use humor more (4) To create a humor center in the

classroom Humor is important (3) Humor is a stress reliever TV taste can reflect humor stage

(2) “down the mall” Use humor appropriate to

age/development (2) Ways to address IEP goals that

are fun and interesting Communication development Use an empty picture frame to

reframe negative thoughts/speech (2)

Similar instructional strategies can work with diverse learners

Use diaper filling for planting seeds (3)

Put a voice output switch at the bottom of a container to activate a sound reward when filled

Callier-Azuza Scale (2) How to use humor [email protected] We are always doing embedded

teaching Learned to make boring tasks

fun Embedded skills chart (2) To find the funny/fun (6) Learning can be fun (2) Task to Fun Analysis (2) Using humor is a great way to

teach You can have fun at a training

(thank you!)

Learned

TICKETS TO LEAVE

To have more fun (2) Be happy/smile more Do more things I like Use humor in the classroom

(2) Be happier Create a quote book Worm measuring Task analysis (2) Classroom “fun” picture Picture frame to reframe

negativity (3) Make my joy/happy list

longer/use joy/happy list (3)

To be organized Be more positive Laugh more (3) Help the TEAM find the funny Keep track of “the funny” in a

journal Drink a Guinness in Dublin Fly on a plane calmly To find the fun/funny (7) Green Glitter (2) To do more to help me relax

(2) Laugh 15 times a day/laugh

more (2) Embedded skills chart (2) Bathmat with sensory

“fingers” A switch in the bottom of a

container

Will try in the future

TICKETS TO LEAVE

More sleep (4) Use music/listen to favorite

music (change the station) (2) Scrapbook for 30 mins Make that appointment Go to the playground Laugh more (2) Find the fun/funny (3) Be on time Have a positive/humorous

outlook (2) Finish project Take a walk with my son Use the skills I learned Listen better Grocery shop

Bring my own/more coffee/drinks/snacks (5)

Get sound in SMART Board Eat a better lunch/breakfast (4) Homework Don’t worry about work and

have fun Drink wine Look for theme ideas Take time to do something that

makes me smile/I like/something for me (4)

Stay on task Wear socks Fun something fun to do with

students Dress warmer/layer/cooler (2) Talk to new/different people Try new things Relax in class Visibly respond to questions

Commitment for today

WHAT I LEARNED FROM TICKETS TO LEAVE

Many people learned/will try/commit to various versions of being positive/finding the funny

Many people found practical ideas useful (switch in a jar, Callier-Azuza, picture frame, seeds in diaper filling, worm racing)

Some people found task analysis and embedded skills charting to be useful and will try again

Many people will try/commit to doing more for themselves which will impact teaching

Listening and paying attention might have been difficult for some

Some people felt shy or had trouble getting to know different people

There were some comfort issues (temperature, hunger, thirst, tiredness) that may have interfered with learning and impact experience in training

Therefore I learned what people found most useful, that many people would like to do more to find their own joy and I commit to trying to keep the energy level up

BR

ING

IT B

AC

K

How can you use a strategy like Ticket to Leave in your job?

With peers?With the TEAM?With staff?With students?With parents or caregivers?

ticket

REFR

AM

E T

HIS

! WA

RM

UP

Pick a partner you do not know.

I mean it. You can not know this person.

Take turns reframing situations that I put on the screen.

Avoid sarcasm, because while it is finding the funny it has no place in the classroom – it can be destructive and our students don’t understand it, but often times do understand the tone of voice that goes with it.

“For crying out press your switch before I hit my retirement!”

“Are you serious? You want me to clean up this mess?”

“All the adults needto stop talking! The students are trying to work!”

“What were they thinking? This is never going to work!”

“Did you see that? Some jerk took my parking place!”

“Oh, no! She got her lunch all over my shirt!”

“How rude! He just asked me if I had garlic for lunch!”

“CREATIVITY IS A LOT LIKE LOOKING AT THE WORLD THROUGH A KALEIDOSCOPE. YOU LOOK AT A SET OF ELEMENTS, THE SAME ONES EVERYONE ELSE SEES, BUT THEN REASSEMBLE THOSE FLOATING BITS AND PIECES INTO AN ENTICING NEW POSSIBILITY.”

-Rosabeth Moss Canter

ENHANCE YOUR CREATIVITY Instead of “If only…”

ask “What if…” Immerse yourself in

a topic that inspires you

Turn questions into quests

Network with creative people and avoid of the uninspired

Give yourself time to be creative

Be proactive “It wasn’t raining when Noah built the ark.”

Build up and out – add other ideas and use lateral thinking

Change the question Consider a reverse

mentor Get enough sleep! Play every day!

Adapted from http://www.problogger.net/archives/2006/10/04/how-to-be-curious/http://www.oprah.com/article/spirit/knowyourself/200809_omag_mind_map

CREATIVITY CHALLENGE 1All of the other students and staff in your classroom (or the classroom

you spend the most time in) are late. It is just you and ____________.

Your classroom has a very bizarre and terrible odor, so you are spending the morning an empty office. There is no where else to go and nothing else to do.

You must create an engaging, appropriate and educational activity for your student using only the materials you have on the table in front of you right now.

You may not pick up anything off the floor, take anything out of your purse, bag or pocket.

You may not talk or chat.

You have three-five minutes to list everything you can think of to engage your student.

Tip: Find the funny!

7 QUALITIES OF A CREATIVE TEAM

1. Innovation emerges over time2. Successful collaborative teams practice

deep listening3. Team members build on their collaborators’

ideas4. Only afterwards does the meaning of each

idea become clear 5. Surprising questions emerge6. Innovation is inefficient (and that’s ok)7. Innovation emerges from the bottom up

(those who need a solution find a solution)Adapted from Sawyer, R. K. (2007) Group genius: the creative power of collaboration. Basic Books: New York.

CREATIVITY CHALLENGE 2

Your classroom is in charge is washing all of the empty individual sized soda bottles in the entire building so another class can bring them to the recycling center.

June 1st you discover 5 enormous garbage bags of clean, empty soda bottles and you mention this to your boss (your pretend boss who is, of course, nothing like your wonderful, real boss). Your boss tells you that you must use every single soda bottle in the bag for an educational activity by the last day of school. After finding the funny in that you and your team get down to business.

You and your team have 3-5 minutes to list every possible educational activity that can be done with an empty, clean individual sized soda bottle.

CREATIVITY CHALLENGE ANALYSIS

Benefits/drawbacks of working alone

Benefits/drawbacks of working as a team

“MAKING THE SIMPLE COMPLICATED IS COMMONPLACE; MAKING THE COMPLICATED SIMPLE, AWESOMELY SIMPLE, THAT CREATIVITY.”-Charles Mingus

CREATIVE FUN WITH ASSISTIVE TECHNOLOGY

If it takes longer than 30 seconds to set it, it will not be used

Re-think how you use everyday AT Scattergories Single message switches (BigMack) Dual message switches (iTalk2) Sequential message switches (Step-by-Step) Multiple message devices Battery Interrupters AC Interrupters (Powerlink)

THEME UNITS

Thematic Units are a means to bring integrated instruction into the self-contained special education classroom.

Age Appropriate Topics Functional and Meaningful Partial Participation Embedded Skills Strategies and Assistive Technology to

Increase Participation, Learning and Fun Enhances Dignity and Self-Worth Fun!

STEPS TO UNIT DESIGN Choose a topic

Let student passions guide you Match to grade levels standards/topics

Gather resources Search the web Go to special education sharing web sites (Adapted Learning,

Intelliools Exchange) The library (and book store if you are wealthy!) See if there are any topic specialists (electrician? Film maker?) who

might like to visit Consult paraprofessionals and therapy team to see how they would

like to contribute Determine activities for curriculum areas and domains Create fun and exciting lesson plans that embed skills and

address objective Consider a culminating activity to make a big finish

Adapted from http://www.lindaslearninglinks.com/theunit.html

THINGS TO CONSIDER WHEN CREATING A THEMATIC UNIT:

• What do I want the students to know and be able to do at the end of the unit?

• What functional skills can be embedded into the unit?

• What instructional strategies will be needed?

• What activities should be presented?

• How can the lessons be taught in a multisensory manner?

• What assistive technology will be needed to access lessons and or functional outcomes?

• How will you evaluate outcomes?

UNIT PLANNINGTopic:Age-Appropriate:How can it apply to each academic area?How can it apply to each domain?How does it apply to relevant state standards?How can the unit be carried over into every area of our

schedule?How can I involved related service providers/become

involved as a related service provider to enhance carry over?

How can I involve caregivers and families?Is there an enticing culminating event or project that can

be included (and used as a reward)?

HOW WILL THE UNIT ADDRESS:

Curriculum Areas (and Standards) in:

Reading/Literacy Phonics Sight words Symbol recognition and use Listening comprehension

Math/Numeracy Quantitative concepts Counting, 1:1

correspondence Patterns Sequencing Time Money

Science/Health Basic concepts Application of science

principles Social Studies/History

Self awareness Interpersonal awareness Personal Information

Knowledge of family Knowledge of school Knowledge of community Knowledge of

state/country

Art Music

HOW WILL THE UNIT ADDRESS:

Functional Domains Communication

Choice making Communicate

wants/needs Commenting Pragmatics AAC (low-tech/high-tech) Vocalizations or speech Co-active movement

Gross Motor Postural control Mobility Throwing/kicking ROM

Fine Motor Reach Grasp Other hand skills ROM

Self-Management /Self-Help/ADLs Hygiene Dressing Feeding Directing own care Self-advocacy

HOW WILL THE UNIT ADDRESS: Domestic Skills/ADLs

Cleaning Cooking Safety Accessing home

technology (microwave, etc)

Social Skills/Behavior Eye contact Self-control Ability to wait Self-advocacy Self-regulation of sensory

system Self-monitoring

Community Living Transportation Shopping Money handling Following community rules Safety skills

Leisure and Recreation Choosing activities based

on preference Turn taking Ball skills Game skills Accessing leisure

technology (TV, DVD, stereo)

MY FORMATPICK A TOPIC AND BRAINSTORM ACTIVITIES FOR:

Reading/Literature Math/Numeracy Science/Health Social Studies Cooking and other

Life Skills Communication Fine Motor

Community Based Instruction

Sensory Activities Arts and crafts Music Adapted Physical

Education/Fitness Online Activities Multi-media

ASSIGNMENT Choose a theme unit and answer the questions in unit

planning Brainstorm at least five possible lessons in different

curriculum areas or domains Design one lesson for the unit

Be creative Break down tasks and find the fun Embed skills Use Assistive Technology

You and your team will present: Your theme idea and answers to the unit planning questions Your five (or more) lesson ideas An overview of the one lesson you have planned including

IEP objectives being addressed and embedded and how you will use AT

FINAL TICKET TO LEAVE

What one thing from this workshop do you want to still be using/doing in October: For your students? For your TEAM? For your self?

Find the funny – what is the funniest thing that happened in the past two days (preferable at this workshop… but if you were bored to tears you can use something outside of the workshop)?