2 Grocery Shopping

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A GROCERY SHOPPING COMMUNITY BASED LEARNING PROGRAM BY DOREEN RIEGAL

Transcript of 2 Grocery Shopping

  1. 1. A GROCERY SHOPPING COMMUNITY BASED LEARNING PROGRAM BY DOREEN RIEGAL
  2. 2. OUTLINE OF PRESENTATION How the Grocery Shopping Program evolved Learning objectives targeted Focus on executive functioning Preparation activities for instructor Preparation instruction for students Incorporation of math, reading and critical thinking Grocery Program steps Community Mapping opportunities Reflection and discussion Parent email to reinforce and generalize learning Final thoughts
  3. 3. HOW THE GROCERY SHOPPING PROGRAM EVOLVED Seven years ago my colleague and I established a need for an in-district transition extracurricular program Our students were dependent on monitors, lacked self-awareness of their abilities , self- determination and were exiting from school to home The need was presented to our related service director who supported the development of our idea The Student Transition Readiness Independence/Vocational Experiences (STRIVE) Program developed for students with disabilities who needed to develop work readiness skills, behaviors and executive function Middle and high school students travel by school bus to the elementary school to participate in STRIVE two afternoons per week after their normal school day Students participate in job shadowing and sampling to identify job related strengths and interests Students also read to preschool/K classrooms and activities related to executive function, self-determination and self-advocacy The STRIVE program was then carried through to our Extended School Year (ESY) summer program and a weekly bus trip for the 8-week program was granted Eight hours a week during ESY is allotted for STRIVE The Grocery Shopping Program was developed
  4. 4. WHY A GROCERY PROGRAM? Grocery Shopping is a real-life community-based activity Most students of all cultures can relate to grocery shopping It can be modified for students of all functioning levels and learning preferences The activity involves planning and execution of multiple steps There are variables that require problem solving and executive function It is a hands on learning activity Allowing students to repeat the activity for several weeks increases generalization of a real-life activity It involves other life skills like social interactions, money skills, organization self-management, physical activity By providing a shopping service to staff no additional funding other than transportation is required for the program
  5. 5. LEARNING OBJECTIVES Students will learn to plan a shopping trip Students will learn how to self-manage items to make a list-determined purchase Students will use critical thinking to locate designated items in a supermarket Students will learn how to access community helpers for assistance Students will use problem-solving strategies to complete their task with peer/community support Students will use working memory to complete the grocery activities Students will use critical thinking to make predictions Students will reflect on their performance and set/modify goals based on their performance
  6. 6. GROCERY SHOPPING AND EXECUTIVE FUNCTION Problem Solving Mental Shifting
  7. 7. BLOOMS TAXONOMY (1956)CONTAINS THREE OVERLAPPING DOMAINS: COGNITIVE, PSYCHOMOTOR, AND AFFECTIVE. GROCERY SHOPPING HAS THE POTENTIAL TO DEVELOP ALL OF THESE DOMAINS. BELOW KNOWLEDGE, COMPREHENSION, AND APPLICATION ARE IDENTIFIED. collect describe identify list show tell tabulate define examine label name retell state quote enumerate match read record reproduce copy select associate compare distinguish extend interpret predict differentiate contrast describe discuss estimate group summarize order cite convert explain paraphrase restate trace apply classify change illustrate solve demonstrate calculate complete solve modify show experiment relate discover act administer articulate chart collect compute construct determine develop establish prepare produce report teach transfer use
  8. 8. PROGRAM PREPARATION 1. Transportation for 6-8 grocery store trips 2. Assessment of accessibility, universal design, accommodations 3. Community Trip Student Permission Slips/Emergency bag 4. Relationship building with store manager 5. Pictures of Isle numbers and list of categories 6. Pictures of carts, cashier, customer service, food categories 7. IDs and wallets for each student 8. Obtainment of paper circulars and/or on-line version 9. Review assessment tool and method to record data
  9. 9. STUDENT PREPARATORY LESSON TOPICS Discuss community safety, carrying wallets with ID, emergency contacts, community helpers, parking lot and bus safety, protecting your belongings Discuss appropriate hygiene and clothing for weather inside air conditioned environment Discuss possible store accommodations for various disabilities. Students encouraged to identify one accommodation during trip Play games where students guess what isle a food item is located in using the pictures of the aisle numbers with listed categories Practice mock interactions with customers, cashier and customer service Practice money skills Expose students to grocery terms: perishable, non-perishable, sales, food categories, rain checks, customer service, handling and bagging heavy and breakable items Assess and identify each students learning preference Develop individual and group goals
  10. 10. GAME: WHAT ARE CONDIMENTS? WHAT AISLE ARE THEY LOCATED IN?
  11. 11. SHOPPING PROGRAM PROCEDURES 1. Students review circular each Monday and find 6-8 nonperishable items on sale for 40% - 50% off. 2. Group discussion follows voting on a total of 5 items that would be popular non-perishable items for teachers/staff to purchase. 3. Data used from previous week graphs used in future item selection 4. Students produce a shopping list checklist form with pictures and prices 5. Students hand out shopping item checklist to all staff members and picked up the following day by students. 6. Students add up each order including tax and collect money from teachers. 7. Students divide up the number of items so each student has their own shopping list.
  12. 12. WEEKLY SHOPPING LIST Qty item price ____ Heinz Ketchup $1.88 ____ 2 liter Pepsi $0.99 ____ Pretzel Rods $1.50 ____ Purex Laundry $1.99
  13. 13. LEARNING PREFERENCE ASSESSMENT Visual-tactile Learner Auditory Learner
  14. 14. STUDENTS IDENTIFY THEIR LEARNING PREFERENCE AND DEVELOP A SHOPPING LIST/STRATEGIES THAT ALIGN BEST WITH THEIR PREFERENCE Tactile Learner Cognitive Strategy Learner
  15. 15. STUDENTS USE SOCIAL SKILLS AND CRITICAL THINKING TO CALCULATE, SOLVE AND ARTICULATE
  16. 16. STUDENTS MAKE PREDICTIONS AND THEN COMPARE THEIR PREDICTIONS TO THE ACTUAL OUTCOMES Students Prediction of Most Popular Item Ordered Actual Number of Item Ordered for Purchase
  17. 17. PRE AND POST-TESTING The Test of Grocery Shopping Skills (TOGSS) is a performance-based measure of an individuals ability to locate specific items in a grocery store. The examinee is given a grocery list of 10 items and asked to find the lowest priced brand for each item. The measure has two forms. One can be used as a pretest and the second a posttest Administration time is 20-30 minutes Assessment tool is used at start of first trip and end of last trip
  18. 18. STUDENTS WORK IN PAIRS. EACH STUDENT HAS THEIR OWN SHOPPING CART, LIST, CIRCULAR WITH ITEMS CIRCLED, AND MONEY IN A WALLET
  19. 19. PRACTICE LOCATING CUSTOMER SERVICE AND CHECK OUT AREA BEFORE SHOPPING BEGINS
  20. 20. SHOPPING PROGRAM RULES AND PROCEDURES REVIEWED Review of safety including monitoring of belongings Review of goal/s Emphasize on Best Effort Reminder to use peers and store employees to solve problems Review group meeting location Reminder to check items before going to check out Reminder to look or ask for any accommodations within the store
  21. 21. Community Mapping Game Students to identify or ask about accommodations available in store Students to identify help wanted signs and/or obtain job applications Students to interact with store employees with questions about their job Students to identify community workers Students will be awarded points during group discussion
  22. 22. UNPACKING AND DELIVERY Students unpack groceries In kitchen area and place items in cabinets Students save staff order forms and bags for next day delivery Students retrieve staff orders, and gather items in shopping bags from cabinets Students ask other students to check their order before delivery Students deliver groceries
  23. 23. SELF-ASSESSMENT GROUP DISCUSSION QUESTIONS What did you learn? What problems came up? How did you solve the problem/s? How would others solve a similar problem? Are problems a bad thing? Did you work on your goal? Did you achieve your goal? Did you seek any assistance? Did you manage your belongings? Did you find any accommodations in the store for individuals with disabilities? Did you interact with anyone in the store? Can you describe the interaction? Would you try to make a purchase on your own in the future?
  24. 24. PARENT COMMUNICATION EMAIL A group email is sent to all parents with information on the skills being practiced at the start of the ESY program Parents are encouraged to develop problem solving and critical thinking skills through grocery shopping Parents are encouraged to discuss goals and learning preferences with their children Parents are reminded to refrain from solving problems that arise for their child Parents are encouraged to express any questions, concerns or ideas
  25. 25. LIFE LONG LEARNERS