Embedded Instruction for Early Learning · § Assessment for program planning ... Use high-quality...
Transcript of Embedded Instruction for Early Learning · § Assessment for program planning ... Use high-quality...
Embedded Instruction for Early LearningTools for Teachers
Embedding Ongoing Assessment Strategies in Inclusive Classrooms to
Inform InstructionMary McLean, PhD
Anita Zucker Center for Excellence in Early Childhood Studies
College of EducationUniversity of Florida
Inclusion Institute, Chapel Hill, NC, May, 2018
Embedded Instruction for Early LearningTools for Teachers
Embedded Instruction for Early Learning
Dr. Patricia Snyder, P.I.
Institute of Education SciencesProject No. R324A070008, R324A150076
EI Project Team!
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Patricia SnyderUniversity of Florida
James AlginaUniversity of Florida
Mary McLean University of Florida
Mary Louise HemmeterVanderbilt University
Related Research and Training Projects§ Embedded Instruction for Early Learning:
Goal Two IES Study
§ Embedded Instruction for Early Learning: Goal Three IES Study
§ Embedded Instruction California (EICA)
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EI California Project Team!
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Patricia Snyder Mary McLeanAnita Zucker Center for Excellence in Early
Childhood Studies University of Floridaand CA DR Access Project
Larry Edelman Denver CO and CA DR
Access Project
Tara McLaughlinMassey University
and AZCEECS
Darbi Shannon Crystal BishopAnita Zucker Center for Excellence in Early
Childhood Studies University of Florida
Anne KushnerCA DR Access
Project
Sheila SelfCA Department
of Education
Getting to Know Our CA EI Team…..
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Purposes of Assessment
§ Screening
§ Evaluation to determine eligibility for special education
§ Assessment for program planning
§ Monitoring child progress
§ Program evaluation (accountability)(McLean, Hemmeter & Snyder, 2014)
Uses of the DRDP (2015):
§ Assessment for program planning
§ The ongoing authentic assessment used to inform the rating of the DRDP is used to monitor child progress
§ Assessment for accountability (OSEP Outcomes)
Connecting Formative and Summative Assessment
Assess(Observe and
collect information
to inform DRDP 2015
ratings)
Instruct(Preschool
learning foundations,
curricula frameworks/cu
rricula, and IEP)
Monitor Progress (Ongoing authentic
assessment)
Summative Assessment
Formative Assessment
Formative Assessment
Overview of Embedded Instruction
A Comment on Children’s Experiences…
�We start with the assumption that each day, that every hour in every day, is of great
importance to a child, and that when an hour is neglected, allowed to pass without reason
and intent, teaching and learning go on nonetheless and the child may be the loser.�
(Hobbs, 1967, Am. Psych., p. 1109)
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Children will learn…but maybe not what they need to learn
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Foundation for Embedded Instruction:How Children Learn
Experiences and Observationsin Activities,
Routines, and Transitions
Interests and Preferences
Engagement
Learning Opportunities
Mastery
Adapted from Dunst (2000, 2001)
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Child-Initiated Experience
+Adult-Guided Experience
=Optimal Learning
Peer-Mediated Experience
+
Adapted from Epstein, A.S. (2014). The intentional teacher: Choosing the best strategies for young children’s learning (2nd ed.). Washington, DC: NAEYC. Slide Adapted from: Embedded Instruction Project; Snyder et al, 2017
Each child’s equation is different…
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Child-Initiated Adult-GuidedPeer
Optimal Learning
Child-Initiated
Child-Initiated Peer-Mediated
Peer
Adult
Adult-Guided
What is Embedded Instruction?
Multi-component approach to provide intentional and systematic instruction
on priority learning targetsduring typically occurring
activities, routines, and transitionsto support
child engagement and learning
Key Features of Embedded Instruction§ Address priority skills
§ Teach skills in context
§ Teach within and across activities, routines, and transitions
§ Use �authentic� activities and materials to support learning
§ Use intentional and systematic instruction
§ Use ongoing, authentic assessment to monitor child progress
Key Components
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Component Priority Practice
What to Teach
Identify and align learning priorities for individual children.
Write priority learning targets.
When to Teach
Use engaging and ongoing activities to provide multiple and meaningful embedded learning opportunities.Develop an activity matrix to plan when and how many learning opportunities to embed within and across activities.
How to Teach Plan and implement embedded learning opportunities as complete learning trials.
How to EvaluateCollect and analyze data on embedded instruction implementation and child progress to inform instructional decisions.
What to Teach Practices
Key Components of Embedded Instruction
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Priority Practices: What to Teach
1. Identify and align learning priorities for individual children.
2. Write priority learning targets.
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Identify and align learning priorities for individual children§ Identify what a specific child needs to learn right now
to be more engaged and to meaningfully participate in everyday activities:
• Break down the skill so is it “teach-able”
• Small step ahead of what the child can currently do
§ Align what the child needs to learn right now with what is important for the child and for all children
• Ensure children are making progress toward IEP goals and in the general preschool curriculum
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Right Now
Identify and align learning priorities
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Individual Child
All Children
Need to know and be able to do
Learning Priority
IEP Goal
Foundations & Curriculum
Priority Learning Targets for Embedded Instruction
§ A statement of the behavior or skill the child will learn to do
§ Includes information that will help you design your embedded instruction plan
§ Behavior or skill specified should be �proximal�
§ Identify priority learning targets by:• Assessment information (DRDP 2015)• Breaking down �IEP� goal• Activity or routine assessment
Everyday Learning Opportunities
Activity Analysis§ Examine classroom activities to
identify characteristics, expectations, and learning opportunities for all children
Child-Focused Activity Analysis§ Observe a child while he/she is
engaged in an activity to help identify priority skills
Activity-Focused Assessment: Two Levels
Mia’s IEP§ Mia is 4 years old. She has Down
syndrome.
§ She attends an inclusive preschool 5 days a week.
§ Some of the goals on Mia�s IEP focus on:• scooping and serving food • demonstrating understanding of concepts
such as colors, shapes, and size• increasing social interactions with peers• using 2-word utterances
Individualized Instruction:Examples of Mia’s IEP GoalsMia will use two-word combinations to express recurrence (more milk), description (blue ball), agent action (Mia run) or action object (throw ball) when communicating. We will know she has met this goal when she uses 10 different two-word combinations in each category without adult models or prompts as recorded during ongoing routines and activities. (Preschool Foundation 2.0 – Vocabulary and DRDP 2015 LLD 3)
Breaking Down Mia’s GoalMia will use two words to express recurrence (more milk, push again)
Mia will use two words to describe objects (color and size: blue ball, big block) )
Mia will use two words to express agent-action (Mia push)
Mia will use two words to express action-object) (throw ball)
Mia will spontaneously produce two word utterances to express recurrence, to describe objects, and to express agent-action and action-object
What To Teach Handout
Writing Priority Learning Targets
(1) Learner Mia will
(2) Behavior use two words to express recurrence
(3) Conditions following a model,
(4) Activities during snack, outdoor activities, and center time
(5) Criterion on 4 occasions each day for three consecutive days.
Mia will use two words to express recurrence (e.g., more milk, push again) following a model during snack, outdoor activities, and center time on 4 occasions each day for 3 consecutive days.
§ Learner§ Behavior
§ Observable (specific action) and Measurable
§ Developmentally-appropriate
§ Functional and aligned§ Generative
§ Conditions§ Activities§ Criterion
Priority Target Pitfalls
§ Describing what the child should not do§ Transition without hitting§ Not talking out
§ Target is not observable and measurable § Pay attention§ Get along with others
Does not describe a specific action the child will do
When to Teach:
Ongoing activities, routines, and transitions
Key Components of Embedded Instruction
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Priority Practices: When to Teach
3. Use high-quality activities to provide multiple and meaningful embedded learning opportunities.
4. Develop an activity matrix to plan when and how many learning opportunities to embed within and across activities.
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Everyday Experiences and High-Quality Activities are the Foundation for Embedded Instruction
High-quality activities
§ Developmentally appropriate
§ Flexible and dynamic
§ Balance between teacher-directed and child-initiated
§ Build on children’s interests
§ Provide opportunities for social interaction
§ Encourage children to make choices
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Types of Activities
§ Teacher-directed activities
§ Child-initiated activities
§ Routines
§ Transitions
Consider “Fit”
“Fit”
Natural
Logical
Might not be a good fit
A good “fit” in meaningful activities Schedule Activity Learning Priority
Breakfast Pour liquids into a cup
Free Play Name colors
CentersUse pointing to make a choice between 2 items
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Develop an activity matrix to plan when and how many learning opportunities to embed within and across activities.
An Activity Matrix is a written plan to help ensure embedded learning opportunities occur.
It reminds teachers of: • the planned activities (aka the schedule),• the learning targets for each child, and• the number of embedded learning
opportunities and when they should occur.
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CREATING AN ACTIVITY MATRIX
Mia Addie
Arrival
Free Play• Initiates an interaction with peers
by tapping them on the shoulder and asking them to play
Circle
Outside
Meal• Labels object using one
describing word (e.g., color or bowls)
Centers
Transition
Departure
Step 2: List children in the top row.Step 1: List the activities and times of day in the left-hand column of the chart.
• Invites another child to play• Identifies the problem in a
conflict with another child
• Labels an emotion
Step 3: Put the child’s learning target in the appropriate activity
Activity Matrix: The Key for Embedding Mia Matthew Leo
Arrival Use 2-word action-object combination- 5
Move up and down 2 or more stairs without assistance - 2
Free Play Verbally name at least 3 different colors - 6
Follow a 1-step direction relating to the immediate context - 4
Circle Greet peers using 1-2 words - 3 Move objects or himself in relation to another object or location - 3
Will express his needs to adults and peers using 2-3 word sentences - 2
Outside Use 2-word action-object combination- 3
Move objects or himself in relation to another object or location - 5
Move up and down 2 or more stairs without assistance - 2
SnackScoop food with a spoon onto her own plate and into her mouth-10
Follow a 1-step direction relating to the immediate context - 2
Will express his needs to adults and peers using 2-3 word sentences - 3
Class Activity
Use 2-word action-object combination- 3
Departure Move objects or himself in relation to another object or location - 2
Move up and down 2 or more stairs without assistance - 2
Transitions Verbally name at least 3 different colors - 4
Follow a 1-step direction relating to the immediate context - 2
A Well-Planned Activity MatrixThings to think about:• “Fit” between the child’s priority learning
target and the activity
• Consider natural locations in which behavior occurs
• Consider staff who are available during daily activities
• Identify the number of opportunities needed for practice
• Include a sufficient numbers of trials given the child’s phase of learning
Classroom Activity Matrix Examples
Specific Area of Classroom Matrix
Scheduled Activity and Associated Activity Types Matrix
Specific Time of Day Matrix
Linking to General Preschool Curriculum & Activities
Free Play Mia Matthew Leo Amos Carla
BlocksVerbally name at least 3 different
colors3
Verbally name 5 shapes
3
HouseUse both hands to pour without
spilling 2
Table ToysVerbally name at least 3 different
colors3
ArtVerbally name 5
shapes3
Sand/WaterFollow a 1-step direction relating
to the activity 2
Use both hands to pour without
spilling 3
BooksFollow a 1-step direction relating
to the activity 3
General Preschool ActivitiesWeekly Topic:
BUGS Free Play
Blocks Models of bugs built from blocks (add duplo)
House Ant farm
Table Toys Bug and butterfly puzzles; lotto game with bug stickers;
Art Build a bug (build bugs from craft leftovers –top rolls, buttons, boxes, string)
Sand/Water Plastic bugs for counting and sorting
Books
The Bugliest Bug, The Little Squeegy Bug, I Love Bugs, Everything Bug: What Kids Really Want to Know about Bugs (Kids’ FAQ’s)
A photograph album with photos of insects from our nature walk;
Word and picture matching on felt board (grasshopper, ladybug, spider, ant, firefly, etc.)
CLASSROOM ACTIVITY MATRIX
Build a Matrix
Using the matrix handout:
§ Add a class schedule that you are familiar with to the left hand column
§ Put your child’s name at the top of the second column on the left
§ Add to the cells where you would embed instruction: behavior from the learning target and the number of times you want the behavior to occur
How to Teach
Key Components of Embedded Instruction
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Priority Practices: How to Teach
5. Plan and implement embedded learning opportunities as complete learning trials (CLTs).
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Complete Learning Trial (CLT)
A logically occurring or planned Antecedent
is followed by a ehavior
that leads to a logically occurringor planned Consequence
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It’s as simple as ABC!
Antecedent Behavior ConsequenceThings or events in the environment or behaviors of adults or children that set the occasion for a child’s target behavior.
The “cues” for the child.
Can also be an engineered aspect of the environment.
What the child does following the antecedent.
Behaviors are things that can be seen or heard.
Something that happens in the child’s environment immediately following her/his behavior.
Positive consequence that increases the likelihood the child will do the target behavior again in the presence of the antecedent.
Complete Learning Trials
Example of a CLT
ABC
How to Evaluate
Key Components of Embedded Instruction
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Priority Practices: How to Evaluate
6. Collect and analyze data on embedded instruction implementation and child progress to inform instructional decisions.
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Ongoing Evaluation
Systematic, ongoing, authentic observation and recording of child learning are part of embedded instruction.
§ Supports data-based decision making• Identification of need to provide additional
support or revise learning targets• Identification of need to move on to next
learning targetEmbedded Instruction observations can be used to inform DRDP ratings
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Am I doing it?Implementing ELO and CLT
Is it working?Monitoring child progress
Do I need to make changes?Continuing or modifying implementation of
embedded instruction
Collect and Analyze Data
1. Am I Doing it?
0"
2"
4"
6"
8"
10"
12"
14"
16"
Colors" Ask"for"object"" Iden8fy"big/li=le" Name"objects"
planned"
implemented"
complete"
Num
ber o
f Tria
ls
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Am I doing it?Implementing ELO and CLT
Is it working?Monitoring child progress
Do I need to make changes?Continuing or modifying implementation of
embedded instruction
Collect and Analyze Data
2. Is it Working? 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 10 items across 3 different activities each day for 4 out 5 days in a week.
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Am I doing it?Implementing ELO and CLT
Is it working?Monitoring child progress
Do I need to make changes?Continuing or modifying implementation of
embedded instruction
Making Data-Informed Decisions
3. Do I Need to Make Changes?Data-Informed Decision Making
Data to Consider:§ Implementation data, including number of trials
and A-B-C components
§ Child progress data
Possible Data-Informed Decisions:
§ Consider changing where and how many learning opportunities occur
§ Consider changing antecedents, additional help, or consequences
§ Consider changing the behavior targeted
What behaviors are targeted?What type of data do I need?
Ways to Collect Data (You can use multiple methods)
Frequency..……………
Accuracy………...….…
Level of Support…..…
Duration or Latency....
Fluency……….……..…
Permanent Record..…
Describe………..……...
Count it
Calculate % correct
Take notes or use rating scale
Time it
Accuracy plus speed
Collect work samples
Take notes or use rubric
Frequency: Count it
Activity Occurrences Total10/20/2009Time: 9:00-9:15
Centers //// 4
10/20/2009Time: 10:30-10:45
Outdoor Play
// 2
10/20/2009Time: 11:20-11:40
Lunch
Priority Learning Target: Sarina will give or exchange at least 3 items or objects with peers during centers, outdoor play, and lunch. She will give or exchange at least 3 items or objects in each of these activitiesfor two consecutive days.
Accuracy: Calculate % CorrectPriority Learning Target:
Maxford will jump by pushing off the ground with two feet simultaneously when verbally or physically prompted during recess, music, gym, and circle activities with 80% correct jumps for two consecutive days.
Maxford jumps throughout day: Percent Correct:
1 2 3 4 5 6 7 8 9 10
ü = correct û = not correct
Level of Support: Take Notes or Use Rating ScalePriority Learning Target:
Lily will pour liquids from one container into another when asked by a peer or adult during snack, outdoor play, and lunch. She will do this on at least 4 occasions each day for one week.
I = independent V = verbal promptPP = partial physical prompt FP = full physical prompt,
Activity or Routine
Level of SupportI V PP FP
Snack üü ü
Outside Play(water table) üü ü
Lunch ü üü
Embed Data Collection
How to Evaluate
How is Embedded Instruction Different? § Targets based on the IEP,
the learning foundations/curriculum and activity assessment
§ Embed learning trials in ongoing activities, routines and transitions throughout the day
§ Focus on fidelity of implementation of complete learning trials
§ Use of ongoing, authentic assessment
Key Components of Embedded Instruction
§ Embedded Instruction Website
www.embeddedinstruction.net
§ Desired Results access Websitehttp://www.draccess.org
• Anita Zucker Center for Excellence in Early Childhood Studies - University of Florida
https://ceecs.education.ufl.edu/
Embedded Instruction for Early LearningTools for Teachers
AcknowledgementsWork described was supported, in part, by grants from the National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education to the University of Florida (R324A070008; R324A150076). The opinions expressed are those of the authors, not the funding agency.
www.embeddedinstruction.net