PAS Pedagogic Analysis System MDVI Copenhagen September 2012. PAS advisers: Ditte Lise Juul Pedersen...
Transcript of PAS Pedagogic Analysis System MDVI Copenhagen September 2012. PAS advisers: Ditte Lise Juul Pedersen...
PAS
Pedagogic Analysis System
MDVI Copenhagen September 2012.
PAS advisers: Ditte Lise Juul Pedersen and Inger Rydal
PAS
• Why PAS in the Youth-group?
We wanted to make a better education for the
students by finding an effective learning path
• We wanted to focus on and develop the students potential instead on focus on all the things that they can’t do.
• Not just solve but how they solved the task
PAS is linking educational theory and practice with neuropsychological theories.
• PAS is developed to observe, to rate, and to
make hypothesis and pedagogic directions.
• PAS is a tool to describe the student’s potential and competences. PAS results helps to plan curriculum and to adjust the teaching individually with focus on the student’s competences and potential.
Why PAS
PAS is particularly useful for students with more than one disability, for example MDVIs.
PAS is made for persons with:
• General learning difficulties• Acquired brain injury • Socio-emotional difficulties• Specific learning difficulties• Bilingual persons with learning difficulties • Reading and writing disabilities• Mental difficulties• Other diagnoses
• But PAS is not made for blind students. Most of the tasks are visual
• Attention • Memory • Communication • Language • Visual function • Auditory function • Motor function • Mathematics • Logic • Personal competences• Social competences
PAS focus on
PAS is developed and based on
• The zone of proximal development in Vygotsky’s analysis of learning and instruction
• A.R. Luria’s neuropsychological theories and the study of higher cortical functions
• Howards Gardner’s theories of multiple intelligences.
About our work with PAS
We are certified to make PAS analyses at ”Munkholm Training Center”
• In cooperation with ”Munkholm” we are developing PAS for blind students.
• We have worked on some of the visual tasks and developed them to auditory and tactile tasks.
• Doing this it is important to make sure that we test the right thing. It is not always adequate to replace a visual task with an auditory or tactile task
AttentionFocused attention
Sustained attention
(Memory)
No attention = no learning!!
Task: “Keys, scissors, umbrella”
Flexible AttentionSwitch between subtasks
Selected attentionWork and finish the task despite disturbances
(we will make some kind of disturbances during
this task)
Try it yourselves…..Instructions
• Together to and to• One is ”tester” and the other one is student• First line: say the colour of the block• Second line: say the size of the block• Third line: say the opposite colour• Fourth line: say the opposite size• For each switch the ”tester” says, ”switch!!!”• Rest of the paper: switching between the 4 rules• Colour, opposite colour, size and opposite size• The ”tester” decide when to switch and says ”switch!!”
What was it like?
When is it necessary in daily life to switch between subtasks?
Flexible attention:To divide it is necessary to switch between the 4 rules. • Divide• Multiply• Subtraction• Adding
From visual to tactile (prototype)
• Different sizes
little and big blocks
• Different kind of surface on the blocks
smooth and rough instead of black and white
PAS drawing:
• Visual sense• Work part to part or holistic?• Attention• Analysis• Strategy• Memory
PAS drawing young/adult
PAS drawing (Visual)Luna (visually impaired)• Girl, 19 years old• Blind of the left eye• Sight 6/18 - 6/24 on the right eye • Nystagmus and hypersensitive to light • General learning difficulties• Belated puberty• Nice, accommodating and humorous.• Motivated, cooperative and eager to do her best. • Low self-esteem
PAS drawing memory
• Observations• Adequate and clear instruction is necessary• She needs affirmation though the task• Strong visual sense, despite her low vision
(we were a little bit surprised)• She works part to part and in smaller holistic• She needs support to make a holistic approach• She can concentrate over time• She feels comfortable and proud accomplishing a task• From other tasks we notice:• Poor auditory sense• (we often change visual tasks with auditory tasks but for
Luna it is not an effective learning path)
From visual to tactile (prototype)
• Drawing is replaced into a 3 D tactile model made by Lego bricks
• 2 different levels
PAS drawing tactile (Lower level):Osman • Boy, 20 years old• Almost blind• Colour-blind• Poor motor skills• Disabilities in space and direction senses • Long latency• Lower end of normal intelligence• Reading disabilities • Obtained highest grade in the oral part in one of
the Danish citizenship tests!• A very difficult student to educate.
Observations
• Do not quite understand the instructions, but he says that he does.
• Big problems with analyses and strategy• Good memory in this task
The task makes it clear that he has:• Disabilities in space and direction senses • Poor motor skills
He needs help to find out, what’s the target of the task and he needs help to solve it. It is necessary to guide him through the task.
PAS drawing tactile (Higher level):
Mia• Girl, 19 years old• Blind• Normal intelligence• Lack of initiative in some areas• Identity-seeking• Is now training as massage therapist at IBOS
Observations• Understands the instruction • Good space and direction senses • Good attention and memory• Good analyses • Good strategy• Finds out, that she has placed one block the
wrong way and solves the task
• Examples of other tasks that we changed into a tactile version
Examples of other tasks changed into tactile or auditory versions
Logic• Master Mind with tactile bricks• Put different beads in 3 bowls by instruction
Social and personal skills • Questionnaire
We can read it for the student, enlarge the text, Braille• Social stories
We can read it for the student
Hellerup
4.10.2010
"Handleplan for Luna" - kursistudgave
Kompetencer - det, jeg er god til:
Personligt - hvordan jeg opfatter mig selv Motivation Opmærksomhed Koncentration Hukommelse Visuelle opgaver
Potentialer - det, jeg kan med hjælp:
Personligt - hvordan jeg opfatter mig selv Socialt - samvær med andre Musik Sprog og kommunikation Logik Analyse - at overskue en opgave Strategi - at strukturere en opgave
Problemområder - det, der er svært:
Matematik Auditive instruktioner