Innovative classroom strategies workshop

49
Innovative Classroom Strategies A proactive Approach to Early Intervention in Today’s Classrooms

description

2 Hour OT Workshop for Early Education Teachers. Includes: 1-Developmental Milestones and Red Flags 2-Fine motor skills development strategies 3-Sensory Strategies for the classroom 4-Teaching Handwriting

Transcript of Innovative classroom strategies workshop

Page 1: Innovative classroom strategies workshop

Innovative Classroom Strategies

A proactive Approach to Early Intervention in Today’s

Classrooms

Page 2: Innovative classroom strategies workshop

1. Developmental Milestones Ages 6 months to 5 years

2. Red Flags to Refer for Intervention3. How to recognize children that would benefit

from OT Services4. Fine Motor Skills development; the building

blocks to an efficient pencil grasp5. Using Handwriting Without Tears6. Creating Sensory Smart Classrooms7. Helping Children that can’t sit still8. Favorite products that can be used in a

classroom setting

Innovative Classroom StrategiesWorkshop Overview

Page 3: Innovative classroom strategies workshop

Developmental Milestones and Red Flags

(Ages 6 months to 5 years)

Page 5: Innovative classroom strategies workshop

Developmental Milestones (6 months to 1 year)

Gross Motor Fine Motor

•Pushes up on extended arms (5 mos.)•Pulls to sitting with no head lag (5 mos.)•Sits with support of his hands (5-6 mos.)•Sits unsupported for short periods (6-8 mos.)•Supports whole weight on legs (6-7 mos.)•Crawls forward on belly (8-9 mos.)•Gets to sitting position without assistance (8-10 mos.)•Pulls self up to standing position at furniture (8-10 mos.)•Creeps on hands and knees (9 mos.)•Gets from sitting to crawling or prone (lying on stomach) position (9-10 mos.)•Walks holding on to furniture (10-13 mos.)•Stands momentarily without support (11-13 mos.)•May walk two or three steps without support (11-13 mos.)

• Transfers objects from hand to hand (6-7 mos.) •Uses raking grasp (not pincer) (6 mos.) •Routinely rolls from stomach to back and back to stomach (6 mos.)•Uses pincer grasp (grasp using thumb and index finger) (7-10 mos.)•Bangs two one-inch cubes together (8-12 mos.)• Pokes with index finger (9-12 mos.)•Puts objects into container (10-12 mos.)•Takes objects out of container (10-12 mos.•Tries to imitate scribbling (10-12 mos.)

Page 6: Innovative classroom strategies workshop

Red Flags (6 months to 1 year)

Red Flags 6 to 8 months Red Flags 8 to 12 months

• Seems very stiff, tight muscles • Seems very floppy, like a rag doll • Head still flops back when body is pulled to sitting position (by 5months still exhibits head lag) • Shows no affection for the person who cares for them • Doesn’t seem to enjoy being around people • One or both eyes consistently turn in or out • Persistent tearing, eye drainage, or sensitivity to light • Does not respond to sounds around them • Has difficulty getting objects to mouth • Does not turn head to locate sounds by 4 months • Doesn’t roll over (stomach to back) by 6 months • Cannot sit with help by 6 months (not by themselves) • Does not laugh or make squealing sounds by 5 months • Does not actively reach for objects by 6 months • Does not follow objects with both eyes • Does not bear some weight on legs by 5 months • Has difficulty calming self, cries for long periods of time

• Does not crawl • Drags one side of body while crawling (for over one month) • Cannot stand when supported • Does not search for objects that are hidden (10-12 mos.) • Says no single words (“mama” or “dada”) • Does not learn to use gestures such as waving or shaking head • Does not sit steadily by 10 months • Does not react to new environments and people • Does not seek out caregiver when stressed • Does not show interest in “peek-a-boo" or "patty cake” by 8 mos. • Does not babble by 8 mos. (“dada,” “baba,” “mama”)

Page 8: Innovative classroom strategies workshop

Developmental Milestones (1 to 2 years)Gross Motor Fine Motor

•Walks alone (12-16 mos.)•Pulls toys behind him while walking (13-16 mos.)•Carries large toy or several toys while walking (12-15 mos.)•Begins to run stiffly (16-18 mos.)•Walks into ball (18-24 mos.)•Climbs onto and down from furniture unsupported (16-24 mos.)•Walks up and down stairs holding on to support (18-24 mos.)

•Scribbles spontaneously (14-16 mos.)•Turns over container to pour out contents (12-18 mos.)•Builds tower of four blocks or more (20-24 mos.)•Completes simple knobbed wooden puzzles of 3 to 4 pieces (21-24 mos.)

Daily Living Skills

•Starts to feed self with spoon, with some spilling (13-18 mos.) •Likes to play with food when eating (18-24 mos.)•Can put shoes on with help (20-24 mos.)•Can open doors by turning knobs (18-24 mos.) •Can drink from open cup, with some spilling (18-24 mos.)

Page 9: Innovative classroom strategies workshop

Red Flags 1 to 2 yearsRed Flags 1 year to 2 years

• Cannot walk by 18 months • Fails to develop a mature heel-toe walking pattern after several months of walking, or walks exclusively on toes • Does not speak at least 15 words by 18 months • Does not use unique two-word phrases by age 2 (more milk, big dog, mommy help) • By 15 months does not seem to know the function of common household objects (brush, telephone, cup, fork, •spoon) • Does not imitate actions or words by 24 mos. • Does not follow simple one-step instructions by 24 mos. • Cannot identify self • Cannot form a two-word phrase • Cannot hold and use a spoon or cup for eating and drinking • Does not display a wide array of emotions (anger, fear, happy, excited, frustrated)

Page 10: Innovative classroom strategies workshop

Developmental Milestones 2 to 3 yearsGross Motor Fine Motor

•Climbs well (24-30 mos.)•Walks down stairs alone, placing both feet on each step (26-28 mos.)•Walks up stairs alternating feet with support (24-30 mos.)•Swings leg to kick ball (24-30 mos.)•Runs easily (24-26 mos.)•Pedals tricycle (30-36 mos.) •Bends over easily without falling (24-30 mos.)

•Makes vertical, horizontal, circular strokes with pencil or crayon (30-36 mos.)•Turns book pages one at a time (24-30 mos.)•Builds a tower of more than 6 blocks (24-30 mos.)•Holds a pencil in writing position (30-36 mos.)•Screws and unscrews jar lids, nuts, and bolts (24-30 mos.)•Turns rotating handles (door knob) (24-30 mos.)

Daily Living Skills

•Can pull pants down with help (24-36 mos.)•Helps put things away (24-36 mos.)•Serves self at table with some spilling (30-36 mos.)

Page 11: Innovative classroom strategies workshop

Red Flags 2 to 3 yearsRed Flags 2 to 3 years

• Frequent falling and difficulty with stairs • Persistent drooling or very unclear speech • Inability to build a tower of more than 4 blocks • Difficulty manipulating small objects • Inability to copy a circle by 3 years old • Inability to communicate in short phrases • No involvement in pretend play • Cannot feed self with spoon or drink from cup independently • Failure to understand simple instructions • Little interest in other children • Extreme difficulty separating from primary caregiver

Page 12: Innovative classroom strategies workshop

Developmental Milestones 3 to 4 yearsGross Motor Fine Motor

•Hops and stands on one foot up to 5 seconds Goes upstairs and downstairs without support •Kicks ball forwardThrows ball overhand •Catches bounced ball most of the time•Moves forward and backward •Uses riding toys

•Copies square shapes•Draws a person with 2-4 body parts•Uses scissors •Draws circles and squaresBegins to copy some capital letters

Daily Living Skills

•Can feed self with spoon without spilling•Washes and dries hands and face•Can do simple household tasks (help set the table)•Can put on simple clothing items, with help for button, zipper, shoelace (jacket, pants, shoes)•Can run a brush or comb through own hair

Page 13: Innovative classroom strategies workshop

Red Flags 3 to 4 yearsRed Flags 3 to 4 years

• Cannot jump in place • Cannot ride a trike • Cannot grasp a crayon between thumb and fingers • Has difficulty scribbling • Cannot copy a circle • Cannot stack 4 blocks • Still clings or cries when parents leave him • Shows no interest in interactive games • Ignores other children • Doesn't respond to people outside the family • Doesn't engage in fantasy play • Resists dressing, sleeping, using the toilet • Lashes out without any self-control when angry or upset • Doesn't use sentences of more than three words • Doesn't use "me" or "you" appropriately

Page 14: Innovative classroom strategies workshop

Developmental Milestones 4 to 5 yearsGross Motor Fine Motor

• Stands on one foot for 10 seconds or longer •Hops, somersaults•Swings, climbs•May be able to skip

•Copies triangle and other geometric patterns• Draws person with body• Prints some letters

Daily Living Skills

•Uses fork, spoon independently•Can chew with lips closed•Goes to the bathroom independently, with reminders•Undresses independently, may be able to unbutton and unzip

Page 15: Innovative classroom strategies workshop

Red Flags 4 to 5 yearsRed Flags 3 to 4 years

• Exhibits extremely aggressive, fearful or timid behavior • Is unable to separate from parents • Is easily distracted and unable to concentrate on any single activity for more than 5 minutes • Shows little interest in playing with other children • Refuses to respond to people in general • Rarely uses fantasy or imitation in play • Seems unhappy or sad much of the time • Avoids or seems aloof with other children and adults • Does not express a wide range of emotions • Has trouble eating, sleeping or using the toilet • Cannot differentiate between fantasy and reality • Seems unusually passive • Cannot understand prepositions ("put the cup on the table"; "get the ball under the couch") • Cannot follow 2-part commands (“pick up the toy and put it on the shelf”) • Cannot give his first and last name • Does not use plurals or past tense • Cannot build a tower of 6 to 8 blocks • Holds crayon with fisted grasp • Has trouble taking off clothing • Unable to brush teeth or wash and dry hands

Page 16: Innovative classroom strategies workshop

I. SELF HELP SKILLS: The student's ability to manage personal needs within the educational environment.

II. POSTURE/FUNCTIONAL MOBILITY: The student's ability to perform basic developmental motor skills, posture, and balance needed to function in and move throughout the educational environment.

III. FINE MOTOR/PERCEPTUAL SKILLS: The student's ability to manipulate and manage materials within the educational environment.

IV. SENSORY PROCESSING: The student's ability to process relevant sensory information and screen out irrelevant sensory information for effective participation within the educational environment.

How to Recognize Children that would benefit from OT Services

Page 17: Innovative classroom strategies workshop

Fine Motor Skills Development

The building blocks to an efficient pencil grasp

Page 18: Innovative classroom strategies workshop

Importance of Good Sitting Posture

Start with Stability

• In therapy we talk about the 90-90-90 rule. This means that when seated at a desk, we want to ensure the following:

• Feet flat on the floor 90 degrees at ankles

• Knees bent at 90 degrees• Hips at 90 degrees

Page 19: Innovative classroom strategies workshop

• The top of the desk should be approximately 2 inches above the elbows when the arms are bent at the student’s side. This will ensure that the child’s neck, shoulders, arms, hands and fingers are relaxed.

Adjustments you can make:• Table legs can be adjusted• Height of the chair• Wedge

Page 20: Innovative classroom strategies workshop

Preparing little hands for an Efficient Pencil Grasp

Page 21: Innovative classroom strategies workshop

Efficient pencil grasp

Page 22: Innovative classroom strategies workshop

Fine Motor Skills DevelopmentThe building blocks to an efficient

grasp

• Begin by strengthening the muscles that are used to hold a pencil properly.

– Pincer control and strength– Arches of the hand/webspace– Radial and ulnar separation of the hand

Page 23: Innovative classroom strategies workshop

Activities to Improve Pincer control and strength

• Picking up small items• Peeling Stickers• Small beading• Lacing• Adaptive chopsticks• Tweezers, tongs

Page 24: Innovative classroom strategies workshop

Activities to Improve Arches of the hand/web space

• Spray Bottles• Wheelbarrow walking• Cupping activities• Making a ball with Playdoh• Hole puncher, scissors

Page 25: Innovative classroom strategies workshop

Activities to Improve Radial and Ulnar separation of the hand

• Nesting and retrieving activities.Ex: Placing and removing pegs in playdoh,

Picking up pompoms or small beads and placing them in a container, picking up coins and placing them in a piggy bank.

Page 26: Innovative classroom strategies workshop

Writing Tools that Facilitate a Good Grasp

EASELS:• The angle allows for proper

positioning of the wrist• You stick paper on the wall

Page 27: Innovative classroom strategies workshop

Writing Tools that Facilitate a Good Grasp

PENCILS/CRAYONS:• Use SHORT and FAT crayons/pencils• Build up with wikki stix• Break crayons

Page 28: Innovative classroom strategies workshop

Writing Tools that Facilitate a Good Grasp

GRIPPERS:• Use grippers on pencils to facilitate

finger placement• Use winged grippers for children who

cross their thumb over the pencil• Try different grippers

Page 29: Innovative classroom strategies workshop

The Writing Surface

• Use dry erase boards to teach formation of letters then practice on paper

• Use paper with clear defined lines

• Make boxes where you want children to write. One letter per box to one word per box.

Page 30: Innovative classroom strategies workshop

Teaching Letter Formation

• Go from TRACE to COPY to WRITE• Trace a highlighted letter rather than

dotted.• Have children copy a word exactly

UNDER the sample.• All letters are formed from TOP to

BOTTOM and LEFT to RIGHT. (Left handed children can go from right to left)

Page 31: Innovative classroom strategies workshop

Fundamentals to teaching Letter Formation and Letter

Concept• Adopt an eclectic approach to teaching

handwriting. (HWT is a framework and guideline…some children need more than that)

• Letters are a combination of a few basic strokes. Teach the strokes first. Make them “feel” the difference

• For very young children I start by teaching them basic strokes and I like to add a sound to each stroke (Based on ABC Boom)

• Make writing fun with a multisensory approach sand, rice, shaving cream, paint, stickers, blocks, yarn, wikki stix, textured surfaces etc…

Page 32: Innovative classroom strategies workshop

Multisensory Approach to Learning Letters

• To improve focus and prep the body for learning begin with movement activities such as “dance around time”, “shake the wiggles out of arms and legs” game, “jump like popping popcorn” etc.

• Teach handwriting through a multisensory approach using “VKAT”- Visual, Kinesthetic, Auditory and Tactile approaches (from HWT).

• Use visual cues for starting points such as large, colorful dots, stickers, arrows for direction, highlighter letters for tracing, bright colorful borders for lines.

Page 33: Innovative classroom strategies workshop

Multisensory Approach to Learning Letters (cont.)• using kinesthetic or body movements to learn

letters are helpful before ever picking up a pencil. Use fingers to trace in sand, sit on a scooter board and race to trace the letters or use a Flashlight to trace a huge letter(written in chalk on a chalkboard or on a piece of bulletin board paper hung on the wall will work).

• Tactile approach includes using raised lined paper to help with line borders, using finger painting for tracing, tracing or copying letters in shaving cream, or forming letters with playdoh.

• Remember if they can see it, hear it, and can touch--handle--and experience it, they have a three way shot at remembering.

Page 34: Innovative classroom strategies workshop

From Handwriting without Tears

• From HWT I use the formation of the letters and the order of the letters. First teach letters with vertical and horizontals: L F E H T IThen teach circular letters: U C O Q G S J D P B RLastly teach letters with diagonals: K A M N V W X Y Z

• Teach formation of uppercase letters first then graduate to lowercase letters.

• However I like to teach the CONCEPT of upper and lower case letters from the very beginning.

Page 35: Innovative classroom strategies workshop

Fundamentals to teaching Letter Formation and Letter

Concept• I also like to teach the sounds of the letters right from the

start. Naming a letter and knowing the sound that letter makes are 2 different skills. I like to teach it in a song. Ex: “Every letter makes a sound”. If children have a hard time naming the letter, I prefer to teach the sound of the letter first.

• Some children may need you to create a storyline behind the formation of certain letters. Ex: lowercase letter e, I tell children they are in a car with the family driving vroom across (horizontal line) and we forgot the dog so we stop and go back around around around and stop (creates an e)

• Do not look at the final product, look at the process that the child uses to make sure the approach is correct. It will help you determine where the breakdown is.

Page 36: Innovative classroom strategies workshop

Sample of OT Handwriting Session

• Gross motor activity to get the body ready. • Begin by waking up little fingers ex: Putty,

tweezers • Use LETTER SCHOOL App to practice the letter.• Teach formation of whiteboard with

sounds/story• Have the child copy the letter you just

demonstrated (draw a box where child needs to copy the letter)

• Practice the letter on paper (draw a highlighted box where child needs to copy the letter)

Page 37: Innovative classroom strategies workshop

Creating a Sensory Smart Classroom

Page 38: Innovative classroom strategies workshop

Creating Sensory Smart Classrooms(Environmental Modifications)

• Goal is to create an environment that takes into consideration the sensory needs of all children. Try to find ideas that will benefit all children.

• Sensory children have difficulty organizing their bodies from the inside out. Our goal is to try as much as possible to create a classroom that helps them find balance from the outside in.

Page 39: Innovative classroom strategies workshop

Sensory Smart Classrooms

Classroom Organization:1. Set up your classroom in stations and make sure you have a quiet area where kids can calm and regroup if

needed when class get too loud.2. Make sure the quiet area has lots of book, heavy blankets, pillows. Bean bags, earphones.3. Provide fidget toys such as tactile balls, “stress” balls.4. Use visual schedules at the beginning of class that “maps” out the children’s day. This helps kids transition

more easily from one activity to the next and can keep them more organized.

Classroom Activities:5. Use songs to help children transition such as “Clean up…clean up…” or flick lights6. Make sure your schedule allows for movement breaks as well as table-top activities. Brain Breaks are great.7. During circle time. Keep the children that have a harder time keeping still next to you or make sure you

give them something to hold like a puppet. Or give them a fidget toy to hold on to or even a weighted lap pad.

8. Try to plan activities that incorporate as many sensory components as possible. Ex: finger paint on textured surfaces.

9. You can begin all table-top activities with a little “chair exercise” program that allows all the children to get their state of arousal at the same level. Ex: prior to commencing a handwriting task. Sing a song with the children that wakes up the arms, legs, stretches etc…

10. Consider having a “treasure box” with a variety of sensory toys. You can send a child to pick a sensory toy that helps them calm and become centered/organized. Ex: Put stress balls, fidget toys, body brush, lotion, etc…

11. Make a “bean bag snake” using a sock and dried beans. The over-aroused child can put it on his shoulders or lap to help calm during circle time or at table-top.

12. Outdoor activities are an all around wonderful sensory experience.

Page 40: Innovative classroom strategies workshop

Sensory Smart ClassroomsSensory/Arousal:1. For children who need to calm, use deep pressure such as pressure with

your hands to his/her shoulders2. Another great way to calm is to give a child heavy resistive work to do ex:

carry heave books to the table, push/pull heavy cart.3. For children who need increased arousal, have them do a few jumping

jacks, wall push ups etc… or use light touch from your finger tips or a feather to awaken their senses.

4. For children who touch other peers during circle time, consider sitting them against a wall or bookshelf for extra grounding and trunk support, give them a fidget toy to hold

5. Touching others can be an indication that the child needs tactile input to his hands. You can brush the child’s hands, have him play with playdoh/other resistive mediums, play hand clapping games, crawling or wheelbarrow walking,

6. For a child who has difficulty transitioning from one activity to the next, allow him/her to hold on to an object that they like (aka.  A transitioning object) This helps them “keep it together” during the transition. You can also assign a task to the child such as “helper” (ex: he holds the cards you will be using and brings them to circle time)

Page 41: Innovative classroom strategies workshop

Favorite products that can be used in a classroom setting

• Weighted Items:

Page 42: Innovative classroom strategies workshop

Favorite products that can be used in a classroom setting

• Wedges and discs:

Page 43: Innovative classroom strategies workshop

Favorite products that can be used in a classroom setting

• Fidget toys:

Page 44: Innovative classroom strategies workshop

Favorite products that can be used in a classroom setting

• Visual Schedules:

Page 45: Innovative classroom strategies workshop

Favorite products that can be used in a classroom setting

• Brain Breaks:

Page 46: Innovative classroom strategies workshop

Helping Children that can’t sit still

• Children with sensory processing disorders have a tendency toward two major problems regarding sitting:

1- Lack of focus2- Inability to sit or stand for a long

period of time. Their brain tends to "under register"

movement, and without that ability, they can't focus. Their brains are telling their bodies to get up and move to help them listen and attend BETTER!

Page 47: Innovative classroom strategies workshop

Successful strategies

• Provide as much support as possible while sitting so the body feels secure. This includes: Feet flat on the floor or footrest, Good back and hips and knees at 90-degree angles.

• Allowing as much movement as possible without disrupting others while sitting. This includes: allowing small movement opportunities with the hands, using fidgets, or with the mouth, using gum or "chewys." Move and sit seat wedges or ball chairs.

Page 48: Innovative classroom strategies workshop

Movement is key

• Movement is what helps the brain develop from infancy. Movement is stimulation that the brain craves. Have plenty of movement opportunities available for the children.

• Remember, kids in motion, aren't commotion! CHILDREN LEARN BEST FROM MOVEMENT AND WE HAVE FORGOTTEN THIS IN OUR CLASSROOMS!

Page 49: Innovative classroom strategies workshop

Nancy Amar OTR/Lcell: 786-384-0221

email: [email protected]