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Rote Skills Competence Dependence Independence

Which Way to Competence and Independence? CTEBVI #507, April 5 th 2014 Betty Henry, PhD California School for the Blind. Rote Skills Competence Dependence Independence. Objectives. Budgets: amount & distribution. Develop your “smart budget”. Two ways to look at intelligence.

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Rote Skills Competence Dependence Independence

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  1. Which Way to Competence and Independence?CTEBVI#507, April 5th 2014Betty Henry, PhDCalifornia School for the Blind Rote Skills Competence Dependence Independence

  2. Objectives

  3. Budgets: amount & distribution

  4. Develop your “smart budget”

  5. Two ways to look at intelligence Fixed Mindset Growth Mindset

  6. “10,000 hours is the magic number of greatness.”Malcolm GladwellOutliers: The Story of Success

  7. Misteakes are good… Kurson, Robert (2007) Crashing Through: A true story of risk, adventure, and the man who dared to see

  8. Mistakes Big and Small: • Disaster vs. Learning Experience • Omission vs. Commission • Hover vs. Ignore

  9. Personal Qualities Challenging circumstances exaggerate personal tendencies; those who would be bad parents become awful parents, but those who would be good parents often become exceptional. Andrew Solomon Far from the Tree (2012)

  10. Personal Qualities #2 Ask not what disease the person has; ask what person the disease has. Sir William Ostler 1849 - 1919

  11. Your attitude, not your aptitude, will determine your altitude.Zig Ziglar

  12. The Marshmallow Test

  13. Application to VI… How do non-cognitive factors impact: • Incidental learning • Comprehension and significance of concepts, objects, and actions • Integrating information • Recognizing the emotional intent of messages • Prioritizing input efficiently

  14. Using your “smart budget” I have people on my team; I know how to get specialists to collaborate. I may be spatially bewildered, but I can analyze the task and use an iPhone for directions. If I put the concepts to music, I can remember them.

  15. Objective #2:Participants will consider the role of “problem solving” within their curriculum and identify specific ways to enhance this role. What are the essential features of being competent and independent, and how is this different for someone with vision impairment?

  16. Examples of “problems”: • Real problems students face • Contrived problems students face • Real problems teachers and parents face • Real problems students face that adults solve for them

  17. Problem SolvingWho owns the Problem (adult or child)? The 4 questions:Rights, Safety, Property, Capacity

  18. Two ways of learning

  19. 3 + 3 = ? “The Henrys are coming for dinner. Please make sure we have enough chairs at the table.” ProblemSolvingChildren learn from solving problems.

  20. At a child’s birth, if a mother could ask a fairy godmother to endow it with the most useful gift, that gift would be curiosity.Eleanor Roosevelt“Dad, Where’s the Plunger?”http://www.nfb.org/images/nfb/Publications/fr/fr30/3/fr300302.htmFuture Reflections Summer, 2011,

  21. Personality If you knew a child was not adaptable, what would you do? • Tell her to shape up • Cue/prepare her for anticipated changes • Bribe her for necessary activities • Anticipate power struggles

  22. How can we provide opportunity for problem solving? Math Walks Daily Living Skills Social Stories Word Chains

  23. Left Brain & Right Brain Thinking • Logical • Future oriented • Emotional • Present oriented

  24. Executive Functions The skills needed to: • Set the goals • Analyze the task • Organize a plan • Interest the workers • Produce a result • Evaluate success

  25. To improve executive functions Provide child-based strategies • Pre-teach • “Ready to listen” • Chunk and organize • Break up long tasks • Reflect on learning • Plan for next time

  26. Praise vs. Encouragement

  27. 3. Participants will learn principles and techniques that can help “competence and independence” become more central in the educational process.

  28. How can competence and independence become more central to the education process? • Prioritize meaning • Minimize prompts • Teach application of skills and facts • Use working memoryas a guide • Respect your knowledge and truth

  29. Prioritize Meaning • In the curriculum • In life Vertical identity: identity across generations Horizontal identity: identity through peers

  30. Minimize Prompts “Never do something for someone else that she can do for herself”

  31. Teach application I can count to 100 vs. I can get enough napkins for everyone in my class. I can spell milk vs. I can make a grocery list.

  32. Use Working Memoryas a guide Memory Say these numbers after me. What was the main character’s name? How many days are in a week? Working Memory Repeat these letters, but in alphabetical order. How many characters were in the story? Joe has $10; how much change will he get back if he buys a toy for $8 and there is 9.5% tax?

  33. Working Memory is affected by: • Fatigue • Anxiety • Mood • Alcohol • Stimulation • Disorganized environment • Medical or neurological conditions

  34. Working Memory is best when a person is… “alert, calm, and engaged”

  35. Respect your knowledge and truthThe Emperor has no clothes…

  36. …and what if it doesn’t work? Things that maybe can’t change: • Intellectual disability • Learning disability • Sensory impairment • Autism

  37. Fasten your own seatbelt first…

  38. Small changes can make a big difference. • At 211 water is hot. • At 212 water can power a locomotive

  39. Time Management Matrix

  40. Time Management Matrix

  41. “It’s hard to remember to drain the swamp when you are up to your neck in alligators.”

  42. Impact of how you focus your time

  43. How do you create balance?

  44. Complex Projects Procrastination: “Hard work often pays off after time; laziness always pays off now.”

  45. What obstacles are in my way?

  46. What is the difference between supportive and committed?

  47. bhenry@csb-cde.ca.gov

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