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1 Parent/Professional Training Seminars for Families of Children with Disabilities Phase 3: Portfolio Tenaya Watson CUR/516 July 27, 2015 Dr. Mary Poe

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Phase 3

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1

Parent/Professional Training Seminars for Families of Children with Disabilities

Phase 3: Portfolio

Tenaya Watson

CUR/516

July 27, 2015

Dr. Mary Poe

2

Anticipated Start Date:

August 17, 2015

Total Length of Time for

Training:

The total length of time will be 2 weeks and

approximately 10-20 accredited training hours honored

upon completion for each learner.

Individuals Involved During

Implementation:

Professional Communication Therapists

Learners

Resources Needed: You Tube links, Microsoft Office Word/Power Point,

research information regarding disabilities, professional

experiences of communication therapists of children with

disabilities, examples of effective communication

strategies, and updated references for personal rights,

compliance, and monitoring procedures

Activity #1 Prepared Materials: Activity #1:

Small groups to demonstrate turn-taking strategies with

“what” question cards

Materials:

“What” question index cards

Timer for turn-taking sessions

Pens

Notepads

Power Point presentation slide hand-outs for

reference

Feedback from learners will be supported in the

question/answer section after activity to compare

differences of learning outcomes.

Word document will include the following questions:

Question #1: What did you feel was learned from the

activity?

Question #2: Were there moments of improved learned

turn-taking strategies?

Question #3: Did all members participate equally in the

group?

Question #4: How would you have improved the activity

for the learning process?

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Activity #2 Prepared Materials: Activity #2:

Role-playing where 1 learner is the child and the other

learner is the adult

Materials:

Child toys for reinforcement

Pens

Notepads

Power Point presentation slide hand-outs for

reference

Feedback from learners will be supported in the

question/answer section after activity to compare

differences of learning outcomes.

Word document will include the following questions:

Question #1: What did you feel was learned from the

activity?

Question #2: Did you need higher reinforcement to

control negative behaviors?

Question #3: Did the role-playing activity give

informative strategies to control behaviors?

Question #4: How would you have improved the activity

for the learning process?

Activity #3 Prepared Materials: Activity #3:

Small groups to demonstrate turn-taking strategies with

discussing laws

Materials:

Professional law and personal rights manuals

Pens

Notepads

Power Point presentation slide hand-outs for

reference

Feedback from learners will be supported in the

question/answer section after activity to compare

differences of learning outcomes.

Word document will include the following questions:

Question #1: Were there beneficial laws and strategies

learned in the activity?

Question #2: Did you feel informed strategies were taken

while discussing laws?

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Question #3: Did all members participate equally in the

activity?

Question #4: How would you have improved the activity

for the learning process?

Activity #4 Prepared Materials: Activity #4:

Role-playing where 1 learner listens to compliance

procedures and the other learner explains compliance

procedures.

Materials:

Professional compliance manuals

Pens

Notepads

Power Point presentation slide hand-outs for

reference

Feedback from learners will be supported in the

question/answer section after activity to compare

differences of learning outcomes.

Word document will include the following questions:

Question #1: Were there important highlights learned

pertaining to compliance procedures?

Question #2: Did you feel informed strategies were taken

while discussing compliance procedures?

Question #3: Did all members participate equally in the

activity?

Question #4: How would you have improved the activity

for the learning process?

Details of How Instructional

Plan will be Implemented:

Instructional plan will be implemented in an organized

and precise manner. All communication strategists will

work closely with learners to better understand

communication needs, such as monitoring negative

behaviors and understanding laws protecting families of

children with disabilities. The plan will be communicated

initially with Power Point presentations guided by lesson

plans, breaking into small group activities, and joining

together again to gain informational feedback from

activity outcomes. Interest will be built during training by

visual presentations, hands-on activities, demonstrating

compassion among professional trainers for emotional

support, catering to individual learning needs, and

observing audience behaviors to encourage positive

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participation and awareness of information. All learners

will be urged to participate during activities, and

committed professionals will answer questions as needed

during training sessions. Participants will be selected from

referrals by communication professionals in the

community. Selected participants will attend training,

randomly be grouped into learning teams, and have the

option to switch partners/groups if desired during hands-

on activities.

Formative Assessments for the

Training:

Observations among learners in the classroom

Question/Answer forms for feedback

Professional expertise from communication

therapists

Opportunities for learners to ask professionals “off

the record” and in the comfort of a positive

learning environment

Final questionnaire implemented to learners at the

end of training to gather feedback about overall

training experiences and instruction

All learners are reminded prior to activity and during

activity that information will be gathered through

formative assessments to promote professional training

and ensure quality.