"Mā te ngākau aroha koe ki ārahi" Let a loving heart guide your decisions
Facilitators - MOE SLT - Rachel Corcoran and Susan Cotton
Quality Interactions
3 most important factors - Strong responsive interactions ~ With people ~ Within a rich environment.
As a teacher; how often are our interactions - Director, Helper, Time keeper, Cheerleader, Entertainer, Responsive..?
Serve and Return - Moana Connect
Wonderings for Classroom teachers/TAs interacting specifically with our ASD cherubs - purposefully pause for 5 seconds. It will be hard, stay with it until it feels natural!
- Serve and return - is the child leading/serving?
- Support and encourage - and I seeing/hearing all the the serves? Are the serves being reinforced?
- Name it - Am I listening to the serves and returning them with more information?
- Take turns - after a serve and return, am I continually allowing opportunities for more? Who is doing the communicating?
- Practice endings and beginnings - did I move with their focus? Did I need to?
Add Language
Figure out the best words to focus on.
Tier 1 words - common everyday - words, happy, sad, wet...
Tier 2 words - more rare/irregular 'Wow' words - saturated
Tier 3 words - scientific/subject specific words/academic words
Tier 2 words - more rare/irregular 'Wow' words - saturated
Tier 3 words - scientific/subject specific words/academic words
Exposure to rare words
Tier 2 words - how would you bring these in?
Expand Vocabulary
Use IDEAS acronym.
Identify the word
Define the word. What it is and what it isn't
Relate to the child's Expeirences
And show the word (if you can). Object, printed word, picutre.
Say the word again. Repetition with lots of variety
Define the word. What it is and what it isn't
Relate to the child's Expeirences
And show the word (if you can). Object, printed word, picutre.
Say the word again. Repetition with lots of variety
Deepen Understanding
Practice Practice Practice
