CTEBVI March 12, 2011
Workshop # 804
Playing Your Cards Right to Stimulate Thinking Skills
Betty Henry, Ph.D. and Tamara L. Wood, M.S., L.E.P.
Overview: What is a “Winning Hand” in education? How about a combination of cards, distributed to students who are not overwhelmed by a whole pack of IEP goals? This workshop, primarily intended for educators, but equally appropriate for parents, addresses how to maintain a focus on what is important in the education of children with vision impairment even when you feel pulled into a game of 52 Card Pick-up.
Learning Goals: Curiosity and the ability to explore the environment relate to the ability to solve problems and act intelligently; encourage and stimulate exploration in children with visual impairment; implement and prioritize these skills at school or at home.
What’s in a Winning Hand?
As you experience this workshop, you will be introduced to the following cards (not all cards have a handout). Consider how you might use these cards to stimulate thinking skills in children who have visual impairment.
Curiosity Cards
Opportunity Cards
Exploration Cards
Concept Cards
Problem Solving Cards
Real Life Skills Cards
Thinking About What I’m Learning Cards
Creativity Cards
Mistake Cards
Fifty-Two Card Pick-Up
We pick up our cards and ask the important question, “How will I use this?
Your Name ______
Curiosity Cards – BINGO
It’s easier to find a friend in a crowd if you can find someone who shares your interests.
Instructions.
· Think of a child you know (it could be you and your inner child!).
· Look over the card and mark the 5 – 8 squares that seem like the most fun.
· Add an activity of your own choice in the Free Spot
· Interview others in the room and find out what seems like fun to them.
· If they share an interest with you, have them sign or initial that square.
· Even if they don’t share an interest with you, have them sign a square they love.
· See if you can learn about others, make new friends, and have fun!
B / I / N / G / OCould I have a new game every day? / Let’s play catch / Trucks,
“Vroom, Vroom” / Puzzles for me, please. / I play a musical instrument.
My bike, going fast, going far. / I love nothing better than playing Sudoku. / Cooking is my thing. / Let’s make clothes for Barbie. / Can I roll in mud?
Let’s play Monopoly. / Tickle me, please / Free Spot
(make one up) / Finger painting is my idea of a good time. / I love cuddling with my stuffed (or real) animal.
Can we do the hokey pokey? / I’d like to be a cowboy. / I love big parties. / Playing solitaire is my idea of fun. / Gymnastics are for me.
Please, I’d love a massage / I love my time on the swing. / Let’s jump! / Let’s build a fort / Can we just make up the rules as we go?
Curiosity is the Mother of Intelligence
Why is curiosity so important?
It makes the mind active instead of passive. Curious people always ask questions and search for answers in their minds. Their minds are always active. The mind is like a muscle, which becomes stronger through continual exercise; the mental exercise caused by curiosity makes your mind stronger and stronger.
It makes the mind observant of new ideas. When you are curious about something, your mind expects and anticipates new ideas related to it.
It opens up new worlds and possibilities. By being curious you are able to see new worlds and possibilities, which are normally not visible. They are hidden behind the surface. It takes a curious mind to look beneath the surface and discover these new worlds and possibilities.
It brings excitement into life. The life of curious people is far from boring; it’s neither dull nor routine. There are always new things that can attract attention; there are always new ‘toys’ to play with. Instead of being bored, curious people have an adventurous life.
Tips to Develop Curiosity
1. Keep an open mind
This is essential if you are to have a curious mind. Be open to learn, unlearn, and relearn. Some things you know and believe might be wrong; you should be prepared to accept this possibility and change your mind.
2. Don’t take things for granted
If you just accept the world as it is without trying to dig deeper, you will certainly lose the ‘holy curiosity’. Never take things for granted. Try to dig deeper beneath the surface of what is around you.
3. Ask questions relentlessly
A sure way to dig deeper beneath the surface is to ask questions: What is that? Why is it made that way? When was it made? Who invented it? Where does it come from? How does it work? What, why, when, who, where, and how are the best friends of curious people.
4. Don’t label something as boring.
Whenever you label something as boring, you close one more door of possibilities. Curious people are unlikely to call something as boring. Instead, they always see it as a door to an exciting new world. Even if they don’t yet have time to explore it, they will leave the door open to be visited another time.
5. See learning as something fun
If you see learning as a burden, there’s no way you will want to dig deeper into anything. That will just make the burden heavier. But if you think of learning as something fun, you will naturally want to dig deeper. So look at life through the glasses of fun and excitement and enjoy the learning process.
6. Read diverse kinds of reading
Don’t spend too much time on just one world; take a look at other worlds. It will introduce you to the possibilities and excitement of the other worlds, which may spark your interest to explore them further. One easy way to do this is through reading diverse kinds of reading. Try to pick a book or magazine on a new subject and let it feed your mind with the excitement of a new world.
Source: http://woip.blogspot.com/2007/11/curiosity-is-mother-of-intelligence.html
Experiencing the World without Vision
Imagine a child who is blind visiting the beach for the first time. He hears the lapping of waves on the shore, but may not identify it as water unless he is within touching distance. He feels the dry and wet sand, but has no way of perceiving the whole beach as it stretches along the shore. The sounds of others playing in the sun come to him, but he may not understand that Frisbees are flying or a volleyball is being hit, since he has never seen them. Perhaps his interest in listening to and imitating the family on the next blanket speaking in a language he does not understand goes unnoticed or is discouraged. He may be startled when someone slathers him with sunscreen, especially if it is cold and is applied suddenly, without warning or explanation. Someone may remove his shoes and set them aside without him being aware of where they are. The shoes will be lost to him until someone produces them at the end of the day. The boy may not initiate digging in the sand, not having seen others engaging in castle building. He may dislike the sensation of sand on his skin, particularly inside his sandals and swim trunks. If he is settled on a beach blanket and handed a sandwich and a cold juice box, it may feel like a magical event; cold food and drink appearing out of the warm air. The cawing of seagulls, the barking of a dog, and the buzzing of insects have no visual cues connected with them, making them mysterious, perhaps meaningless, or maybe anxiety-provoking. He may feel the vastness of the ocean, the expanse of the blue sky, and the openness of the beach through the wind, the sounds drifting in and out of hearing distance, and the warmth of the sun. Without visual images, however, his sense of what it is to be on a beach is very different from that of his sighted peers.
Imagine instead that a girl who is blind goes to the beach for the first time with someone who takes pleasure in introducing her to the joys of summer. She will have an entirely different experience. Her companion, who may be sighted or blind, has described where they are going so that she has some preparation for what awaits her as she first sets foot on the beach. She anticipates eating a picnic lunch on the beach, and she has helped to buy the food and pack it in the ice chest. The two beachgoers have loaded it into the car and carried it from the car to the beach. Together, they have paused to pick up some sand and feel it sift through their fingers before they venture to the shore. Her friend has pointed out how the sand becomes damper the closer they get to the water. She may have picked up some more sand on her own to examine the change in texture. She has helped spread the blanket on the sand, noticing how the wind makes it difficult to spread it flat. When she has listened to an explanation of why it is important to protect her skin from the sun, she is prepared to rub the parts she can reach with sunscreen and to ask for help with the parts she cannot reach. Her attention to the sounds, smells and tactile sensations at the beach is appreciated and forms an important part of the friends’ conversation. With assistance, she has stashed her shoes in a bag on a particular corner of the blanket; her friend hopes she will remember where to retrieve them when it is time to put them on and go home.
The day has been rich in information and less scary than it might have been. Her friend has answered questions and shown her, in small, understandable, and pleasant steps, what is enjoyable and interesting at the beach. She may not comprehend how huge the ocean looks or how beautiful the sky is that day, but she has had a better chance of relaxing in the sun, enjoying a swim, and feeling like one of the magicians who produced the lovely picnic at the beach.
Reprinted from Frances K. Liefert, “Experiencing the World Without Vision,” from “Introduction to Visual Impairment” in S. A. Goodman and S. H. Wittenstein, Editors, Collaborative Assessment: Working with Students Who Are Blind or Visually Impaired, Including Those with Additional Disabilities.pp. 1-3. Copyright©2003. New York: AFB Press, American Foundation for the Blind. All rights reserved.
Opportunity Cards – OUTINGS
Plot how you might introduce a new outing.
BeachConcept: The joy of summer
Schedule: 2 hrs. lunch/play
Sounds: Surf, birds, volleyball game, ice chest knocking along, motor boats
Smells: Sea water, sunscreen, sweaty bodies
Textures: Wet sand, dry sand, sunscreen, towels, sea shells, sand on body
Prepare: Help prepare and pack food; practice spreading a towel on different surfaces, with/without wind; learn about types of umbrellas and practice opening/closing them; learn about shells and shellfish, learn how sand feels different closer to the ocean; anticipate seaweed and litter on the beach; learn about temperature differences in sun and shadow and how it will feel on your skin; apply sunscreen so you don’t burn; learn that the beach slopes towards the water
To Organize: Where will you keep lunch, clothes, sunscreen, treasures; where are the bathrooms and litter containers
Optimism: People go to the beach to relax in the sun. / New Doctor’s Office
Concept:
Schedule:
Sounds:
Smells:
Textures:
Prepare:
To Organize:
Optimism:
Create some of your own Opportunity Cards
Concept:
Schedule:
Sounds:
Smells:
Textures:
Prepare:
To Organize:
Optimism: / Florist
Concept:
Schedule:
Sounds:
Smells:
Textures:
Prepare:
To Organize:
Optimism:
New Car
Concept:
Schedule:
Sounds:
Smells:
Textures:
Prepare:
To Organize:
Optimism: / ______
Concept:
Schedule:
Sounds:
Smells:
Textures:
Prepare:
To Organize:
Optimism:
Exploration Cards
There are objects to explore when you enter a room. These might include statues, toys, tools, fruits, vegetables, flowers, etc.
Identify at least 3 objects in this room mark them with a post-it. Draw or write something on the following page that shows how your child would be likely to explore each object. Then identify how you could possibly help expand your child’s ability/willingness to explore each object.
OPTIONS: Write a word or two
Draw a meaningful cartoon picture
Draw a symbol
GOAL: What could help your child explore his/her world?
EXAMPLE: Tomato
This is how my child could explore this object:look
smell taste, chew
Shake, squeeze, smash Listen
/ This is what I might do to help my child explore this object:
Kick Plant Grow
Throw/Bounce Chop Squeeze
Cook Pizza
Create Your Exploration Cards