Module: Communication Across the Day for Complex Learners using AAC - Micro Lesson: Motivation in Teaching
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04/22/2025
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Micro Lesson: Motivation in Teaching
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- [00:00:00.000]So when we're talking about how to teach, oh, I'm sorry.
- [00:00:12.620]Our very first step is that we need to establish the value in communicating.
- [00:00:18.180]We need to find that motivation.
- [00:00:20.220]We need to capture that motivation.
- [00:00:21.920]We need to find out what they're excited about and what they want to learn about and then
- [00:00:26.480]bring the joy.
- [00:00:27.580]Like we want this to be a really exciting, fun time that they find very warning where
- [00:00:33.200]they get access to their favorite things, their favorite people, their favorite activities
- [00:00:36.820]in order to really make this a motivating thing that they want to do.
- [00:00:41.620]And so to start off with, it's just a preference assessment.
- [00:00:45.740]What do they care about the most?
- [00:00:47.240]What will they be motivated to communicate about?
- [00:00:50.340]And that's going to be different for every student.
- [00:00:53.660]So linked into this slide is a preference assessment.
- [00:00:57.460]I like this one a lot because it hits different learners and different ability levels.
- [00:01:06.800]So not only is there a picture representation of what the preference might be,
- [00:01:11.820]but then there's these like thumbs up, yes, I very much like that, somewhat or not at all.
- [00:01:17.840]So we can find ways to engage our students in those preference assessments or parents
- [00:01:23.540]or their most frequent communication partners or whoever that is.
- [00:01:27.280]And things that they enjoy.
- [00:01:28.500]So that's a resource there linked and available for you.
- [00:01:33.400]If you're not sure or if you haven't done a preference assessment in a while, there's an option.
- [00:01:39.040]There are a ton of preference assessments out there as well if you Google student preference assessment.
- [00:01:45.260]So that's the first step is just what are we going to find that is the most exciting,
- [00:01:49.420]that they love the most, that we can capitalize on.
- [00:01:52.380]We have a few videos here.
- [00:01:57.100]Actually, from our friends at Gordon Rushville, and I see some of you on the team.
- [00:02:02.020]And the next two videos show two things.
- [00:02:04.740]Two things we want to point out.
- [00:02:05.860]One is that this person working with this student has picked one of the student's most favorite things.
- [00:02:14.280]So this student loves the feel of shaving cream on smooth surfaces.
- [00:02:17.940]It doesn't need to make sense to us as long as it makes sense to them, you know, whatever their favorite thing is.
- [00:02:23.720]And so she's using that really motivating, enjoyable,
- [00:02:26.920]activity to to use during her teaching sessions to encourage the student to respond.
- [00:02:33.860]And in the first video, the student has to hit one button to ask for more of something, just one button.
- [00:02:41.400]And then the next video, a little bit further along as the student is growing and expanding.
- [00:02:46.680]We now have to hit two buttons to ask for more.
- [00:02:50.680]And so those are the two videos that we're going to watch real quick.
- [00:02:56.740]You hear now, Jessica?
- [00:03:00.160]Yes.
- [00:03:01.460]So cool.
- [00:03:04.160]Is it all gone?
- [00:03:10.020]So you see there a gestural prompt pointing towards the work more on the device to help the student get what she's
- [00:03:26.560]wanting.
- [00:03:27.080]Put your sleeves up a little bit.
- [00:03:28.660]Yeah, she did multiple, didn't she?
- [00:03:32.440]She gestured towards it, but she also asked a question.
- [00:03:36.780]Do you want more?
- [00:03:37.640]And so she gave multiple prompts there.
- [00:03:40.180]This was a student.
- [00:03:42.700]This was one of our very first sessions, and the student usually was all over on the floor.
- [00:03:49.080]And so this amazing teacher just met her where she was at.
- [00:03:53.440]OK, we want to be on the floor.
- [00:03:55.420]Let's hit the floor.
- [00:03:56.380]And but she had her very favorite things.
- [00:03:58.480]So it's about just making sure that the students motivated
- [00:04:02.400]to be there with you, to start to understand, oh my goodness, when I touch that button,
- [00:04:07.840]good things happen in my world. And that's a great way to put that initial, when we're very
- [00:04:14.480]first beginning or with our very emergent early learners, like, oh, if I do this, something really
- [00:04:20.140]awesome happens. That's how we're starting off. You know, a lot of you indicated having emergent
- [00:04:25.960]communicators. Is that fun? Do you want more? Say it loud. Yep. More. More. Okay, here's some more.
- [00:04:35.500]So she was only going for one hit.
- [00:04:41.500]Feel good? It's so smooth. Okay, so this is the second video, and
- [00:04:55.360]um,
- [00:04:55.920]now you're going to see that the student valued it so much she was willing to come to that table of high expectation to sit there in a chair.
- [00:05:05.240]And now the teacher was demanding a little bit more. She was requiring two hits, because on that second hit, that's what causes that speech generation. So this, you see that we have two hits.
- [00:05:21.880]And then the teacher was demanding a little bit more. So this, you see that we have two hits, because on that second hit, that's what causes that speech generation. So this, you see that we have two hits.
- [00:05:51.320]And then the teacher was demanding a little bit more. So this, you see that we have two hits.
- [00:06:19.320]And then the teacher was demanding a little bit more. So this, you see that we have two hits.
- [00:06:21.300]And then the teacher was demanding a little bit more. So this, you see that we have two hits.
- [00:06:21.300]And then the teacher was demanding a little bit more. So this, you see that we have two hits.
- [00:06:21.300]And then the teacher was demanding a little bit more. So this, you see that we have two hits.
- [00:06:21.300]And then the teacher was demanding a little bit more. So this, you see that we have two hits.
- [00:06:21.300]And then the teacher was demanding a little bit more. So this, you see that we have two hits.
- [00:06:21.300]And then the teacher was demanding a little bit more. So this, you see that we have two hits.
- [00:06:21.300]And then the teacher was demanding a little bit more. So this, you see that we have two hits.
- [00:06:21.300]And then the teacher was demanding a little bit more. So this, you see that we have two hits.
- [00:06:51.280]And then the teacher was demanding a little bit more. So this, you see that we have two hits.
- [00:07:21.260]And then the teacher was demanding a little bit more. So this, you see that we have two hits.
- [00:07:49.840]And then the teacher was demanding a little bit more. So this, you see that we have two hits.
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