Elisa Teaching Plan

BSCI 3058 – Teaching & Learning in Developmental Services 2

Teaching Plan Term Assignment Fall 2024

Student Name:  Javier Gonzalez

Student #: 0033927

Case Study Used: #1 Elise

1. Statement of Learner’s Long-Term Goal (Transfer approved LT goal from Module 3 assignment) (1 mark)

Elisa dreams of living independently in his own place, with a roommate and a cat.

2.  SMART Learning Objective

a)     SMART learning objective (Transfer your approved SMART objective from Mod 3 assignment). (1 mark)

Elisa will independently and correctly make a salad with cherry tomatoes, shredded cheese, and cucumber slides in her kitchen to take for lunch the next day by November 21, 2024.

b)     Rationale: (Transfer your approved rationale from the Module 3 assignment) (1 mark).

Elise said that she wants to live independently in the future. She is interested in learning to prepare her own meals to take to school and when she is back. She expressed that she would like to prepare a salad to take to the school along with other snacks like a juice box and her preferred cookies. Elise needs to learn to prepare her own meals to live independently. She can start with salads; after that, she might be able to learn to prepare snacks in the afternoon. Her parents gave her a "bullet" blender that will also facilitate preparing milkshakes and other beverages. Elisa is motivated to learn to prepare her own meals as she wants to live independently.

3.  Baseline      

a)     Three positive/protective factors – learner’s prior learning, skills, abilities and/or personal characteristics that could positively assist learning the objective.  For each point, explain how/why this could assist learning the objective. (3 marks)

1.     Elise will remember how she likes to prepare her own salad by asking her for the best choice for salad. She will be motivated to remember what she prefers and say it. 

2.     I will help her to pick and choose from the vegetables from the fridge that she just mentioned. In this way, I will engage her in the preparation task.

3.     I will show her some pictures of the different kinds of salads that she mentioned, and I will ask her the best choice for her. It will help to see what the salad would look like, and Elise could have it as a pattern for her own salad.

b)     Two barriers/risk factors that might negatively impact the learner’s success in learning the objective.  For each point, explain how/why this could hinder learning the objective. (2 marks)

1. Elisa has fine motor difficulties that might impair her from standing up for a long period of time. She might get tired very easily and lose interest in the teaching task.

2. Elise might get distracted very easily and she also likes fashion magazines. I need to capture her interest in the objective as she might want to do other things.

4.  Teaching Set-up

a)     Physical Environment:  Describe the specific setting/environment where the teaching/learning will occur and why you chose this location. (2 mark)

I will do it in the kitchen; however, I will do it on a table that might be close to or into the kitchen in which she can sit down and be comfortable. Before sitting down, I will help her to pick all the vegetables and ingredients and place them on the table.

I chose this location because all the utilities will be close by, and it will be the place where she will make salads all the time. So, no new environment every time that she prepares the salads.

b)     Physical Environment: Describe two different, specific modifications you would make to the learning environment that will set the learner up for success in learning the objective, including addressing any safety issues. (4 marks)

The fact that the learner will do the task sitting down at a table will imply already a physical environment modification, as a regular person will prepare the salads on the kitchen counter and stand up. Alise will do it differently because of his fine motor weaknesses.

Also, the objective includes cutting vegetables. I will use Nylon Knives Safe Baking Cutting Cooking. It will keep her safe and unable to harm herself.

c)     Temporal Environment:  Describe when (time of day) you would teach the objective, how long each learning session would be, and how frequently you will schedule teaching/learning sessions (how many times per week/day).  Provide an explanation for your decisions. (3 marks)

I plan to do the training in the afternoon before getting dinner using a multimodal teaching strategy. I will adjust the ZPD to the Elise level by simplifying the instructions and steps. Each session might take 1 hour and might be scheduled 3 times per week until she gets comfortable (scaffolding). Also, she wants to learn other dishes that can be taught in another week of sessions as follow up until she manages to prepare for all kinds of salads and to use the bullet mixer.

d)     Sociocultural Environment: Describe who would have a role in the teaching/learning (other than you and the learner), why, and what their role would be. In addition, describe any cultural considerations that might facilitate learning. (3 marks)

As a social cultural environment, I would search for a cooking chef that she might admire, like Giada De Laurentiis, as a mentor. She is also a beautiful woman who dresses very classy and communicates well. Giada has her own cooking show that Elise can follow up on and enjoy, along with fashion tips (Laurentiis De, G 2024).

e)     Learning Tool/Aid: Create and insert a symbolic or instructional model (i.e. a learning tool/aid) that could support the learner’s success. Describe how you would use this model/learning aid. Cite and reference any original sources used for your self-model/learning aid. (7 marks)

I created an infographic that will contain pictures of all the ingredients that will be required to prepare the salad. On the right side she will see the ingredients and on the right side she will see the utensils.

This aid will help Elise to take to the supermarket and not forget what she needs. Along with the salad aid, she will have a task analysis that will guide her to prepare the salad.

See Attachment …..

f)       Learning Tools & Aids: Record a complete list of all materials you will require/use to teach the objective.  This would include all learning materials/tools/aids, self-evaluation tool, reinforcers etc. (3 marks)

Ingredients

Tools

Aids

Self-Evaluation

Tomatoes

Shredded Cheese

Cucumbers sliced

Green Lettuce

Cubed Bread

Olive Oil

Safety knifes

Salad Bowl

Wooden spoons

Plastic container

Apron

Plastic cover

Chopping board

·        Aid Tool - ingredients and tools.

·        Safety labels for the cleaners

·        Safety labels for appliances in the kitchen

·        SE Chart

·        Emojis

Reinforcers

Pictures of favorite places

Favorite toy

Favorite Candy

5.  Instruction/Teaching

a)     Complete a detailed task analysis of the learning objective – the steps the learner needs to do to complete the learning objective task (not the teacher).  The task analysis should be at a level of detail appropriate for the learner and task, and should be logically, safely and efficiently organized. (20 marks)

1. In the kitchen, prepare all the ingredients and utensils to prepare the salad.

2. Clear the kitchen table of everything that might be on top.

3. If there is anything on the table, remove it and place it in its own place.

4. Take the cover plastic and extend it on top of the table, making sure that it does not get any wrinkles.

5. Wash your hands with water and soup in the kitchen sink. Then take the apron and unfold it; place it aside from the table.

6. Hold the top apron strings with your both hands and place them in front of you.

7. Bring the apron on top of your head, place the strings at the back of your neck, and let it fall. Then take the right string with your right hand and take the left string with your left hand.

8. Move your hands behind your back and make a knot.

9. Take the salad bowl and the wooden spoons and place them on the right side of the table.

10. Grab the safety knives and the chopping board and place them beside the salad bowl.

11. Take the green lettuce bag from the fridge and place it on top of the chopping board.

12. Take the green lettuce bag with your right hand and hold it firmly. Then make sure to find the zipper to open the bag.

13. With your left hand, just move the zipper to the other side to open the bag. Then place the left hand underneath the bag and hold it gently.

14. Take the bag and place it on top of the counter beside the kitchen sink. Then take a large strainer and place it in the sink.

15. Take the lettuce bag and hold it with your hands open, the top of the bag.

16. Hold on the top right side of the bag with your right hand and place the left hand underneath the bag. Then throw the lettuce contents in the large strainer.

17. Throw the garbage bag in the garbage can that is located beside the fridge.

18. Take the strainer holder with your right hand and place it underneath the water faucet.

19. With your left hand, just open the water lever and let the water go through the strainer for 5 seconds, and then close the water lever.

20. Then let the water pass until it gets somehow dry. Keep shaking the strainer until there is not more water leaking from the strainer.

21. Place the contents of the strainer in the salad bowl that is located on top of the table.

22. Then, take 4 cherry tomatoes and place them on top of the chopping board, then take one safety knife on the right hand.

23. Take one cherry tomato with your left-hand fingers and press it against the chopping board firmly.

24. With the safety knife that is in your right hand, cut the cherry tomatoes in half and put them aside. Repeat the same movements and cut in half the other 3 tomatoes and place it aside.

25. Place the knife back on the table aside, and with your both hands, just take all the chopped tomatoes and place them on the salad bowl.

26. Then, take a cucumber from the fridge and place it on top of the chopping board, and take one safety knife on the right hand.

27. Then, take the cucumber with your left-hand fingers and press it against the chopping board firmly, then with the knife that is in your right hand, cut the extreme sides of the cucumber until you see a nice round green side with the seeds, then do the same on the other side.

28. Take the cucumber already cut with your left-hand fingers and press the cucumber against the board firmly.

29. Then start to cut the cucumber with the knife that is in your right hand in small slices. Starting from the cut end and going to the middle part of the cucumber.

30. When you get close to the middle, just turn around the cucumber and complete the slicing of the other half.

31. Place the knife back on the table aside, and with your both hands, just take all the sliced cucumber and place it on the salad bowl.

32. Take the shredded cheese bag from the fridge and place it on top of the chopping board.

33. Take the shredded cheese bag with your right hand and hold it firmly. Then make sure to find the zipper to open the bag.

34. With your left hand, just move the zipper to the other side to open the bag. Then place the left hand underneath the bag and hold it gently.

35. Throw the shredded cheese bag into the salad bowl that is located on top of the table. Then throw the empty bag into the garbage bag that is located beside the fridge.

36. Grab the salad bowl with your left hand, then take the wooden spoons with your right hand and dig them into the salad bowl and start to stir the content in a circular way. Do it a couple of times; that will be okay.

37. Place the wooden spoon back on the side of the salad bowl.

38. Take a bottle of olive oil from the pantry and place it on top of the table.

39. Take the bottle of olive oil with your left hand, then with your right hand, unscrew the cup on top of the bottle until it is loose.

40. Take the olive oil bottle with your right hand and sprinkle the salad that you have made in the salad bowl. Sprinkle a couple of times. Then place the cup back in the bottle and screw it back firmly. Place it back in the pantry.

41. Take the cube bread bag from the pantry and place it on top of the chopping board.

42. Take the cube bread bag with your right hand and hold it firmly. Then make sure to find the zipper to open the bag.

43. With your left hand, just move the zipper to the other side to open the bag. Then place the left hand underneath the bag and hold it gently.

44. Throw the cube bread bag into the salad bowl that is located on top of the table. Then throw the empty bag into the garbage bag that is located beside the fridge.

45. Grab the salad bowl with your left hand, then take the wooden spoons with your right hand and dig them into the salad bowl and start to stir the content in a circular way. Do it a couple of times; that will be okay and place the salad bowl on the table.

46. Place the wooden spoon back on the side of the salad bowl.

47. Grab 2 plastic containers from the kitchen cabinets on top of the sink.

48. Open the containers and place them beside the salad bowl. Take the wooden spoon with your right hand and the salad bowl with your left hand.

49. Very carefully, start to pour the contents of the salad bowl into the plastic container by pushing the contents with the wooden spoon into one of the plastic containers until it is filled. Then do the same into the second plastic container until the salad bowl is empty.

50. Then place the salad bowl on top of the table.

51. Close the plastic containers and place them in the fridge to have them ready for the next day's lunch.

52. Place the dirty salad bowl into the sink and wash it. Then place it in the kitchen counter on top of the sink.

53. Take the wooden spoons and place them in the sink and wash them with water and soup.

54. Remove the table cover plastic and throw it into the garbage can that is located besides the fridge.

b)     Gagne: Describe what you will do and say to gain the learner’s attention right before you begin the teaching/learning session. (2 marks)

I will encourage her to participate in the cooking class. I will tell her that will make her favorite salad to take to school. If she learned how to make the salad correctly, she would be able to learn to prepare other kinds of salads. Also, I would advise that it will be fun and easy to learn.

c)     Gagne: Explain how you will inform/remind the learner what they will be learning (i.e. the learning objective) and how you will relate it back to the long-term goal. (2 marks)

I will show Elisa pictures of different kinds of salads and ingredients that we will be using. I will show the salad aids that we might be using and a recipe that shows the steps to do to prepare the salad. Then, I will tell her that by learning how to prepare the salad, she will be able to live independently. 

d)     Gagne: Describe how you will stimulate the learner’s recall of prior learning related to the learning objective to prime them to learn the objective. (2 marks)

Before starting the cooking class, I will ask her to tell me how she cooked her favorite dishes and what ingredients she used. Also, a question about using utensils and best practices in the kitchen.

e) Choose four different, specific teaching strategies/approaches from the following theories discussed in BSCI 1274, with at least one strategy from each theory. Complete the chart below using specific details and examples related to the learner and learning objective in your case study. (20 marks)

Teaching Strategy/ approach (1 mark)

Why appropriate for learner and the learning objective (2 marks)

How you would implement the teaching strategy/approach (2 marks)

Neurocognitive theory

Multimodal

It is appropriate because Elise will be taught using a variety of tools like Dual-coding, visuals and words. Elise needs to identify the steps in any recipe and read a visual aid to prepare any food properly. 

I will have the recipe along with pictures of the ingredients and final salad images. In this way, she will have an idea of what  it looks like at the end of the preparation.

Sociocultural/contextual theory

Distributed Learning

I will make sure that the process is facilitated by dividing the tasks into small processes. In this way we will reduce the cognitive load and making the preparation easy and fun.

I will explain thoroughly the steps to Elisa. So, she will have an idea of the result and what is needed for each step.

Motivation theory

Setting and Achieving goals

Even thou we know what Elisa’s ultimate goal that is living independently. We can set small goals during the process and check them out with Elisa. Elisa will be motivated as she goes alone to the task analysis.

I will explain to Elisa the whole process, and we will choose small goals during the process. I will alert Elisa when we arrive at the small goal identified. I will provide reinforcement at this point and a follow-up for the rest of the preparation process.

Social Cognitive Theory

Modeling

It is important that she can follow a known social influencer that cooks or be a chef that she can follow. It will be important as she likes to follow magazines that teach her new dishes and salads; then she could learn enough to be independent.

I will look in Instagram and tick-tock an influencer that she can follow and learn from (Laurentiis De, G 2024).

f) Behaviour Theory - Choose three different prompts you would use when teaching the steps of the learning objective’s task analysis.  Complete the chart below using specific examples and details related to the learner and task analysis. (9 marks)

Name of Prompt used (1 mark)

Specific example of how prompt was used and which step in task analysis (1 mark)

Why is this prompt appropriate for the task analysis step and learner (1 mark)

Modeling Prompt

Step 5

Wash your hands with water and soup in the kitchen sink. Then take the apron and unfold it; place it aside from the table

It is very important that the learner clean her hands as she will be manipulating fresh food, and she does not want to contaminate the food with bacteria that could be in her hands.

Minimal Physical

Prompt

Step 29

Then start to cut the cucumber with the knife that is in your right hand in small slices. Starting from the cut end and going to the middle part of the cucumber.

Elise has fine motors delays. She will need to be guided in this step and potentially in other that will require the use of the safety knives to make sure she is cutting the vegetables safety.

Direct Verbal

Prompt

Step 49

Grab 2 plastic containers from the kitchen cabinets on top of the sink.

This prompt will be used in many opportunities and the learner might know where some of the utensils are in the kitchen.

g)     Behaviour Theory - Choose two different positive reinforcers and/or feedback you would use when teaching the steps of the learning objective’s task analysis.  Complete the chart below using specific examples and details related to the learner and task analysis. Indicate the CAMPS type of + reinforcer.  (6 marks)

Type of + Reinforcer, or feedback (1 mark)

Specific example of the reinforcer used and when/how frequently given (1 mark)

Why is this reinforcer appropriate for the learner and the objective? (1 mark)

Consumable 

I will have ready a variety of chocolate candies that she might be able to taste as we going throughout the task analysis. I will use every 10 steps if she repeats the step successfully.

This reinforcement will be important as we go to remember her that she will be able to make her own salads and potentially independent.

Socially

I will use motivation phrases and words when we are done with every process completely. It will be a regular reinforcement.

It will be important because we need to keep her enthusiasm active and focus on the task.

6.  Evaluation

a)     Learner self-evaluation: Insert a sample self-evaluation tool the learner could use, that is appropriate to the learner’s cognitive and literacy level and the learning objective. Explain how the learner would use it and if/how you would assist them. Cite and reference any original sources used for your self-evaluation tool. (7 marks)

I designed a series of questions that outline the major processes in the task analysis. In this way, by answering the question Elisa can tell us how she feels about the process. I will use and scale from 5 to 1. 1. highly confident    2. Just confident 3. Some support required 4. A lot of support is required  5. Needs to repeat the process.

The student will place a salad sticker in the position that feels more confident.

See attachment

Highly confident

Just confident

Some support is

required

A lot of support is required

Needs to repeat the process

b)     How and when will you know that the learner has successfully learned/mastered the learning objective? (2 mark)

When?  I will do several training sessions in which we will review the steps. After every session we will fill out the self-evaluation form. I will see the progress and when she can be between 1 to 3 in his confidence level, I am okay to let her do it alone.

How? I will ask her to go over the self-evaluation form and let her rephrase the process verbally. Then, I will know that she understood and will follow the preparation process to be able to be independent.

References

Giada De Laurentiis (2024), Giadzy by Giada De Laurentiis

https://www.youtube.com/channel/UC_9t2RefLVyb91-4RlG77XQ