An Approach to Life

unit approach in teaching functional academic skills is orgaized aroung an important life theme

Functional academic skills (environmental print and basic instructions, writing one’s own name and personal info, basic math calculation) are strategically placed during task analyzed breakdowns and drills of daily life skills instruction.

Example: How to make a hard-boiled egg

1. Go to cabinets. (academic concept – position in space)
2. Find the one labeled "Pots and Pans." (academic concept — print recognition)
3. Open the cabinet door with that label on it.
4. Find a small pot. (academic concept -small, medium, large)
5. Take out the pot without dropping the other items in the shelf.
6. Place the pot on the counter.
7. Close the cabinet door.
8. Pick up the pot.
9. Take the pot to the stove. (academic concept – position in space)
10. Put the pot on the front right burner (academic concept – position and vocabulary).
11. Go to the drawer marked "Measuring cups." (academic concept — print recognition)
12. Open the drawer.
13. Select the 2-cup measuring cup. (academic concept – measuring tool recognition, number recognition)
14. Put the cup on the counter.
15. Close the drawer.
16. Pick up the cup.
17. Take the cup to the sink.
18. Fill the cup with water to the 2 – cup mark. (academic concept – appropriate use of measuring tools, number recognition).
19. Carry the cup carefully to the stove. (academic concept – position in space)
20. Pour the water carefully into the pot.
21. Put the cup down on the counter.
22.Turn the pot to make sure the pot handle is pointed over the counter, not over the floor. (academic concept – cause and effect)
23. Find the stove button marked "Right Front." (Academic concept – environmental print)
24. Push the button in.
25. Turn it clockwise to "High" (or "boil") (academic concept — directions vocabulary, environmental print).
26. Gently release the button.
27. Take the towel from the counter.
28. Wipe down the cup.
Put down the cup, refold and replace the towel… sorry, forgot to type these steps earlier. These should be three additional steps.
29. Go to the drawer marked "Measuring cups." (academic concept — environmental print recognition)
30. Open the drawer.
31. Return the cup to its spot in the drawer. (academic concept – organizational skills)
32. Close the drawer.
33. Go to the cabinet marked "Bowls." (academic concept – environmental print recognition)
34. Open the cabinet door.
35. Select one small bowl. (academic concept -small, medium, large)
36. Put the bowl on the counter.
37. Close the cabinet door.
38. Pick up the bowl.
39. Go to the refrigerator. (academic concept – position in space)
40. Put the bowl on the counter by the refrigerator.
41. Open the door.
42. Find the carton marked "Eggs." (academic concept — environmental print recognition)
43. Carefully pick up the carton.
44. Put it on the counter next to the refrigerator.
45. Open the top of the carton.
46. Take out one egg (or two, or however many you are making that day). (academic concept — basic number value)
47. Carefully place the egg in the small bowl.
48. Close the top of the carton.
49. Carefully pick up the carton.
50. Return the carton to its spot in the refrigerator.
51. Close the refrigerator door.
52. Pick up the bowl with the egg in it.
53. Take the bowl to the stove.
54. Is the water boiling? (academic concept — cold/warm/hot)
55. No – put the bowl on the counter by the stove. Perform a kitchen cleaning subroutine such as a set of dishes or wiping down the counter. Return to the stove and repeat #54.
56. Yes – Take the egg from the bowl.
57. Carefully slip the egg into the boiling water.
58. Take the timer from the top of the stove.
59. Set the timer to 3 minutes (academic concept – time measurement, number recognition).
60. Put the timer down. Perform a kitchen cleaning subroutine or other task as assigned by the teacher.
61. When the timer "dings," go to the stove.
62. Find the button marked "Right Front."
62. Push in the button.
63. Turn counterclockwise to "OFF" (academic concept — directions vocabulary, environmental print)
64. Take a potholder.
65. Pick up the pot by the handle.
66. Carry the pot to the sink.
67. Carefully pour most of the hot water down the sink without dumping out the eggs. (academic concept — cold/warm/hot)
67. Turn on the cold water. (academic concept — cold/warm/hot)
68. Set the pot in the bottom of the sink.
69. Allow cold water to pour over the eggs.
70. Allow to sit.

Peeling and cleanup of course, involves similarly long lists.

This entry was posted on Thursday, November 12th, 2009 at 7:19 pm and is filed under teaching approach. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.