Name of teaching material
Memo Pad self-made product
*The description appears by hovering the cursor over the image.
| Target | ・Children with intellectual disabilities (elementary, junior high and senior high school level) |
|---|---|
| Disability category | mentally challenged |
| Teaching units / Applicable scenes | learning for unit of work |
| Specific purposes | At the school shown in this example, when recapitulation is performed as part of task learning, a "task journal" is utilized for the division of labor and the details of that day's tasks in order to help students review the essential goals they must each achieve. During performance of the task, the students carry around memo pads which allow them to accurately review what they are supposed to be doing, as well as immediately make a note of anything they notice, want to draw attention to or have improved at. How they record their notes depends on their writing ability, with some writing in their own hand and some sticking on notes that their teacher has written for them. The aim of these memo pads is to foster greater self-awareness and accurate self-assessment by the students, leading to greater motivation for the next time the task is performed as well as greater self-affirmation. |
| Considerations for disability characteristics |
・Many students have no idea what they should write on the blank memo pages. Thus, a smaller than normal memo pad is used (vocabulary flashcard-sized), and the students write one item per page. Also, parentheses are used to indicate what to look out for in a given situation, with only keywords being written down. ・For students who are slow writers or who feel intimidated by writing, the act of writing itself can cause them to lose focus on their task or to lose track of time; thus, for such students, the teacher makes a point of confirming with them what it is they want to write and then writes it on a sticky tag which the student then sticks into the memo pad. |
| Expected effects and results |
・Students will cultivate the ability to write itemized notes about date, location, points of focus, etc., in even a normal-sized, blank notebook. ・Students will hopefully be able to utilize this skill in settings other than Task Learning. |
| How to use |
1. Before beginning the task, have the students bring a memo pad and writing utensil along with their work clothes. 2. Before beginning their task, have students check the "○○ Task Checklist Chart" to see what they need to focus on and where. (Sharing of evaluation points between teacher and student) 3. During the task, have students make notes in their memo pads about, primarily, important announcements and directions received. (Instructing students: Direct instruction → indirect instruction → no verbal instruction) 4. During learning review, have students check over what was written in their memo pads and give an accurate self-evaluation in the task journal. |
| Related teaching materials and information | ・A commercially available ring-type vocabulary flashcard booklet was used for the memo pad (80 sheets, 50mm×90mm, 5mm squares) |
| Useful for other students |
- Informant Special Needs Education School for the Mentally Challenged, University of Tsukuba
- Keywords Memo pad, review, self-affirmation
- Created 2017-11-02 18:56:18
- Updated 2023-12-26 14:08:38