Using senses of hearing to gain information about skill development and games. Using oral, sign or body language to communicate can do this (Lieberman & Cowart, 1996).
When a skill is performed by
either a mastery model, or coping model with the idea that the pupil will follow
with an attempt to imitate the movement (Lieberman & Cowart,
1996).
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Use
together with reinforcing positive feedback.
Use
oral or sign to communicate (this depends on the campers needs) Repeat
instruction as many times as possible.
If
the student is having difficulty understanding, you may want to find another
means of communicating (sign, gestures, etc.) Explain the same time that you
are demonstrating the skill so the camper can know what part of the skill you
are performing.
Be
sure that the learning environment and setting is conducive to the child's
learning need (direction of sun/lights, etc.) Combine demonstration with
explanation (oral or sign depending on the camper's needs) Be sure you know how
to perform the skill. If you do not know how to perform the skill all you have
to do is ask or refer to the skills checklist.
Allow
time, repetition, and practice for the camper to learn.
Repeat
the skill as many times as needed.
Use task analysis (The Camp Abilities Activity Achievement Checklist). The campers will learn best from skill specific feedback and demonstration