What Works for Work Mnemonics and Simulation Evidence
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“What Works for Work” Mnemonics and Simulation Evidence Based Practices
Mnemonics “TGIF” A Common Example of a Mnemonic
Handout • Mnemonic page from Ohio Employment First Evidence Based Practices for Transition Youth Document
Mnemonics: Memory Devices • Memory devices: Help recall larger pieces of information • Types of mnemonics include – Music, Name, Expression/Word, Model, Ode/Rhyme, Note Organization, Image, Connection, and Spelling Mnemonics • Do you use mnemonics with the individuals you teach or support? – Discuss and give examples
Examples • The next three slide offer examples of Mnemonics • Would these examples be helpful in any familiar situations?
“Thirty Days Hath September…” Thirty days hath September, April, June and November. February has 28 alone. All the rest have 31 except in Leap year, that’s the time when February’s days are 29.
Desserts = Stressed • When you are stressed you eat desserts. • ‘Desserts’ is ‘stressed’ spelled backwards. • Another trick- To remember the difference between dessert and desert, remember that dessert has two s’s like Strawberry Shortcake.
How to Set the Table • Anything with four letters goes on the left – fork • Anything with five letters goes on the right, – spoon, knife
Mnemonics using the LINCing routine • Extensively researched • Promotes understanding and recall of an important vocabulary term • Highly effective with ALL students – When consistently used with students for 3 weeks, students w/LD increased vocabulary scores 24%-29% – Students without LD increased vocabulary scores 16% – 19% • Most effective with middle school – high school age students
What Is the Acronym “LINCS” Components Described as • Step One: List the parts • Step Two: Indicate (or Identify) a Reminding Word • Step Three: Note a LINCing Story • Step Four: Create a LINCing Picture • Step Five: Self-Test
Using a LINCing Table • The next slide reviews the LINCing Table – The table is a template that is used in the LINCing process • Note that: – The Term (Step 1) and the Reminding Term or Word (Step 3) are on the left side on the table – The Definition (Step 2) is on the right side of the table – The Story (Step 4) and Picture (Step 5) are in the middle • This format visually ‘links’ Term and Definition by using the Story and Picture
Using LINCing Routine
LINCing Routine: Step One Step 1. The term • Discuss and define the meaning of the word within the context of the lesson. • Record the term on the form.
LINCing Routine: Step Two • Step 2. A brief definition is written in step two. • Use ONLY the parts of the definition that are most essential for students to know. (reduce long definitions to their most essential parts) 1. Term Discount 2. Definition The difference the list price and between sale price
LINCing Routine: Step Three Step 3. The reminding word gives an auditory clue that will help someone remember the new term and the new term’s definition. It must SOUND similar to part or all of the new term, and it must be a real word whose meaning is very familiar. 2. Definition The difference 1. Term 3. Reminding between the Discount Word: "Disc" list price and sale price
LINCing Routine: Step Four Step 4 is the LINCing story • A short phrase or sentence that enables a person to connect or link the meaning of the new term to familiar knowledge. • It provides auditory and visual links between the reminding word and the meaning of the new term. • An EFFECTIVE story always includes several characteristics: – The reminding word – The meaning of the new term – Is short and simple
Step Four Example 2. Definition 1. Term Discou nt The difference between the list price and sale price 3. Reminding Word: "Disc" 4. The LINCing story. “I saved three dollars on a disc”
“Decree” To make a decision and force it on others. Example of LINCing Story • Reminding word: Decide • LINCing Story: “the dictator decided to force everyone to pay higher taxes. ” – YES. Story reminds of a decision being forced on others. Non Example • Reminding word: Decide • LINCing Story: “He decided to go to town. ” – No. Story does not remind of forcing a decision on others.
Fluorite: A purple mineral used to make steel hard Example of LINCing Story Non Example • Reminding word: Floor • LINKing Story: “My knee turned purple when it hit the hard, steel floor. ” – YES. Story helps you think of steel and the color purple • Reminding word: Floor • LINKing Story: “The floor was messy. ” – NO. Story does not help you think of steel or the color purple.
LINCing Routine: Step Five • Step 5 is the LINCing Picture • LINCing pictures provide a visual memory link for the new term • The picture does not need to be sophisticated artwork – stick figures are fine. • LINCing pictures must: – depict a component related to the Reminding Term or Word – reflect important ideas in the Definition
Step Five Example 2. Definition 1. Term Discou nt The difference between the list price and sale price 3. Reminding Word: "Disc" 4. The LINCing story. “I saved three dollars on a disc”
Activity: Complete a LINCing Table for ‘Compromise’
LINCS is a Mnemonic. Do you remember what it stands for? L I N C S • List the parts • Indicate (or Identify) a Reminding Word • Note a LINCing Story • Create a LINCing Picture • Self-Test
Final Step: Self-Test Forwards • Say the New Word • Say the Reminder Word • Think of the LINCing Story • Think of the LINCing Picture • Say the meaning of the New Word • Check to see if correct Self Test Backwards • Say the meaning of the New Word • Think of the LINCing Picture • Think of the LINCing Story • Say the Reminder Word • Say the New Word • Check to see if correct
Activity: Practice the LINC routine In a small group or with a partner: • Select one of the words on this slide • Use the LINCing process • Complete a LINCing Table • Share with others and ask for feedback 1. 2. 3. 4. 5. 6. 7. Amendment Charitable Mortified Tirade Perpetual Wholesale Abolitionist
Additional Resources Videos that review memory strategies • Remembering Lists • The Fastest Way to Memorize • Improve Your Memory
Simulation: An Evidence Based Practice • Page from the Ohio Employment First Evidence Based Practices for Transition Youth • Download document from this link or the session eight Webpage
Definition of Simulation uses materials and situations in instructional settings that approximate the natural conditions and the expected responses associated with applying performance skills and behaviors expected in community and work settings.
Let’s Look at a Few Examples
CVS Opening Mock Stores CVS is ramping up its efforts to hire people with disabilities with a slew of new mock stores designed to help train this traditionally-underemployed demographic. • Each site features equipment characteristic of a typical CVS location. • People with disabilities participate in classroom and hands-on training in both life and job-related skills, learning the tasks required for working in a CVS store or as a pharmacy technician. Shaun Heasley | November 13, 2017
Simulation for Social Skill Development • Youth engage in simulations to rehearse routines, procedures, social responses, etc. • Provides a ‘safe’ environment as preparation for performing in community, home or work sites • Expectation to move skill to authentic environment
Think-Pair-Share • Think: What are some examples of simulation strategies that you have used? • Pair: Discuss these examples with the person next to you • Share: Share one or two examples with the group.
Additional Examples Simulation • Job interview simulation with community employers who do ”practice interviews” with students. • Many schools set up working cafes or coffee shops so students can learn work skills in a simulated setting. • Learning cooking, cleaning and living skills in a practice apartment. • Using computer software to practice making change for purchases or learning about the community.
NTACT • Find lesson plans using simulation to teach social skills at NTACT
Ohio. Means. Jobs. com • Ohio. Means. Jobs (OMJ) web site • Youth may sign in and engage in virtual interview practice and watch video tutorials for interviewing
The Future of Simulations • Holograms have been used in exhibits and movies to simulate people and experiences. • In a movie called Marjorie Prime, a woman with beginning dementia was provided with a hologram of her deceased husband to be her companion. The hologram had conversations with her based on information that had been programmed into the computer memory about her life and shared experiences. The hologram also reminded her to take her medication. • News reports explained how SIRI acted as a ‘companion and friend’ to a young boy with autism. SIRI could endlessly answer his questions.
Virtual Reality • “Virtual reality technologies represent a simulation of real world training environments based on computer graphics. These can be useful as they allow instructors, therapists and service providers to offer a safe, repeatable and diversifiable environmental platform which can benefit the learning of individuals with ASD. ”
Virtual Reality (VR) and Simulation • VR videos and specially designed VR goggles can provide an opportunity to experience other environments and settings without actually being there – This is a form of simulation • Virtual reality and computer based training teach social skills to youth with autism. – See handout #2. • Assistive Technology and VR, webinar from the Center for Technology and Disability. – See handout# 3
Wrap Up Discuss: • What other ways might technology will be used in the future for simulation? • How can teams expand the use of simulation in their plans to prepare youth for employment? • How can simulation be paired with current or potential strategies?