STANDARD LEARNING EXPERIENCE FOR EXCEPTIONAL CHILDREN

PSY 412 FINAL EXAMINATION

NAME OF FACILITATOR/S: ______ALEJO, DONNA MAE V.___________________

______SAIT, GILLIAN P._________________________

GENERAL SUMMARY:
BACKGROUND:
Children with Deaf and Hard of Hearing needs to be guided to be able to communicate someone
properly and learn things that needs to be adopt. Children will be able to improve their gross and fine
motor, cognitive, and social abilities while connecting with and getting to know other children through
the activities that will be mentioned.
OBJECTIVES:
 To promote teamwork and competition through outdoor recreational activities;
 To become acquainted with one another while establishing connections;
 To encourage creativity and innovation while a person is playing;
 To spread positivity and goodwill through social interaction, and
 To promote physical and mental health by integrating gross and fine motor, cognitive, and social
skills for each other
PURPOSE:
As young children explore their environment through play, which is crucial to their development
(Ginsburg, 2007), the purpose of this structured learning experience for children with deaf and hard of
hearing is to provide participants with enjoyment while they are learning. In addition, it will help them
understood the purpose of interacting to others, learn to communicate, engage the individuals to
cooperate and to boost their motivation.

ACTIVITY TITLE: STANDARD LEARNING EXPERIENCE FOR CHILDREN WITH DEAF AND HARD OF HEARING

ACTIVITY DESCRIPTION:
The activities are among the most well-known cultural activities that Deaf people of all ages
love. Generally, it is presented to ASL students as a diversion—sometimes as a reward, a means to kill
time, a warm-up or cool-down activity, or to let them learn through playing.
There will be three activities that they will partake in which have and can enhance their fine
motor, gross motor, cognitive and social skills and lastly communication skills. Only children between
the ages of 6 and 12 will participate in Activity 1, while young deaf or hard of hearing adolescents
between the ages of 12 and 15 will participate in Activity 2. Lastly, the last activity is intended for all
children and young teenagers aged 6 to 15 years.

ACTIVITY 1: TELEPHONE CHARADE (6-12 years old)

SPECIFIC LEARNING OBJECTIVES:
The objective is for the team to guess the phrase as quickly as possible.
The goal of the participants in this game is;
 For the team to correctly guess the sentence in the shortest amount of time
allowed.
 To have the player at the end of the line do the best imitation of the original
action.
 To improve communication which can enhance their ability to engage with
others.
 To enhance skills in
FINE MOTOR SKILLS: hand-eye coordination
GROSS MOTOR SKILLS: mind-body coordination
COGNITIVE SKILLS: problem solving and decision-making
SOCIAL SKILLS: communication, interaction and interpersonal skills
 STANDARD LEARNING EXPERIENCE FOR EXCEPTIONAL CHILDREN
PSY 412 FINAL EXAMINATION

GENERAL INSTRUCTIONS: Charades is a game of pantomimes,  the participant have to "act out"
a phrase without speaking, while the other members of your team try to guess what the phrase
is. Each team has limited time of (3 minutes) and the actor can pass the word if it’s
difficult/complicated
ACTIVITY PROPER (Experiencing):
MATERIALS:

 Charade cards or pieces of paper with written phrases on

 Timer

TIME-DURATION: 15-20 minutes

MECHANICS:
 Arrange everyone into groups of at least five persons (can have teams of up to
10 people each). Request that each team form a line and stand in it.
 The facilitator will be showing the individual at the front of the line an action
sequence that contains neither words nor sounds. Only the one who is in the
front will have their backs turned to you; the others will be facing away from
you.
 Once the individual has comprehended the action scenario to the best of his or
her ability, they should tap the shoulder of the person in front of them in the
queue. The next person turns around, and without using any words or sounds,
that individual recreates the action scene that you just performed for the
previous person. Once they have comprehended and recalled the action
scenario, they touch the shoulder of the next person, and so on and so forth. An
action sequence can be played over and over again until the person fully
understands what's happening in the scenario.
 Finally, the person who was at the end of the line will be called. The facilitator
will be going to evaluate each other based on whose action scenario is the most
faithful recreation of the one who did originally. One point will be awarded to
the group that can recreate the action scene with the fewest mistakes. The
winner of the game is the team that finishes with the most points.

ACTIVITY 2: ELEPHANT GAME (12-15 years old)

SPECIFIC LEARNING OBJECTIVES:

 To be familiar with a game that has history and cultural context of the Deaf
Community
 To preserve one's cognitive presence while simultaneously engaging in fun
activity.
 To foster participation, communication, and interaction between participants.
 To develop the
FINE MOTOR SKILLS: hand-eye coordination
GROSS MOTOR SKILLS: mind-body coordination
COGNITIVE SKILLS: problem solving and decision-making
SOCIAL SKILLS: communication, interaction and interpersonal skills
GENERAL INSTRUCTIONS: The participants must form a circle, and the caller or pointer must be
at the center of the circle. The participants must act within three seconds after the pointer
pointed a specific participant. The person that can’t act properly will be considered eliminated.
ACTIVITY PROPER (Experiencing):
MATERIALS: No materials needed
 STANDARD LEARNING EXPERIENCE FOR EXCEPTIONAL CHILDREN
PSY 412 FINAL EXAMINATION

TIME FRAME: No time limit

MECHANICS:
 To play the Elephant Game, the players, who are often called "elephants," stand
in a circle and face the person in the middle who calls out or points.
 That person points to a player who has to make the elephant trunk right away
by putting two S-shaped hands together in front of him or her nose.
 The arrangement is complete when the two players on either side of the person
making the elephant trunk use the B or Open B hand shapes to make the
elephant ears for that person.
 If there are no mistakes, the caller or pointer chooses a new person to be the
elephant, and the game goes on.
 But if a mistake is made with the hand shape or location, the player or players
who made the mistake are out of the game.
 The game goes on until only the caller/pointer and two other players are left.
The game is won by the last three players. Players who are good at the game often keep playing
after this point by adding these steps:
 The caller/pointer keeps pointing to one of the two players.
 The player who is pointed to becomes the elephant's trunk, while the second player
must lean over and put both ears on the player who was pointed to.
 The caller or pointer keeps choosing who will be the elephant.
 When one of the last two players is taken out of the game, the caller or pointer steps
in to keep playing.
 Without being told or shown, the two players take turns making the trunk and ears of
an elephant until someone makes a mistake.
 The game is over when only one player is left.

ACTIVITY 3: MONKEY TALK SELF-ADVOCACY GAME (6-15 years old)

SPECIFIC LEARNING OBJECTIVES:

 To give participants the opportunity to practice using idioms and words with
various meanings
 To work effectively as a team in order to achieve shared goals
 To promote the development of their critical thinking and ability to make
decisions which can serve them well throughout their life.
 To improve the abilities that will allow participants to communicate more
effectively while still being able to learn and enjoy themselves
 To foster skills such as
FINE MOTOR SKILLS: hand-eye coordination
GROSS MOTOR SKILLS: mind-body coordination
COGNITIVE SKILLS: problem solving and decision-making
SOCIAL SKILLS: communication, interaction and interpersonal skills
GENERAL INSTRUCTIONS: There will be two groups that will be created. To determine where
the dice will fall, one group must remain on the right side of the board, while the other will
remain on the left. All answers are valid, however participants must accept corrected responses.
The group that cannot answer three questions should be punished by leading a dance.
ACTIVITY PROPER (Experiencing):
MATERIALS: Monkey talk board game, Challenge cards and Dice
TIME FRAME: No time limit
MECHANICS:
 STANDARD LEARNING EXPERIENCE FOR EXCEPTIONAL CHILDREN
PSY 412 FINAL EXAMINATION

 The board have 3 colors that corresponds to the 3 types of cards that the
participants will have; the green card which means Communication challenges,
red for multiple meaning word and the yellow for the idiomatic phrases
 Around the edges of the board are the 13 tools that can teach the participants
to repair any communication challenge they have.
 To begin the game, the facilitator must group the participants into two groups
 One group must remain on the right side of the board, while the other will
remain on the left to determine where will be the dice fall.
 As the dice will land on the green, then you will get a challenge card and they
need to identify if the challenge is caused by a speaker, listener or
environmental factor and talk about strategies that can fix the challenge.
 While if it will land on yellow, the yellow card will be picked and start to define
an idiomatic phrases
 Lastly, if it will land in red, the participants will get the red card and start
talking about multiple meaning word.

POINTS RUBRIC FOR SLE:

INDICATOR 37 Points
Indicator Not Met
Significance, Challenge and Goals reflect only one type
Variety of level of learning. No
alignment to the learner/s.
42 points
Indicator Partially Met
Goals reflect several types or
levels of learning but lacks
significance or challenge. Or,
goals are not aligned to
learner/s.
50 points
Indicator Met
Goals reflect several types or
levels of learning and are
significant and challenging
and very specific and aligned
to the learner/s.

Clarity Goals are not stated clearly Some of the goals are clearly Most of the goals are clearly
and are activities rather than stated as learning outcomes. stated as learning outcomes.
learning outcomes.
Appropriateness for Goals are not appropriate Some goals are appropriate Most goals are appropriate
Children/Students for the development, for the development, for the development,
prerequisite knowledge, prerequisite knowledge, prerequisite knowledge,
skills, experiences, or other skills, experiences, or other skills, experiences, or other
student needs. student needs. student needs.

Alignment with Needs of
the Child
Effectivity and Efficiency
Goals are not aligned with
the specific and special
needs of the child.
Goals are not appropriate
interventions for the needs
of the child.
Some goals are aligned with
the specific and special
needs of the child.
Some goals are appropriate
interventions for the needs
of the child.
Most of the goals are aligned
with the specific and special
needs of the child.
Most of the goals are
appropriate interventions
for the needs of the child.