Changing Seasons , livre ebook

Purdue University Press - Denise L. Calhoun

Découvre YouScribe en t'inscrivant gratuitement

Je m'inscris

Obtenez un accès à la bibliothèque pour le consulter en ligne
En savoir plus

110 pages

English

Vous pourrez modifier la taille du texte de cet ouvrage

Obtenez un accès à la bibliothèque pour le consulter en ligne
En savoir plus

A propos
Informations
Extrait

Description

Effective communication enhances quality
of life. In
Changing Seasons: A Language Arts Curriculum for Healthy Aging, Denise Calhoun
provides a language-based, interdisciplinary program to help older adults improve
their communication skills. Each activity
reveals new, creative, and fun ways to get individuals to speak, think, write,
engage with others, and use their imagination. As the activities promote
meaningful interactions and the creation of a stimulating environment, Changing
Seasons underscores
the importance of sustaining quality of life as we and those we love age.

Acknowledgments

About the Program

How to Use This Book

Oral Language

Written Language

Seasonal Activities

Abstract Art Activities

Appendices

Glossary

Resources

About the Author

Sujets

Disciplines

Language Arts

Teaching

Lettres et linguistique

Study

Informations

Publié par	Purdue University Press
Date de parution	15 août 2018
Nombre de lectures	0
EAN13	9781612495309
Langue	English

Informations légales : prix de location à la page 0,1000€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Changing Seasons
A Language Arts Curriculum for Healthy Aging
Changing
Seasons
A Language Arts Curriculum for Healthy Aging
Denise L. Calhoun
Purdue University Press, West Lafayette, Indiana
Copyright 2018 by Purdue University. All rights reserved
Printed in the United States of America.
Cataloging-in-Publication Data is on file with the Library of Congress.
Paper ISBN: 978-1-55753-818-5
ePDF ISBN: 978-1-61249-529-3
ePUB ISBN: 978-1-61249-530-9
I strongly believe in the power of the human spirit. If you have the will and the desire, you can accomplish anything at any age. After observing the “changing of the seasons” of my parents, Radford and Earline Knuckles, and my mother-in-law, Jessie Mae Calhoun, I became aware of how important it is to maintain meaningful communication with our older generation. This book is thereby dedicated to them for giving me the inspiration to create a curriculum to help families, staff, and administrators understand the importance of communicating effectively and staying connected with our older family members.
Contents
A CKNOWLEDGMENTS
A BOUT THE P ROGRAM
Curriculum Goals
Curriculum Content
Curriculum Implementation
Tips for Facilitators
H OW TO U SE T HIS B OOK
O RAL L ANGUAGE
Strategies for Activities and Lessons
Getting Started
Warm-Up Activities
Lessons
Listening
Speaking
Vocabulary Building
W RITTEN L ANGUAGE
Activities
Lessons and Steps for Various Writing Styles
Expository Writing
Descriptive Writing
Persuasive Writing
Narrative Writing
Folklore
Poetry
S EASONAL A CTIVITIES
A BSTRACT A RT A CTIVITIES
A PPENDICES
Appendix A. Additional Idioms, Commonly Misspelled Words, Food Words, and Recipes
Appendix B. Questionnaires
Appendix C. Graphic Organizers
Appendix D. Sample Daily and Weekly Plans
G LOSSARY
R ESOURCES
A BOUT THE A UTHOR
Acknowledgments
I extend my sincere appreciation to my loving husband, Marion, and wonderful children, Don, Stacy, and Gia, for their love, support, words of wisdom, and insightful comments in helping me create a project of this magnitude. I am also grateful to all of my family members, friends, and professors, Dr. Carrie Rothstein-Fisch and Dr. Bruce Burnam, who have supported me throughout this amazing journey by attending book signings or giving me words of encouragement, guidance, and praise. Finally, I would like to show gratitude to all older adults—past and present—who have paved the way for whatever hopes, dreams, and opportunities we may have for our future.
About the Program
Both communicating and connecting with others are important for sustaining quality of life. Difficulties with communication can lead to social withdrawal and feelings of isolation, dependence, and depression. The purpose of this curriculum is to enrich the quality of life of older adults through participation in a language-based, interdisciplinary program that will help them to improve their communication skills.
According to the Alzheimer’s Association in 2018, “a number of studies indicate that maintaining strong social connections and keeping mentally active as we age might lower the risk of cognitive decline and Alzheimer’s” (“Prevention and Risk of Alzheimer’s and Dementia,” https://www.alz.org/research/science/alzheimers_prevention_and_risk.asp ). This curriculum provides participants with opportunities to share and connect with others and improve their language and thinking skills by participating in challenging, engaging activities and lessons that encourage active involvement. Its primary use is with non-dementia older adults in assisted-living, nursing home, and adult day services settings as well as senior centers and community groups. However, families can also adapt the curriculum for use with their older adult loved ones.
Curriculum Goals
• Get older adults actively involved in the learning process.
• Build strong communication skills.
• Strengthen cognitive skills through challenging activities that require higher-level (critical) thinking.
• Create an enriched environment to relieve loneliness, depression, and anxiety.
• Assist older adults in establishing and maintaining friendships.
• Increase family involvement.
• Enhance well-being through healthy practices.
Curriculum Content
This language arts curriculum content is divided into two main content areas—oral language and written language—with an emphasis on comprehension. Included are fun warm-up (icebreaker) activities as well as longer activities and lessons.
Some oral language activities involve physical movement or cooking; some writing activities will be ongoing, lasting for several days as participants polish and perfect their poems and essays. Included are fun seasonal and abstract art activities that contain a language arts component.
Curriculum Implementation
As with any educational program, success cannot be met without the support and assistance of family members and, depending on the setting in which it is used, staff and administration. Family members are the best observers of their loved ones’ strengths and needs, and they have a sincere interest in their care and welfare. The alliance between families and older adult communities, therefore, not only facilitates effective communication but also promotes quality interaction among participants, staff, and administrators.
However, no matter how great a lesson or an activity might be, it has no value if there is no interest. For administrators, the first step in implementing a program like this one is to build enthusiasm. One way to accomplish this is to point out the benefits of incorporating a language arts curriculum that helps to improve thinking and communication skills. This message could be best communicated via mini-workshops during family night or throughout the day. Implementing the program should be a team effort in which family, staff, and participants work together to make it happen. The main point to emphasize is that language and thinking work hand in hand: language affects thinking and thinking affects language.
After the advantages of the program are reinforced, offer incentives for participants—for example, lottery tickets, senior bucks to buy things in the community, or awards for exemplary work. To acknowledge the work completed, create events that allow participants to show off their accomplishments, such as poetry readings, mock trials to illustrate persuasive writing, gallery walks to view completed projects, and plays—especially whodunits that get the audience actively involved in solving the mystery.
Tips for Facilitators
• Plan ahead. Review the lessons and activities and be prepared. Expect the unexpected. Over time you will get a feel for how long an activity or lesson might take, depending on the makeup of the group.
• Check with participants to make sure they can hear you.
• Be courteous, respectful, patient, encouraging, and supportive.
• Take your time with the activities and lessons. Allow plenty of time for thoughtful responses.
• Practice and model active listening (pay attention, paraphrase what the speaker said, ask questions, and summarize the message) to build rapport, understanding, and trust.
• Keep a positive attitude and remember the saying “Different strokes for different folks.” What works for one person or group might not work for another. Find what works.
For best results, consider the population of the community as well as the time frame for other activities planned for the week. It might work best to break the curriculum into segments. Think creatively! You could start a writing club, a book club, a mystery club, or even a Toastmasters-type club. The goal is to encourage older adults to become active learners.
Okay, let’s get started!
How to Use This Book
This book is organized into the following sections:

• Oral language activities and lessons: listening (including physical movement and cooking), speaking, and vocabulary building
• Written language activities and lessons: various activities, essays, and poetry
• Seasonal and abstract art activities with a language arts component
• Appendices A , B , and C : supplemental information and materials for activities and lessons
• Appendix D : sample lesson plans to help you get started
• Glossary of oral and written language terminology
• Resource list
Here is a good way to get started:

1. Read the glossary of oral and written language terminology, which will take just a few minutes. This will refresh your memory on terms you learned when you were in school and familiarize you with the glossary contents. You can then refer to it as necessary when preparing for activities and lessons.
2. Activities and lessons are identified with the icon throughout the book. Read the introductory paragraphs that precede the activities and lessons in each section.
3. Go over the sample lesson plans in appendix D . (See the cross-referenced page numbers for full instructions where indicated.) This will give you a framework for choosing and pairing activities and lessons.
4. Consider the population you are working with and the time frame for other activities planned. Determine what structure would work best and which activities and lesson