Archives: Lessons

Writing a Case is a 7-hour independent study in which you will write a case story to use in case study with a training audience. This independent study should take 2- 4 weeks to complete. If you’ve ever used scenarios as a training technique, case study is a higher level version of scenarios. Trainees read and discuss a case story to arrive at their own conclusions and course of action. A well-written case story can lead trainees to the teaching objective you had in mind.

Congratulations, you have made it through the course requirements. A few additional items before you access your certificate.

1. The anonymous course evaluation is available by clicking here. We ask that you please submit honest feedback, we love to hear from you.
2. If you have additional questions about the content, feel free to email registration@lsv.uky.edu and we will have the appropriate staff get back with you.
3. Your individual training record in ECE-TRIS will be updated within 10 days with the course credit. ECE-TRIS is a training registry for early care and education providers and gives you 24/7 access to your professional learning record: https://tris.eku.edu/ece
4. After submitting your ECE-TRIS information below, you will have access to a recognition of course completion. This is not an official certificate, your official training record is available in ECE-TRIS.

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Welcome to Beyond Fundamentals: Putting FET to Work! Your course facilitator is Christine Hausman from the Child Care Aware Professional Development Services (formally known as Training Into Practice Project – TIPP) at the University of Kentucky. You may remember Christine from FET! She is looking forward to working with you as you develop your own customized training session on a topic of your choosing. 

This online Seminar includes three, sequential Modules to be completed over a 4 week period. It is important to get started right away and that you pace yourself. You move on to each subsequent assignment once the prior assignment has been successfully completed and a completion point has been submitted by the Course Facilitator. The assignments are submitted for feedback, which can include some back and forth between you and Christine. She may need up to 3 business days to provide you with individualized feedback before you can proceed. Please note: this is not a course where you sit down at the computer and finish in one, 7-hour session. It generally takes the full four weeks.

 

As you proceed with the online modules you will want to keep these things in mind…

• Flash is required for this course. To access the free download go to get.adobe.com/flash. 
• To download the handout for the  BF Putting FET to Work Handout
• Pace yourself to allow time for feedback from the course facilitator

 

Please feel free to contact Christine if you have any questions! We know that online learning may be new to some of you and you may need some assistance. Do not hesitate to call!

christine.hausman@uky.edu (859) 257-2078

 

 

 

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Course Wrap Up

Congratulations, you have made it through the course requirements. A few additional items before you access your certificate.

1. If you have additional questions about the content, feel free to email hdilearning@l.uky.edu and we will have the appropriate staff get back with you.
2. Your individual training record in ECE-TRIS will be updated within 10 days with the course credit. ECE-TRIS is a training registry for early care and education providers and gives you 24/7 access to your professional learning record: https://tris.eku.edu/ece

 

After submitting your ECE-TRIS information below, you will have access to a recognition of course completion. This is not an official certificate, your official training record is available in ECE-TRIS.

Oops! You need to be logged in to use this form.

In this section, watch the slide show and video, listen to the audio presentation, and follow along in your Learning Log.

At times, you may wish to pause, rewind, or skip forwards/backwards within the slide show to allow you to review content and take notes.

Congratulations for making it through the training content. Before moving to the Application Activity in the next section, take a minute to confirm you have updated your Learning Log with the following:

1. Potential barriers

2. Props-with-a-purpose analogies

3. “What did you notice?” about the Imagination Juice video.

4. Create your own funny quote.

5. Negative statements for the Fortunately… game

6. Top 10 List of things a baby would say about Circle Time.

7. Top “4” List of humor bits you have used or plan to use in trainings.

8. Top “6” List of humor techniques and benefits to using humor in training.

In this section, watch the slide show, listen to the audio presentation, and follow along in your Learning Log.

At times, you may wish to pause, rewind, or skip forwards/backwards within the slide show to allow you to review content and take notes.

In this section, watch the slide show, listen to the audio presentation, and follow along in your Learning Log. At times, you may wish to pause, rewind, or skip forwards/backwards within the slide show to allow you to review content and take notes.

After viewing the Outdoors Pokémon Go/Facebook popular culture connection example in the slide show, read the comments and then add your own Pop Culture Connection to the discussion board below by LEAVING A REPLY in the comment box at the VEEEEERY BOTTOM of the page.

Please include a written description of your example along with a link to a video, article, web site, or photograph (if applicable).

Click on the “play” button to listen to the introduction to this section on story development.

When the audio introduction stops, fill in the blanks of the storyboarding box of your Learning Log. Then click the “play” button again to advance through the script detailed on each of the next four slides, taking time to read each one carefully.

The best stories, of course, are those we’ve actually lived, though we can ask to “borrow” funny stories from others/other sources.

In this section, please watch the video and think about the questions below as you do so.

 

What did you notice?

• How does the story capture attention and build interest?
• What about the story reduces the stress/threat that might be created by the serious topic?
• What did you notice about the “structure” of the story?

Take a moment to log your reflection in the Learning Log.

 

In this section, watch the slideshow, listen to the audio presentation, and follow along in your Learning Log. At times, you may wish to pause, rewind, or skip forward within the slideshow to allow you to review content and make notes.

When the slide show pauses on its own with the web site for the “teacher laugh” survey  on screen, open another tab or window in your browser and type the following url into the navigation bar: http://bit.ly/teacherlaugh and then press enter/return to go to this survey.

Complete the survey and then click on “see previous responses” to see how others who took this course responded. Then come back to this page and click on the “continue” button in the lower right corner of the slide show window to resume.

If you have not done so already, please click Laugh-to-Learn-Learning-Log-Summer-2018 to download/print/save the Learning Log.

You will need to keep it close at hand, as it is used throughout the course. You will submit your completed Learning Log at the end of the course to the course facilitator for review.

In this section, please watch the slide show and listen to the audio while taking notes as needed.

At times, you may wish to pause, rewind, or skip forward within the slide show to allow you to review specific content and allow you time to make notes in your Learning Log.

 

References

Tamblyn, D. Laugh and Learn: 95 ways to use humor for more effective teaching and training. New York: Amacom, 2003.

Greenberg, David. How to use humor in your presentations. Simply Speaking, Inc. https://www.simplyspeakinginc.com

Tamblyn, D. & Weiss, S. The Big Book of Humorous Training Games. New York: McGraw Hill, 2000.

Biech, Elaine. Training for Dummies: Adding Humor to Training. https://www.dummies.com/how-to/content/adding-humor-to-training.html

Congratulations!

You have completed all the content for ECE 201: External Transitions – Suspension and Expulsion: Impacts on Children and Families (3 hours). Please make sure you complete the course evaluation before you go. Your feedback is appreciated and used to make recommendations and updates.

Please reach out to Sally Dannenberg at sally.dannenberg@uky.edu if you have any questions about the course.

If you are experiencing any technical difficulties please use the “contact us” button below.

For more support and information on strategies for creating appropriate learning environments for preschoolers, connect with a Quality Coach in your region. Click here to access the map. This link is also provided in your handout.

ECE-TRIS Information Form

Please complete the form below. If you mark “no” credit for completion of this course WILL NOT be added to your ECE-TRIS professional development record.

Your individual training record in ECE-TRIS will be updated within 10 days with the course credit. ECE-TRIS is a training registry for early care and education providers and gives you 24/7 access to your professional learning record: https://tris.eku.edu/ece

Congratulations!!

You have made it through the course requirements. A few additional items before you access your certificate.

If you have additional questions or comments about the content, please use the “contact us” button at the bottom of the page.

Kentucky Early Care and Education Professionals

Please complete the form below. If you mark “no” credit for completion of this course WILL NOT be added to your ECE-TRIS professional development record.

Your individual training record in ECE-TRIS will be updated within 10 days with the course credit. ECE-TRIS is a training registry for early care and education providers and gives you 24/7 access to your professional learning record: https://tris.eku.edu/ece

What would you do with an additional $200, $500, $800 each month?

Pay off debt? Put most into savings? Treat yourself?

Consider what you would do.

Even a little extra money each month could make a difference.

Hopefully, this course has provided you with the information you need to decide to enter the workforce.

Remember:

• There are many people and organizations to help you find and keep a job.
• The government wants you to have the opportunity to work if you can and want to.
• You will NOT automatically lose your disability benefits if you return to work.
• There is assistance available to cover costs related to returning to work.
• Just because you start working, SSA does not automatically decide you are no longer disabled.
• You may be able to keep your health benefits.

This website can answer any of your questions about SSDI, SSI, and the impact of work on these benefits as well as provide you with resources to go to work: Kentucky Disability Benefits 101

As you move forward in your employment search, here are some helpful steps we suggest you take.

Review the information on the Kentucky Disability Benefits 101 website to obtain tools and information on health coverage, benefits, and employment. 

Additional Online Resources

https://www.ssa.gov/redbook/ For more in-depth information about SSI and SSDI.

Now you know that you want to work and that it doesn’t mean you will automatically lose the disability benefits you need. But what if your future earnings are high enough that you do lose your cash benefits? What if you work for 4 months and realize you are in too much pain and can’t keep up? What if you can’t afford the transportation to and from work?

The government has thought of all these ‘what-ifs’.

There are incentives in place to encourage and to help you work while offering safety nets to fall back on if you realize your disability is too difficult to manage while employed.

SSDI incentives provide help for individuals with disabilities to test their ability to work without immediately losing all cash benefits or Medicare coverage.

SSI incentives offer employment supports as well as maintenance of eligibility for benefits and continuation of Medicaid coverage while working which can increase overall income.

Incentives by Program	SSI	SSDI
Ticket to Work Program	✔️	✔️
Expedited Reinstatement of Benefits	✔️	✔️
Impairment Related Work Expenses	✔️	✔️
PASS Plan	✔️	✔️
Blind Work Expenses	✔️	❌
Student Earned Income Exclusion	✔️	❌
Continued Medicaid – 1619 (A)	✔️	❌
Continued Medicaid – 1619 (B)	✔️	❌
Trial Work Period	❌	✔️
Extended Period of Eligibility	❌	✔️
Subsidy	❌	✔️
Extended Period of Medicare Coverage	❌	✔️

Myth: If I go back to work, I will lose my SSI/SSDI benefits.

Once you return to work, your SSI and /or SSDI payment MAY be affected by the income you bring home. However, by working you will not automatically lose your eligibility for an SSI/SSDI payment. 

Let’s dig in deeper. Click on the first topic below.