RPM Lesson Plan + RPM Technique = Success
Thanks for your interest in Autistic Able lesson plans. We feel it is important to note that a great lesson plan does not necessarily make for a great RPM session. Our lessons are full of quality content, questions and suggestions of sensory activities, but the implementation of the lesson ensures its success.
Some notes on implementation:
• Our lessons offer approximately 5 main points with suggested questions and sensory activities.
• Each point can be expressed in sections or as a whole depending on the tolerance of the student.
• Once a question is asked and the student responds, the teacher fills in with their own commentary to respond to the answer. RPM is like a 50/50 conversation.
• When using our plans, read them, and add in commentary as you go along to give the lesson a conversational feel. Lessons are intended to be a discussion between you and the student, not simply sharing information and asking questions.
• The link above by Lenae Crandall (RPM provider), expounds on how to properly implement a lesson. Please read it and watch the video — it is a great help in using these lesson plans effectively.
Please keep in mind that RPM is tailored to where the student is in that moment. For the auditory learning channel, sometimes that is a soft slow speaking voice, other times a regular volume and fast speaking voice. Visually the student may need the keyword paper in their visual field; other times this can be too much. The same is true with tactile or kinesthetic sensory activities needs. I speak from my own experience working with my son and others. It takes more than a great lesson plan to do RPM successfully. Please think of our lesson plans as a guide, make accommodations where needed.
All that said, a lesson plan lays a great foundation for teaching. As you teach, feel free to ask questions and seek support from RPM providers as you improve your technique. Please don’t hesitate to reach out. Learning RPM is challenging, but beyond worth it!