I have ended my journey of student teaching. It was absolutely fantastic! I learned so much and enjoyed every minute. I was able to go to two IEP meetings and they were drastically different. I was able to see district assessment and complete some assessments myself. I cannot say enough positive things about my experience. I am sad that I will not be there anymore.
Oh, and I got my very own rolling crate. I feel like a real deaf educator now!
Tuesday, May 3, 2011
Assessment
The content area I am going to focus on is reading. During my placement I utilized these strategies and assessments. One informal assessment I would use is retell. For this assessment I would have the student retell what occurred in the story without using the book. This allows for the teacher to see what the student remembers or what they are having trouble with. This also helps the student remember the information. A second informal strategy would be reading comprehension questions. The student answers a few questions that relate to the story. This gives an opportunity to see how the student remembers the information. Questions could be text-based, inferences, and opinion questions. The teacher them gets the opportunity to see where if any break down is occurring. For my formal assessment I would complete a benchmark assessment. I did this during student teaching. I picked three different levels of stories and had the student read and answer questions. This allowed me to see what level the student is functioning to then create objectives. It was simple to complete but gave important information.
Friday, April 15, 2011
Student Teaching Update
Assessments! That is one word to describe what is going on right now in student teaching. I am learning so much and getting so much experience with assessments and assessment writing. I also was able to go to my first IEP meeting. After the two hour meeting I felt overwhelmed. I was just sitting and writing the parent's comments and concerns but there was so much to take in and comprehend. I am so thankful for the experience and feel much better for the next IEP meeting on Monday. I also went on a field trip today. We took the high schooler on a trip to ride the city bus. It was so much fun and such a great experience for the student. I am loving my experience and really sad it is almost over...only two more weeks.
Ladies- The picnic is April 29! I hope some of you can come. I will be there with some of the students. That is my last day of student teaching. I think it will be a fun day to end the experience.
Ladies- The picnic is April 29! I hope some of you can come. I will be there with some of the students. That is my last day of student teaching. I think it will be a fun day to end the experience.
Unit 7
Students are not the same no matter if they are deaf or hearing. Students are exposed to different situations even if they are in the same community. A teacher in any classroom has to differentiate instruction. Students do not learn the same. Students may learn visually, auditory, kinesthetic, or a mix of all three. A teacher would have to present a topic using all three styles to assist all students in learning the material. As for my instruction I would make sure I present the material in a various of ways. You cannot teach one way and expect everyone to understand. A presentation of the material in a various of ways not only teaches the material more than one time but gives the students multiple times to practice to better grasp a concept. In the end you cannot expect everyone to learn the same. It just does not happen.
Science Strategies
1. Group Work: "Group work provides frequent opportunities for students to communicate, to share observations and insights, test hypotheses, and jointly construct knowledge (az.gov). This is beneficial to students because they are able to teach and help each other learn the subject. This could be used when reading and understanding the text or completing an experiment.
2. Use of graphic organizers: Students are able to organize their information to understand the difficult subject for some students. This would be very helpful for students who are visual. Students would be able see the details about the topic in an easy format.
3. Activation of prior knowledge: This is a great strategy to get students thinking. This would be great for students because when they start thinking they might know more about a topic than they thought. Also, the teacher would be able to see where the students are functioning before the unit began.
4. Manipulatives/Materials: I love manipulatives! This is great for all students because it gets them up and moving. Science would be great for manipulatives because of all the experiments. This is also really great for students who are visual.
5. Word Walls: The terms in science are difficult to understand/remember. Word walls are beneficial to students because it is a reminder for the students of the difficult terms. The terms can be placed on the wall after the lesson.
2. Use of graphic organizers: Students are able to organize their information to understand the difficult subject for some students. This would be very helpful for students who are visual. Students would be able see the details about the topic in an easy format.
3. Activation of prior knowledge: This is a great strategy to get students thinking. This would be great for students because when they start thinking they might know more about a topic than they thought. Also, the teacher would be able to see where the students are functioning before the unit began.
4. Manipulatives/Materials: I love manipulatives! This is great for all students because it gets them up and moving. Science would be great for manipulatives because of all the experiments. This is also really great for students who are visual.
5. Word Walls: The terms in science are difficult to understand/remember. Word walls are beneficial to students because it is a reminder for the students of the difficult terms. The terms can be placed on the wall after the lesson.
Sunday, April 3, 2011
Week Five and Six
These two weeks of student teaching were nothing different. The only thing that was different was I started administering assessments. Wow! It is so hard to give an assessment when you only see the student for 30 minutes a day. Assessments take forever when you only have a limited time. Also, it is hard to make assessment meaningful for the student so they learn something through the process. What a learning experience it has been. I am so grateful for my experience and I am excited to begin teaching all day next week. Here is to three more weeks of a great experience!
Unit Six
1. I agree to a point with the beliefs of Pagliaro and Ansell. I can see how if you do not know basic math and reading skills then trying to complete a word problem could be difficult. If you cannot complete basic math problems or read then you would not be able to complete the word problem. This would be like trying to skip other basic skills before completing the next step in the skill. In my classroom I would begin with the basics before trying to move to more complicated problems. A student needs to be able to add and subtract before trying to move to multiplication and division. A student needs to be able to read a basic sentence before trying to read a math problem and understand what the problem is asking you to complete. Overall, I think you should concentrate on the beginning skills before moving to the more complicated skills.
2. This is a significant finding for students who are DHH. If it is true that 60% of science curriculum words do not have a sign that could be a major problem for students. One way to solve this problem is to have the students create a sign that would be meaningful to them. Of course this is only good for those students at a time but it could be beneficial for them. I could see how students who are DHH could be behind grade level if there is no sign for a word. I think it would make it difficult for any student to try to comprehend a term without having a sign to match to the word. To me this would be like trying to learn Spanish but not knowing the English version of the word. The real question is what would you do in your classroom to better assist students?
2. This is a significant finding for students who are DHH. If it is true that 60% of science curriculum words do not have a sign that could be a major problem for students. One way to solve this problem is to have the students create a sign that would be meaningful to them. Of course this is only good for those students at a time but it could be beneficial for them. I could see how students who are DHH could be behind grade level if there is no sign for a word. I think it would make it difficult for any student to try to comprehend a term without having a sign to match to the word. To me this would be like trying to learn Spanish but not knowing the English version of the word. The real question is what would you do in your classroom to better assist students?
Math Strategies
1. Number Charts (multiplication chart but also other operations) These work great on a student's desk. They are able to look at the chart and get the answer to an equation. First they have to be able to read this but then it helps them with math problems. The best thing about them is you do not have to make any adaptations for deaf individuals.
2. Number Line. This is also wonderful for students who are learning operations like addition and subtraction. One of the students I teach right now uses this to help with math. It is a great stepping stone to memorizing facts.
3. Flash Cards. This is a great way for students to begin to memorize their math facts. It can also be a game! I do this with my students right now because they are working towards winning a sundae party. This helps them practice their facts and have fun at the same time.
4. Super Teacher Worksheets.com What a fantastic website of resources! This site can help you find a worksheet to use as a supplement to your lesson. We have also began printing copies so the student can practice math facts at home. Anything easy for parents is great because then it is more likely to be completed.
5. Manipulatives. This could be anything like candy to blocks. It is something the student can manipulate to better grasp some difficult concepts in math. They were great in teaching division to students. It was a great to be able to say make these blocks into two equal groups and then introduce division. It seemed to work and is easy to adapt for students who are deaf.
2. Number Line. This is also wonderful for students who are learning operations like addition and subtraction. One of the students I teach right now uses this to help with math. It is a great stepping stone to memorizing facts.
3. Flash Cards. This is a great way for students to begin to memorize their math facts. It can also be a game! I do this with my students right now because they are working towards winning a sundae party. This helps them practice their facts and have fun at the same time.
4. Super Teacher Worksheets.com What a fantastic website of resources! This site can help you find a worksheet to use as a supplement to your lesson. We have also began printing copies so the student can practice math facts at home. Anything easy for parents is great because then it is more likely to be completed.
5. Manipulatives. This could be anything like candy to blocks. It is something the student can manipulate to better grasp some difficult concepts in math. They were great in teaching division to students. It was a great to be able to say make these blocks into two equal groups and then introduce division. It seemed to work and is easy to adapt for students who are deaf.
Friday, March 18, 2011
Chapter 6
This is a very difficult question to answer. I found very little on CAEBER (Center for ASL/English Bilingual Education and Research). I did notice that the teachers get training but that was all I could find. I would like to get training on BiBi programs if the school I work at teaches with this philosophy. To answer the question you would have to research the family life in general. You cannot base results of a test just based if a child has a deaf parent or not. I think test results would really depend on how involved families are in the child's education. If a parent is involved and helps their child with homework, makes sure they are at school, etc. the test scores should not be different no matter the hearing status. However, if a parent does not care then the test results will suffer. I don't know if I am answering this question correctly but again it is a difficult question to answer.
Reading Strategies
1. Shared Reading Project from Gallaudet University. I know we talked about this strategy in the beginning of the school year but I loved it and wanted to talk about it again. In SRP a deaf tutor visits a home one time a week and teaches parents how to sign a children's story book. The tutor leaves a packet which includes a book, dvd, tips, and a guide with activities. This program is designed for individuals who are deaf so there is no changes to be made. This program promotes language and literacy but is expensive.
2. Reading A to Z. This website (readinga-z.com) is amazing! It has books at all different reading levels and then has lesson plans and activities you can use in your classroom. I use this site all the time at my placement. The activities help students learn to blend sounds which can help them when they are reading and get to a hard word. Also there is comprehension checks and various activities that you can do with your students. The only down side is you do have to pay but I think it is worth it and I want to use this site in my future classroom.
3. Predict. This is a great strategy that is free to use! Have your students predict what they think the book might be about before you begin reading or what is going to happen next while you are reading. This gets the students excited to read and what to continue. This strategy is easy to do and can easily be modified for any student.
4. Comprehension Check. This strategy can be completed in two ways: with the use of a worksheet or just asking questions to the student. This is a great way to assess if the student was understanding the story. I do this is the classroom right now. I use a worksheet so I can use it as a grade. I then know if the student understood the story or if the story was too difficult for them to understand.
5. Retell. In this strategy you have the student retell the story without the use of the book. This will tell you if the student remembers and it helps the student recall as well. I use this is the classroom too. We will ask the student to tell us what the book was about and take notes. Then the student can use the book and tell us more details while they look at the pictures. It helps the student refresh their memory as we continue the story throughout the week.
2. Reading A to Z. This website (readinga-z.com) is amazing! It has books at all different reading levels and then has lesson plans and activities you can use in your classroom. I use this site all the time at my placement. The activities help students learn to blend sounds which can help them when they are reading and get to a hard word. Also there is comprehension checks and various activities that you can do with your students. The only down side is you do have to pay but I think it is worth it and I want to use this site in my future classroom.
3. Predict. This is a great strategy that is free to use! Have your students predict what they think the book might be about before you begin reading or what is going to happen next while you are reading. This gets the students excited to read and what to continue. This strategy is easy to do and can easily be modified for any student.
4. Comprehension Check. This strategy can be completed in two ways: with the use of a worksheet or just asking questions to the student. This is a great way to assess if the student was understanding the story. I do this is the classroom right now. I use a worksheet so I can use it as a grade. I then know if the student understood the story or if the story was too difficult for them to understand.
5. Retell. In this strategy you have the student retell the story without the use of the book. This will tell you if the student remembers and it helps the student recall as well. I use this is the classroom too. We will ask the student to tell us what the book was about and take notes. Then the student can use the book and tell us more details while they look at the pictures. It helps the student refresh their memory as we continue the story throughout the week.
Week Five
This week was Spring Break! I don't have a lot to say about this week but I enjoyed the break. Now it is back to school and the start of assessment season. I hope the students are refreshed!
Friday, March 11, 2011
Week Four
What a week! All I can say is the students were ready for spring break and so am I! It was a typical week with some added meetings but the kids were out of control! The behaviors were something else this week. I still love my placement though and found out this week that I get to do some assessments. Woohoo! They begin next week. I will be administering parts of the Brigance Employability, Brigance Life Skills Inventory, Woodcock-Johnson, and WIAT. Also, the second graders start Discovery Education Assessment. All I can say is I am glad to have a week break before assessment season begins! During the week I also observed the start of IEP's and I never realized how much of a process they really are...I am so happy I get to experience all of this before I become a teacher. I hope everyone else is enjoying their placement and congrats again to everyone for passing COMPS!
Sunday, March 6, 2011
Week Three
Well the week started off with me being sick! I was out for two days. It was horrible and it made me think about how I never want to have to call in a sub teacher. I sent in my lesson plans and I know that the teacher I am with knew exactly what needed to be done but it got me thinking about what if I was a teacher and needed to call in a sub? It would be WAY more work to call someone in than it would be to just work sick. Once I went back it was normal. The only thing that was really crazy was behavior management! I needed practice so this is the placement to be for practice. Wow is all I can really say! Other than that I still really love my placement. This coming week is my practice week before I have midterm evaluations! Wish me luck!
Tuesday, March 1, 2011
2nd Week of Student Teaching
Sorry this is a little late... I have been super sick for the past few days.
My second week of student teaching was awesome! I am responsible for two students right now and it is fun but hard at times. I think it can be hard because I have to plan out the whole week and try to fit in so many things in just a little bit of time. I enjoy the challenge and I learning so much! I still love my placement and am so excited everyday when I get to teach.
My second week of student teaching was awesome! I am responsible for two students right now and it is fun but hard at times. I think it can be hard because I have to plan out the whole week and try to fit in so many things in just a little bit of time. I enjoy the challenge and I learning so much! I still love my placement and am so excited everyday when I get to teach.
Friday, February 25, 2011
Chapter Four and Five
Chapter Four:
This chapter was all about early identification and early intervention. I think that is one thing that was drilled into our heads throughout the program! I agree though that early identification and intervention are so important. The earlier you know the earlier you can make arrangements to help the child succeed in language growth and speech (if that is what is best for the child). Below is a few things that stood out while reading the chapter:
Some practitioners initially questioned whether identification of hearing loss at such an early age might interfere with development of positive parent-infant bonding. (page 40)
Six months of age does not always emerge as critical for positive effects of early intervention for deaf children. (page 43)
Last, one question at the end of the chapter stuck out to me. Why does the average development of deaf and hard-of-hearing children continue to lag that of typical hearing children even in the case of early intervention? (page 47) Why is this the case? What a great question to ponder...
Chapter Five:
This chapter was about language development, languages, and language systems. I think it would be a hard choice to decide what mode of communication you are going to choose for your child if you do not know anything about deafness. What a difficult task to decide how your child is going to communicate? I think it should all depend on the child but I could talk about this forever. A couple of things that stood out in the reading for me were regardless of the modality of language, language delays result from lack of complete access to a language model (pg. 78) and regardless of the language approach used, deaf and hard-of-hearing children tend to have significant delays in the acquisition of vocabulary, the understanding and use of grammatical morphemes, and other aspects of syntax (pg. 79). I just am curious why even if you do everything you are supposed to do, early identification and intervention, why there is still a delay? It just doesn't seem fair. Anyways, this chapter was a good refresher and I learned a few new things about all the different approaches to language (oral or sign language).
This chapter was all about early identification and early intervention. I think that is one thing that was drilled into our heads throughout the program! I agree though that early identification and intervention are so important. The earlier you know the earlier you can make arrangements to help the child succeed in language growth and speech (if that is what is best for the child). Below is a few things that stood out while reading the chapter:
Some practitioners initially questioned whether identification of hearing loss at such an early age might interfere with development of positive parent-infant bonding. (page 40)
Six months of age does not always emerge as critical for positive effects of early intervention for deaf children. (page 43)
Last, one question at the end of the chapter stuck out to me. Why does the average development of deaf and hard-of-hearing children continue to lag that of typical hearing children even in the case of early intervention? (page 47) Why is this the case? What a great question to ponder...
Chapter Five:
This chapter was about language development, languages, and language systems. I think it would be a hard choice to decide what mode of communication you are going to choose for your child if you do not know anything about deafness. What a difficult task to decide how your child is going to communicate? I think it should all depend on the child but I could talk about this forever. A couple of things that stood out in the reading for me were regardless of the modality of language, language delays result from lack of complete access to a language model (pg. 78) and regardless of the language approach used, deaf and hard-of-hearing children tend to have significant delays in the acquisition of vocabulary, the understanding and use of grammatical morphemes, and other aspects of syntax (pg. 79). I just am curious why even if you do everything you are supposed to do, early identification and intervention, why there is still a delay? It just doesn't seem fair. Anyways, this chapter was a good refresher and I learned a few new things about all the different approaches to language (oral or sign language).
Social Studies Strategies
1. This strategy we use in the classroom where I am at for student teaching. We (the cooperating teacher and I) make flash cards with the terms and the definitions. We then put the terms on the wall and the students have to match the definitions with the words. It works well with the students because they are able to see the definition with the term and repetition. It is easy to make and easy to implement which makes it a perfect strategy! I can get the website later for everyone who wants to make flash cards that look amazing!
2. The second strategy is called Critical Analysis Organizer from www5.esc13.net/socialstudies/docs/presentations/strategiesforsuccess.ppt.
This strategy helps students visualize a specific topic and the supporting details. This strategy helps students practice critical analysis. For example, a student could put a picture of a map in the middle and have supporting information all around the picture. This is a great strategy for visual learners and for students who need to organize their thoughts on one page.
3. The next strategy is from http://www.socialstudiesforkids.com/. This website has so much to do! All the information could be used in a lesson or as a strategy for students to learn the information. The website is designed for kids to use but their is also a section for teacher resources. This is where you can find strategies to use in your classroom to help your students grasp a difficult topic.
4. This is another strategy I have seen at my placement. http://www.timeforkids.com/
We have used this website to get maps for the students to use. We then hang the maps on the wall to make a poster. The students LOVE to hang stuff on the wall and it is a great strategy for the students to remember the information. Every time we do something it seems they want to hang it on the wall. I just think this is a wonderful strategy (posters) for the students.
5. The last strategy that I have seen in my placement that seems to work well is repetition. We go over the same definitions and concepts almost everyday. With that the students are able to understand the terms and concepts. With repetition the information gets 'programmed' in their head and they are then able to do well on the tests.
I am learning a lot from my placement and the strategies I have mentioned above work where I am at now so I know I will use them in my classroom one day!
2. The second strategy is called Critical Analysis Organizer from www5.esc13.net/socialstudies/docs/presentations/strategiesforsuccess.ppt.
This strategy helps students visualize a specific topic and the supporting details. This strategy helps students practice critical analysis. For example, a student could put a picture of a map in the middle and have supporting information all around the picture. This is a great strategy for visual learners and for students who need to organize their thoughts on one page.
3. The next strategy is from http://www.socialstudiesforkids.com/. This website has so much to do! All the information could be used in a lesson or as a strategy for students to learn the information. The website is designed for kids to use but their is also a section for teacher resources. This is where you can find strategies to use in your classroom to help your students grasp a difficult topic.
4. This is another strategy I have seen at my placement. http://www.timeforkids.com/
We have used this website to get maps for the students to use. We then hang the maps on the wall to make a poster. The students LOVE to hang stuff on the wall and it is a great strategy for the students to remember the information. Every time we do something it seems they want to hang it on the wall. I just think this is a wonderful strategy (posters) for the students.
5. The last strategy that I have seen in my placement that seems to work well is repetition. We go over the same definitions and concepts almost everyday. With that the students are able to understand the terms and concepts. With repetition the information gets 'programmed' in their head and they are then able to do well on the tests.
I am learning a lot from my placement and the strategies I have mentioned above work where I am at now so I know I will use them in my classroom one day!
Monday, February 21, 2011
Week One
My first week of student teaching was awesome. I get to work with students from all different age levels and communication modes. I know I will learn so much! I met with parents and went to my first professional development meeting. I have done so much and it is only the first week. I start lessons this week although I have already been teaching lessons (I just haven't had to write lesson plans yet). I love my student teaching placement!
Sunday, February 13, 2011
I get to start Student Teaching!
Well the time is finally here! I begin my journey through student teaching on Monday! I have been in contact with my teacher through e-mail and on the phone and I am getting so excited. I already get to go to a Valentine's Day Party in the Primary School on Monday afternoon and I think that is a fantastic way to start the ten weeks. Although I am super excited, I am also a little nervous. I think tomorrow morning when I am driving to the school at 7:00 am (my day starts at 7:25 am so no more sleeping in) I will start to feel the butterflies. I know it is going to be alright though because my teacher sounds so sweet and I know it is going to be a GREAT experience. I went out and bought a new outfit so I am ready to go! I will keep you all updated on my journey!
Friday, February 11, 2011
Writing Strategies
1. Highlighting Strategy by Karla D. Rogers: In this strategy you teach children to highlight the main idea of a story and the supporting information. This is a great strategy that parents can also use with their child when they are helping their child write at home. It is designed to help students organize their thoughts and edit their writing.
http://gse.buffalo.edu/org/writingstrategies/3-6highlighting.htm
2. The Q20 Strategy by Megan Bernardi: Q20 stands for Questions to Outline. This strategy is designed to assist students in developing an outline for a research project. Once they pick a topic they are able to have questions which will help with the research part of the paper. This is a simple way to help students who are beginning to learn how to write a research paper know where to begin. I would have loved this when I was beginning research papers. :)
http://gse.buffalo.edu/org/writingstrategies/6-12questionstooutline.htm
3. The CD Strategy by Tom Adams: This strategy is designed to help students self-correct their paragraphs. You would ask the students "Is it clear?" or "Is it detailed?" The students can then look through their paragraph and decide if they can answer yes to each question. This would be fantastic for students to learn that they need clarity and details for their ideas to be understood by others who are reading their writing. I just think this is fantastic!
http://gse.buffalo.edu/org/writingstrategies/6-12enhancingdetails.htm
4. Your Words, Their Words Strategy by Molly George: This strategy is a prewriting strategy that is designed to bridge the gap between reading and writing. The students are able to refer to the text they are reading and obtain information for their writing. This strategy can be used for all ages when they begin to start reading something and writing about the reading.
http://gse.buffalo.edu/org/writingstrategies/6-12yourwordstheirwords.htm
5. The IBC Strategy by Stephanie Vinch: This strategy is a prewriting strategy designed to teach students that not only does a writing piece have an introduction, body and conclusion but also that each paragraph within a writing piece also has an introduction, body and conclusion. This is a strategy that would be great for students who are beginning to write longer writing pieces.
http://gse.buffalo.edu/org/writingstrategies/6-12introbodyconcl.htm
I got all these strategies from the same website but they are each different individuals. If you go to the website you can also watch a video on how to introduce the strategy to students. I thought this was a very helpful website. All of these strategies could be used for students who are deaf or hard of hearing.
http://gse.buffalo.edu/org/writingstrategies/3-6highlighting.htm
2. The Q20 Strategy by Megan Bernardi: Q20 stands for Questions to Outline. This strategy is designed to assist students in developing an outline for a research project. Once they pick a topic they are able to have questions which will help with the research part of the paper. This is a simple way to help students who are beginning to learn how to write a research paper know where to begin. I would have loved this when I was beginning research papers. :)
http://gse.buffalo.edu/org/writingstrategies/6-12questionstooutline.htm
3. The CD Strategy by Tom Adams: This strategy is designed to help students self-correct their paragraphs. You would ask the students "Is it clear?" or "Is it detailed?" The students can then look through their paragraph and decide if they can answer yes to each question. This would be fantastic for students to learn that they need clarity and details for their ideas to be understood by others who are reading their writing. I just think this is fantastic!
http://gse.buffalo.edu/org/writingstrategies/6-12enhancingdetails.htm
4. Your Words, Their Words Strategy by Molly George: This strategy is a prewriting strategy that is designed to bridge the gap between reading and writing. The students are able to refer to the text they are reading and obtain information for their writing. This strategy can be used for all ages when they begin to start reading something and writing about the reading.
http://gse.buffalo.edu/org/writingstrategies/6-12yourwordstheirwords.htm
5. The IBC Strategy by Stephanie Vinch: This strategy is a prewriting strategy designed to teach students that not only does a writing piece have an introduction, body and conclusion but also that each paragraph within a writing piece also has an introduction, body and conclusion. This is a strategy that would be great for students who are beginning to write longer writing pieces.
http://gse.buffalo.edu/org/writingstrategies/6-12introbodyconcl.htm
I got all these strategies from the same website but they are each different individuals. If you go to the website you can also watch a video on how to introduce the strategy to students. I thought this was a very helpful website. All of these strategies could be used for students who are deaf or hard of hearing.
Chapters 1-3
Chapter 1: This chapter is an introduction to the book as well as key findings. The key finding section was interesting. It made me excited to read the upcoming chapters. I love how it had little bits of information and the page number. I think all books should include this section. I mean how much more exciting would all text books be when you see from the beginning there are MANY interesting facts to come!
Chapter 2: This chapter was about demographics of deafness. I first enjoyed the section on deafness in developing countries. I did a research paper a few years ago, when I first decided to get into the field of deaf education, about deafness in other countries. I think it is very interesting. The statistics in the section really made things more clear for me. I enjoy having numbers to help me see the picture. I also enjoyed the section about multiple disabilities. I see this all day at work but I don't feel like we talked about it much in school. I know we did some but I feel like we could always know more information. I guess I will never feel like I know enough information. :) I just think this is important for all teachers to try to understand more. You never know what you will have the beginning, middle or end of each year so it is always wise to try and be prepared.
Chapter 3: This chapter was about research. Many research designs were introduced and discussed. They included: randomized experimental group, quasi-experimental, single-subject, correlational studies, and qualitative designs. I think what sums up the chapter best is that it is always important to continue to develop a strong evidence base for effective practices. Again, you can never know too much information.
Chapter 2: This chapter was about demographics of deafness. I first enjoyed the section on deafness in developing countries. I did a research paper a few years ago, when I first decided to get into the field of deaf education, about deafness in other countries. I think it is very interesting. The statistics in the section really made things more clear for me. I enjoy having numbers to help me see the picture. I also enjoyed the section about multiple disabilities. I see this all day at work but I don't feel like we talked about it much in school. I know we did some but I feel like we could always know more information. I guess I will never feel like I know enough information. :) I just think this is important for all teachers to try to understand more. You never know what you will have the beginning, middle or end of each year so it is always wise to try and be prepared.
Chapter 3: This chapter was about research. Many research designs were introduced and discussed. They included: randomized experimental group, quasi-experimental, single-subject, correlational studies, and qualitative designs. I think what sums up the chapter best is that it is always important to continue to develop a strong evidence base for effective practices. Again, you can never know too much information.
Sunday, January 30, 2011
Almost There...
Well the student teaching countdown has begun! I start in 15 days! I am getting so excited to start after seeing how much fun my EDHH friends are having. I cannot wait until it is February 14!
Friday, January 28, 2011
Spelling Strategies
Number One
1. Spell TV
2. Chris Matier
3. This is a strategy for students to learn how to spell. They would record themselves using a video camera. The students say the word, spell the word, give the definition, spell the word, and say the word. They would do this for every spelling word. Last, the student can watch themselves on TV and practice the words again.
4. Some adaptations for students who are D/HH would be to fingerspell the spelling words (which would be great practice as well) and signing the word/definition.
5. I think one strength of the strategy is all the practice each student would get. However, a weakness of the strategy is that each student might not benefit from this or might not be able to watch themselves at home for extra practice. Also, if there is many spelling words it might be time consuming. I just think it would be so much fun for most students!
Number Two
1. Visual Spelling Strategies
2. All About Spelling
3. In this strategy the student will focus on one letter or sound and look at word banks for practice. They have to look at the words and decide if they appear to be correct. This is designed for the students to practice looking at words and knowing if they make sense.
4. D/HH students are very visual. This might be good practice for the students
5. I think this would be great practice for students to be quick in seeing if a word could even make sense. However, I don’t think that this would be effective for all students. I think if students are struggling with spelling then this would be difficult.
Number Three
1. Spelling Diaries
2. Anne Vize
3. In this strategy students fill out a diary/journal of words that are difficult for them. The words are alphabetized and divided into subject areas. This is a way for students to continue to practice difficult words.
4. I do not see any adaptations that would be needed.
5. I think this would be great for additional practice of spelling words as well as learning how to alphabetize words. One disadvantage would be it would not be good for learning the spelling word for the test. Usually a test is at the end of the week so this would not be successful.
Number Four
1. Look, Say, Cover, Write, Check
2. Clemsford K-12
3. In this strategy the students look at the word, say the word, cover the word, write the word, and check.
4. I do not see any adaptations that would be needed.
5. An advantage of this strategy is the practice. You could complete this as a class and make a game out of the writing part. I cannot think of any disadvantages.
Number Five
1. Phonetic Spelling Strategies
2. From Marie Ripple (not the original creator of strategy)
3. The student listens to the sounds that make up the word and write them down.
4. One adaptation that would need to be made is for students who are unable to hear the sounds.
5. An advantage of this strategy would be that the students are learning the relationship between sound and letters. A disadvantage would be that some students would not benefit from due to the limited amount of hearing.
Golden Nuggets Reflection
This week’s selection of reading was very interesting! It makes me really excited to student teach and then have my very own classroom. I enjoyed the set-up of the reading, having a question and then responses from other teachers. I felt like it was more realistic since I was reading advice from other teachers. Also, I loved that the questions were from new teachers. Many of the questions were ones I had and was extremely happy that they were answered.
My favorite section in the reading was Curriculum Issues. As a soon-to-be teacher this is something I am most concerned about. I know the school is responsible for the curriculum that I will have to follow, but it was very helpful to have ideas/strategies that might work for children who are deaf/hard of hearing. I liked the classroom management activities. I don't want to always reward students for being good. I would prefer for the older students to 'just behave' and not have to give them a fruit snack to stay in their chair. One can dream, right? I felt like some of the strategies could be changed to where the students were not rewarded but just saw a change, for example Red Light, Green Light, and would change their behavior.
Overall I enjoyed the reading. It made me excited for the future. I feel like I am a little more prepared for the journey. I got answers to general questions that I pondered as well as answers on how to facilitate parent interaction. I think anyone who is going into the field should try to read the selection. It was a fast read and very informative. I know everyone who reads this was required to read it but maybe someone will stumble on my blog so if that is you...Give it a try! J
Friday, January 14, 2011
Welcome!
I start student teaching on February 14...love day! I am so excited to begin this journey but also a little bit nervous. Every week I will update you on my experiences and strategies I learn while student teaching in Logan-Rogersville. I hope everyone enjoys and good luck to my fellow classmates who begin student teaching soon!
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