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).
Friday, February 25, 2011
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.
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