Crossing the Realities Divide

Menu of Choices

Abridged Outline Version

Recognizing that we all have different learning styles, the following outline provides a synopsis of the Menu Choices available for participation in the ACE-DHH Catalyst grant. This list indicates the Number of the choice, the Use and Accounting including required Pre/Post data, and the Details regarding any necessary additional information for each menu item.

Look over the choices and contact your Regional Director with any questions you might have regarding your selections.

1. Syllabi

· Use: incorporate all/some of one/more syllabi into a course syllabi

· Accounting: Pre/Post...

1. Pre: submit the old syllabus; write a statement indicating the expected differences in teaching and learning w/ new syllabi material

2. Post: submit the new syllabus with incorporated changes highlighted; write a statement indicating the actual differences found in teaching and learning w/ new syllabi material

• Details of syllabi:

1. Language- www.educ.kent.edu/deafed/000421C.html
2. Literacy- www.educ.kent.edu/deafed/00908A.html
3. Curriculum- www.educ.kent.edu/deafed/000509A.html
4. Oral- www.educ.kent.edu/deafed/000504A.html
5. Sign- www.educ.kent.edu/deafed/000531B.html

2. Case Studies – not ready for selection at this time.

3. Database

· Use: collaborate with on/more Deaf Ed. Teacher Prop. Programs in the design/submission of a technology related grant proposal.

· Accounting: Pre/Post

1. Pre: proposed grant title, collaborators & projected funding agency/organization
2. Post: copy of submitted grant.

· Details: A Guide to Technology Funding Opportunities at www.educ.kent.edu/deafed/000431A.html

4a. Web Researcher

· Use: during a practicum/student teaching experience with an experienced teacher (ET)

· Accounting: Pre/Post

1. Pre: identification of practicum/student teaching assignment.
2. Post: *computer based “log” of info. request, resources, and resulting synthesis of info.

· Details: Preservice teacher (PT) keeps a running log of the:

1. info request of their ET;

2. best info. resources found for each info. request; and

3. resulting synthesis of info. for each request.

4b. Curriculum Dev. Teams

· Use: during a preservice teacher’s (PT’s) practicum/student teaching experience, w/ an experienced teacher (ET)

· Accounting: Pre/Post

1. Pre: identification of practicum/student teaching assignment
2. Post: *computer based “log” of unit topic, info/action requested, resources used & resulting curriculum material/design

· Details:

1. ET identifies a unit they usually teach in the near future (e.g., in a month or so) & additional/new info. and/or activities they would like to include in the unit;

2. a team of PTs collaborate in searching for, organizing and synthesizing the requested info/activities; and

3. the resulting info/activities are presented to the ET for their potential use.

4c. Case Studies

· Use: during a preservice teacher’s (PT’s) practicum/student teaching experience

· Accounting: Pre/Post

1. Pre: identification of PT’s practicum/student teaching assignment
2. Post: *computer based “log” of:
1. d/hh student info:
1. contextual information
2. student (background info)
3. setting (physical setting & academic task)
4. causes of problems
5. what serves to disrupt his work?
6. response to problem
7. after the problem occurs, what does the student do to solve it?
8. resulting product(s)
9. when the student’s work is “done”, what do they “have”?
2. PT instructional info, i.e., what the PT does to enhance the d/hh student’s learning ability
1. instructional objective(s)
2. instructional strategies
3. instructional resources
4. assessment
5. insight

· Details: Essential questions to be addressed by PT:

1. What disrupts the student’s learning?

2. What does the student do once a disruption occurs?

3. What type of “products” result from the student’s work?

4. How can the PT enhance the student’s learning skills?

4d. On-Line Learning Opportunities

· Use: during a preservice teacher’s (PT’s) Deaf Ed. course work

· Accounting: Pre/Post

1. Pre: identification of “match” between a PT, an experienced teacher (ET), a parent, and a d/hh student
2. Post: *computer based “log” of:
1. basic student information
2. on-line design description
3. summary of on-line work
4. resulting insights

· Details:

1. ET identifies a d/hh student who has access to the Web, would could benefit from on-line academic support by a PT and who’s parents are supportive of the idea;

2. ET, via face-to-face and/or e-mail interactions, establishes with a PT the essential academic objectives that the d/hh student needs assistance with;

3. PT, in consultation with their college professor and peers, designs a series of on-line interactions with the d/hh student that should serve to support their academic achievement;

4. PT presents the on-line design to the ET and parents, receives their permission to implement the design, and then implement the design; and

5. PT keeps the ET, parent and college professor informed of the d/hh student’s progress, receives their suggestions for design modifications and writes a summative report of the on-line work.

4e. Cyber Mentors

· Use: during a preservice teacher’s (PT’s) Deaf Ed. course work

· Accounting: Pre/Post

1. Pre: identification of PT’s Cyber Mentor(s)
2. Post: *computer based “log” of:
1. onset of e-mail exchanges;
2. # of messages sent & received;
3. brief description of your Cyber Mentor(s);
4. summary of information gained;
5. summary of information shared; and
6. resulting insights

· Details:

1. What are the resources and strategies that the cyber Mentor(s) have found to be most useful?

2. What additional information and resources do the Cyber Mentor(s) need?

3. What is the Cyber Mentor(s) perspective concerning the information/strategies the PT is learning within their college classes?

4f. Professional Portfolios

· Use: during a preservice teacher’s (PT’s) practicum/student teaching experience

· Accounting: Pre/Post

1. Pre: identification of PT’s practicum/student teaching assignment
2. Post: *computer based “log” of:
1. contextual description
2. teaching info…degrees, teaching experience, ?why Deaf Ed.?
3. physical class setting (narrative & ?graphic)
4. weekly schedule
5. students & teacher (e.g., how many students are in the room during any given period – how “cut-up” the days are
6. how many additional responsibilities/duties teacher/students have before – during – after school
7. instructional beliefs (label + brief explanation)
8. instructional strategies (label + brief explanation)
9. primary curricular resources
10. name…reference (when possible) + brief description of how selected and how used
11. learning environment
12. strategies used to establish a good learning environment & promote learning
13. strategies to “deal with” inappropriate behavior
14. primary assessment tools
1. informal-brief description of how developed & used
2. formal-reference + brief description of how used
15. PT’s resulting insights (i.e., concerning the roles and responsibilities of an experienced teacher (ET) of d/hh students)

· Details - essential questions to be addressed by PT:

1. What are the ET’s:

1. weekly schedule?

2. instructional beliefs?

3. instructional strategies?

4. primary curricular resources?

5. strategies to establish an effective learning environment?

6. primary assessment tools?

5. Technology Rich K-12 Settings

· Use: during a preservice teacher’s (PT’s) Deaf Ed. course work

· Accounting: Pre/Post

1. Pre: brief description of the K-12 setting in which all or part of a specific course will be offered + expected use of K-12 resources (e.g., individuals, materials, technologies, etc.)
2. Post: actual K-12 resources used and perceived difference use made within the course.

· Details:

1. Faculty, in collaboration with their K-12 colleagues, identify a K-12 setting (e.g., classroom, computer lab, library, etc.) in which there is a good array of technologies (e.g., Web linked computers, video cameras, digital cameras, etc.) curricular materials and interaction opportunities with an experienced teacher (ET).

2. Faculty establish a schedule in which all or part of their Deaf Ed. course will be taught in the identified setting.

3. That schedule includes at least a few opportunities for K-12 colleagues to co-present with the Deaf Ed. faculty member and for the PT to access to the available K-12 resources.

6. Faculty Development Forums

· Use: throughout the calendar year

· Accounting: Pre/Post

1. Pre: brief description of the faculty development forum that an individual wants to attend and the technology related knowledge/skills they expect to gain at the forum.
2. Post: brief description of knowledge/skills gained at the forum and how such will be used to enhance their teaching and learning. Note: resulting descriptions of emerging technological knowledge/skills will be used to “match” individuals who “know” with individuals who “want-to-know”.

· Details:

1. Full and part-time Deaf E. Teacher Prep. program faculty are be encouraged to identify and participate in professional development forums that will serve to enhance their knowledge, understanding and use of how existing and emerging technologies can enhance both teaching and learning.

2. Regional forums will be sponsored by each of the grant’s Regional Directors.

3. National forums will be sponsored by the ACE-D/HH (Association of College Educators of Deaf/Hard-of-Hearing) at their national conference.

4. In addition, faculty are encouraged to consider faculty development opportunities as they may be available at the Consortium Member organizations’ national conferences.

7. On-Line Courses

· Use: throughout the calendar year.

· Accounting: Pre/Post

1. Pre: identification of the targeted course and a brief description of how it will be modified as either a “web enhancement” or “on-line” course.
2. Post: copy of the resulting course syllabi, a description of how the course was modified and a reflection upon the impact of the modifications upon teaching and learning. Note: resulting descriptions of emerging instructional knowledge/skill will be used to “match” individuals who “know” with individuals who “want-to-know”.

· Details:

1. Full or part-time faculty identify a Deaf Ed. course that they will teach.

2. Faculty explore how the course can be either “web enhanced” (e.g., book marked page of pertinent web sources, “posting” of lecture notes, stranded message board, etc.) or offered in a partial/complete asynchronous/synchronous “on-line” versions.

3. Faculty design, develop, and offer the technologically enhanced course.

8. Other

§ What?

o Opportunity for Deaf Ed. faculty to propose additional “Choices”, i.e., ways for technology to be used to enhance teaching and learning.

§ How?

o faculty proposals are to be submitted to the appropriate Regional Director.

§ Why?

o It is impossible to predict the possible technological applications.

o The “Choices” identified in this presentation represent only a “starting-point.”

o This option gives Deaf Ed. faculty the opportunity to share their own ideas on how technology can be used to enhance teaching and learning.

· Use: throughout the calendar year.

· Accounting: Pre/Post

1. Pre: brief description of the proposed “Other Choice”, how it meets the grant’s goals and the expected outcomes.
2. Post: a description of the resulting work, how it met the grant’s goals and the outcomes it generated.

· Details:

1. Full or part-time faculty Deaf Ed. Teacher Prep. program faculty describe an additional “Choice”.

2. “Choices” must be described in relation to the grant’s goals.

3. The focus of the resulting work must be upon the preparation of preservice teachers (PTs) of d/hh students to become technology proficient.