SPED 4/53324 Cur. & Inst. Strategies - d/hh Stu.
Fall '98, 4:30-7:00, W, Rm 34 - Moulton Hall
Dr. H. Johnson - Office Hrs. - M & W, 1-4
(330) 672-2396 [v] 2396 [tty] 2512 [fax]
(hjohnson@kentvm.kent.edu)


COURSE SYLLABUS
Course Description:

The two quintessential questions that must be answered by each teacher, each day are: "What should I teach?" and "How should I teach?" While K-12 teachers answers are somewhat constrained by the text books that they are required to use, such is not the case for teachers of deaf/hard-of-hearing (d/hh) students. Traditionally, these teachers are expected to design course-of-studies that reflect the individual learning needs and styles of their students. While the theory is good, the "practice" is often less than ideal. First, teachers of d/hh students often spend so much time dealing with their students language and reading problems that little time is left for more traditional content areas (e.g., math, science, history, etc.). Second, even if teachers of d/hh students wanted to spend more time on such content areas, they rarely have adequate access to the necessary curricular material. Fortunately, current empirical information concerning the sociolinguistic forces that drive language growth and even more recent developments in the availability of Web based curricular resources, provide teachers of d/hh students with an alternative protocol to their traditional instructional designs. This course, taken in conjunction with SPED 4/53310 "Language Assessment & Intervention with d/hh Students and SPED 4/63391 "Field Experience: d/hh Students", is designed to provide individuals with the instructional knowledge, curricular understanding and technological skills that they will need to use Web based resources and students' topical interest, to enhance the students' linguistic competence and academic performance.

Course Objectives:

By the completion of this course, students will be able to:

  1. Identify the major instructional strategies that can and should be used to enhance the academic performance of d/hh students.
  2. Collaborate with their peers in the identification and development of Web based resources for the instruction of major content areas (i.e., math, science, history and health).
  3. Identify, explain and support the theoretical perspective, instructional strategies, curricular materials, assessment protocols and behavior management techniques that they will use in their instruction of d/hh students. .
  4. Design, develop and present an instructional unit that simultaneously addresses their d/hh students linguistic and academic needs.

Course Texts:

Orlich, Donald, Harder, Robert, Callahan, Richard & Gibson, Harry (1998). Teaching strategies: A guide to better instruction. Boston: Houghton Mifflin.

Miller-Nomeland, Meliva & Gillespie, Sara (2993). Deaf studies curriculum guide. Washington: Gallaudet University, Pre-College Programs.

Course Schedule:

9/2     Course & Student Introduction + Exploration of Initial Web Resources

9/9     Teacher as Decision Maker

(Ch. 2, Orlich et al)
Curriculum Team Development & Work
(National Organizations)

9/16     Instructional Outcomes

  (Ch. 3, Orlich et al)
  Curriculum Team Work
  (National Standards)

9/23     Instructional Designs + 1st wk of Deaf &

  Cyber Mentor Interactions
  (Ch. 4, Orlich et al)
  Curriculum Team Work
  (Curricular Resources)

9/30     Organizing Instruction + 1st wk of Field Experience

  (Ch. 5, Orlich et al)
  Curriculum Team Work + 1st Deaf & Cyber Mentor Logs Due
  (Collaborative Opportunities)

10/7     Creating an Effective Learning Environment

  (Ch. 6, Orlich et al)
  Curriculum Team Work + 1st Field Experience Logs Due
  (Instructional Strategies)

10/14     Questioning Techniques

    (Ch. 7, Orlich et al)
    Curriculum Team Work
    (Assessment Protocols)

10/21     Collaborative Learning

    (Ch. 8, Orlich et al)
    Curriculum Team Work
    (Refinement & Editing Session)

10/28     Learning How to Learn

    (Ch. 9, Orlich et al)
    Curriculum Presentation: __________________

11/4     Different Learners, Different Strategies

  (Ch. 10, Orlich et al)
  (Deaf Studies Curriculum Guide)
  Curriculum Presentation: __________________

11/11     Veterans Day

11/18     Assessment Protocols + Description of Inst. Unit Enrichment Due

    (Ch. 11, Orlich et al)
    Curriculum Presentation: __________________

11/25     Thanksgiving Holiday

12/2     Summary: Stu. Philosophy, Inst. Stra. & Cur. Resources + Final wk of Field Experience

  Curriculum Presentation: __________________

12/9     Summary: Stu. Asst. Protocols, Inst. Units & Insights

12/16     Final Exam

    (paper & disk copy of individual student portfolios)
Note: Windows versions of Microsoft Word, Microsoft Works, WordPerfect can be used to satisfy this portion of the course. Additional word processing programs can be used "if" you can use the "Save As" function to save your document as either "*.rft" or "*.txt).

Course Activities:

  1. Weekly Quizzes
  2. Weekly Presentations on Instructional Strategies
  3. Weekly Curriculum Development Work
    a. grade level:
    1) K-3
    2) 3-6
    3) 7-9
    4) 10-12
    b. content areas:
    1) Math
    2) Health
    3) History
    4) Science
    c. curriculum organization - each content area
    1) Primary National Organizations
        a) Information
        b) References
        c) Use within Deaf Education
    2) Established National Standards
        [same as above, i.e., "a)-c)"]
    3) Top Three Web Based Curricular Resources
        [same as above, i.e., "a)-c)"]
    4) Top Three Web Based Student Collaborative Opportunities
        [same as above, i.e., "a)-c)"]
    5) Top Ten Instructional Strategies
        [same as above, i.e., "a)-c)"]
    6) Recommended Assessment Protocols
        [same as above, i.e., "a)-c)"]
  4. Weekly post to class listserv regarding curriculum group updates
  5. Weekly exchange of e-mail messages w/ Professor regarding either that week's "best work" or "best information" and why such was selected
  6. Bi-weekly Field Experience w/ d/hh Students & Their Teacher
  7. Weekly e-mail exchanges with Cyber Mentors (i.e., teacher & parent)
  8. Bi-monthly interactions with K.S.U. Deaf Mentors
  9. Monthly post to the CED Web site concerning the best information learned from, or provided to, Mentors
  10. Term enrichment of Field Experience Instructional Unit
  11. Term evaluation from Cyber, Deaf and Field Experience Mentors
  12. Final Exam: Web Based Student Portfolio
    a. Teaching Philosophy
    1) information
    2) references
    b. Key Instructional Strategies
    1) information
    2) references
    c. Primary Curriculum Resources
    1) Math
        a) national organizations
        b) national standards
        c) Web based curricular & instructional resources, by grade level
    2) Health
        [same as above, i.e., "a)-c)"]
    3) History
        [same as above, i.e., "a)-c)"]
    4) Science
        [same as above, i.e., "a)-c)"]
    5) Deaf Studies
        [same as above, i.e., "a)-c)"]
    d. Essential Assessment Protocols
    1) information
    2) references
    e. Major Behavior Management Techniques
    1) information
    2) references
    f. Sample Instructional Unit (Note: assume class Web access)
    1) content area
    2) grade level
    3) instructional context
        a) place
        b) students
            4 @ stu = major lang. problem
        c) time frame (i.e., how long and how often)
    4) unit topic
    5) unit objectives
    6) unit lessons
        a) Introduction Lesson(s)
            # of lessons
            obj. 4 @ lesson
                content (by topical group)
                language (by student)
            inst. strategies
            inst. activities
            inst. materials
            home work
            evaluation protocol
                student success
                teacher success
        b) Exploration Lesson(s)
            [same as above]
        c) Application Lesson(s)
            [same as above]
        d) Evaluation Lesson(s)
            [same as above]
    g. Insights
    1) Professional Growth
        a) pre/post "KW"
            summary
            differences
            implications
        b) weekly "L" e-mail messages
            summary
            differences
            implications
    2) Professional Goals
        a) areas of existing strength
        b) areas of needed additional development
        c) available resources for needed development
        d) targeted strategies for use of identified resources

Course Evaluations:

  1. 20% - Weekly Quizzes
  2. Y/N - *Weekly e-mail post to class listserv - one per cur. group
  3. Y/N - *Weekly e-mail post to Professor
  4. Y/N - *Log: Bi-weekly Field Experience
  5. Y/N - *Log: Weekly e-mail exchanges with Cyber Mentors (i.e., teacher & parent)
  6. Y/N - *Log: Bi-monthly interactions with K.S.U. Deaf Mentors
  7. Y/N - *Term enrichment of Field Experience Instructional Unit
  8. Y/N - *October & November post to the CED Web site concerning the best information learned from, or provided to, Mentors
  9. 10% - Term Development of Group Curriculum Project
  10. 10% - Term evaluation from Cyber & Deaf Mentors
  11. 10% - Term evaluation from Field Experience Mentor
  12. 40% - Final Exam: Student Portfolio & Reflection

*Note: "Y/N" activities are worth a total of 10% of the final course grade.

Uploaded By: Debbie Slyh/Kent State University/Deaf Education Program