SPED 4/53324 Cur. & Inst. Strategies - d/hh Stu.
Fall '99, 4:30-7:00, T, Rm 34 - Moulton Hall
Dr. H. Johnson - *Office Hrs.: M 3-4, T 3-4, W 4-5, F 3-5
(330) 672-2396 [v] 2396 [tty] 2512 [fax]
*Note: In addition, I will be happy to meet with students just prior to and following class.
All teachers must answer three basic questions each day of their teaching careers, i.e., "What should I teach?" "How should I teach?" and "How can I determine what my students have learned?" While general education teachers can refer to school system provided, grade level specific, course-of-studies to address these questions, such is not possible for most teachers of deaf/hard-of-hearing (d/hh) students. Traditionally, these teachers are expected to design course-of-studies that meets the unique 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 of their students 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 traditional content areas, they rarely have adequate access to the necessary curricular material. Fortunately, current empirical information concerning the sociolingistic forces that drive language growth (i.e., communicative needs drive language growth) and recent developments in the availability of Web based curricular resources, provide teachers of d/hh students with an increasing array of instructional strategies and curricular resources. This course, taken in conjunction with SPED 4/53310 & 4/63391, will examine those strategies and resources while challenging perspective teaches of d/hh students to develop their own instructional and technological expertise's.
By the completion of this course, students will be able to:
1. Identify the major instructional and assessment strategies that can be used to enhance and document the academic performance of d/hh students.
2. Collaborate with their peers in the identification and development of Web based resources to enhance instruction and increase curricular resources.
3. Establish and share their "Instructional Philosophy, Strategies, Resources, Assessment Protocols and Behavior Management Schemas" through the research and development of a Web based portfolio.
4. Demonstrate and document their ability to effectively support the instruction of d/hh students through "hands-on" work within their practicum sites and the development of a multimedia case study concerning that work.
5. Demonstrate their ability to use computer based, Internet linked technologies to effectively interact with and support the informational/resource needs parents and teachers of d/hh students and d/hh students themselves.
Luetke-Stahlman, Barbara (1999). Language across the curriculum: When students are deaf or hard of hearing. Hillsboro, Oregon: Butte Publications.
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.
8/31 Course & Student Introduction + Exploration of Initial Web Resources
9/7 Teacher as Decision Maker
(Ch. 1-2, Orlich et al, + review Deaf Studies curriculum)
Onset of "Student Portfolio" work: Intro. of self + why teach d/hh
Onset of PowerPoint exploration: basic design & editing
Onset of weekly quizzes
9/14 Instructional Outcomes
(Ch. 3, Orlich et al)
Establish "Deaf Studies" Curricular Enrichment Teams
"Student Portfolio": Iden. best/worst teacher characteristics
Cont. of PowerPoint exploration: slide transitions & animation
9/21 Instructional Designs + 1st wk of Deaf & Cyber Mentor Interactions
(Ch. 4, Orlich et al)
Student Portfolio: Iden. target teaching characteristics, why & how
Cont. of PowerPoint exploration: advanced design options
9/28 Organizing Instruction + 1st wk of Field Experience
(Ch. 5, Orlich et al)
Deaf Studies Team Update: Design decisions & initial resource list
10/5 Creating an Effective Learning Environment
(Ch. 6, Orlich et al)
Student Portfolio: log sharing - teaching beliefs
Onset of Case Study work - student & context identification
10/12 Questioning Techniques
(Ch. 7, Orlich et al)
Deaf Studies Team Update: Resource list & activity possibilities
10/19 Collaborative Learning
(Ch. 8, Orlich et al)
Student Portfolio: log sharing - teaching strategies
Case Study - Problems, Solutions, Resources & Impact: 1st look
10/26 Learning How to Learn
(Ch. 9, Orlich et al)
Deaf Studies Team Update: Summary Presentation
11/2 Different Learners, Different Strategies
(Ch. 10, Orlich et al)
Student Portfolio: log sharing - teaching resources
Case Study - Problems, Solutions, Resources & Impact; 2nd take
11/9 Assessment Protocols
(Ch. 11, Orlich et al)
Student Portfolio: log sharing - teaching assessment designs
11/16 Applications w/in Deaf Ed. - Curricular & Inst. Modifications
(Ch. 1, Luetke-Stahlman)
Student Portfolio: log sharing - teaching w/ technology
Case Study - Problems, Solutions, Resources & Impact: 3rd take
11/23 Applications w/in Deaf Ed. - Spelling, Math & Language Inst.
(Ch. 8-9, Luetke-Stahlman)
11/30 Applications w/in Deaf Ed. - Other School Subjects
(Ch. 10, Luetke-Stahlman)
Case Study: Summary presentation - "dry run"
Last week of practicum work
12/7 Course Summary
Student Portfolio: "dry run"
Case Study: the final product
12/14 Student Portfolio: the final product
1. Weekly Quizzes
2. Student Portfolio
3. Deaf Studies Curricular Web Based Enrichment
4. Case Study: d/hh student, practicum site
5. Practicum & Deaf Mentor Interactions
6. Cyber Parent/Teacher & Student Interactions
1. Weekly Quizzes 30%
2. Student Portfolio 25%
3. Deaf Studies Curricular Web Based Enrichment 20%
4. Case Study: d/hh student, practicum site 15%
5. Practicum & Deaf Mentor Interactions 10%
7. Cyber Parent/Teacher & Student Interactions extra credit