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Outline for Modeling

Key words = Instructional strategies/ language/K-12

A. Topics
1. Modeling

B. Objective
1. TSWBAT identify and understand how modeling in our classroom has in turn given us modeling ideas to use within the hearing impaired classroom.
2. TSWBAT identify some language objectives for the hearing impaired student via the use of modeling.

C. Format
1. Modeling
a. journals
b. discussion
c. games
d. personal experience
e. cooperative learning
f. technology
2. See poster board
3. Information
a. Description

1.) Journaling
a.) Increases communication between teacher and student.
b.) Increases written language skills.

2.) Discussion
a.) Educative, reflective, and structured way of learning.
b.) Incorporates all rules of language (i.e. recognition of common topic, objective and emotional interaction, introduction, exchange, and evaluation of information and ideas)

3.) Games
a.) Lessons become more student involved.
b.) Example Jeopardy; the student can practice their '"WH" questions. The student may practice turntaking skills.

4.) Personal Experience
a.) Lessons take on new meaning.
b.) Helps establish a schema for reading.

5.) Cooperative Learning
a.) Teaches students to work together.
b.) Increases conversational interactions with each other.

6.) Technology
a.) Increases our educational resources to use with our students.
b.) Learn about technology, learn from technology, learn with technology, learn about thinking with technology, managing learning with technology.

b. Explanation
1. Gives the students visual representation of what is trying to be accomplished.
2. When you model an utterance for a student, you give the student an oral model to be imitated. This is the same for sign and written examples.
3. Using expected behavior during conversational texts provides additional positive visual stimulation for the hearing impaired student to imitate.
4. Any lesson that can provide language objectives which can be modeled only can increase the language skills of that student.
5. Modeling can be thought of as an unconditional form of learning. The student may not be aware it is occurring until practice and experience takes place.
6. Whether the teacher uses ASL, spoken English simultaneous speech and sign, or pidgin sign with or without voice, it is hoped that the teacher recognizes the importance of providing a consistent language model to the child who is deaf.

c. Resources
1. Luetke-Stahlman,B. & Luckner,J. (1991). Effectively Educating Students with Hearing Impairments. Longman Publishing Group, White Plains NY 197, 221-222, 227, 235.
2. Instructor: Dr. Harold Johnson
3. Schirmer,B.S. (1994). Language and Literacy Development in Children Who Are Deaf. Macmillan Publishing Company, Ontario. pp. 50-81.

Uploaded by = Sheri Gezann/ K.S.U. Student/ Deaf Ed Major