Kent State University Home Page
Kent State University
Designing Instruction for
the Total Communication Setting
4/53323 6126/6164 - 4:30-7:00 M, 124A White
Dr. Harold Johnson, 672-2294 - Office Hrs. T, H, F 3:00-5:30
This course is designed to provide undergraduate and graduate "Deaf Education" majors
with the information, understanding and skills that are needed to design, implement, evaluate and
develop the instructional programming and curricular materials that are required by deaf/hard-of-hearing (d/hh) students who are being educated within educational settings that emphasize a total
communication to bilingual/bicultural instructional design.
By the completion of this course, course participants will:
1. be able to (BAT) identify, explain and demonstrate the major linguistic chacteristics of
ASL, pidgin signs, signed English and signing exact English.
2. BAT identify, explain and demonstrate the major curriculum materials, instructional
and assessment strategies that should be used d/hh students.
3. BAT design, implement, share and evaluate conversationally based language
assessment and intervention programming for d/hh students.
4. BAT identify, explain and use Internet based technologies and resources to find and
share instructional strategies and curricular materials that can be used to enrich the language and
academic opportunities available to d/hh students.
Bornstein, Harry (Ed.) (1990). Manual communication: Implications for education.
Gallaudet University Press, Washington: DC.
Gillard, Marni (1996). Story teller, story teacher: Discovering the power of storytelling
for teaching and living. Stenhouse Purlishers, York: Maine.
Mahshie, Shawn N. (1995). Educating deaf children bilingually. Pre-College
Publications, Washington: DC.
Moline, Steve (1995). I see what you mean: Children at work with visual information.
Stenhouse Purlishers, York: Maine.
[Bornstein, Ch. 1-3]
01/15 Martin Luther King Holiday
01/22 Course Introduction & Net Rehersal
01/29 Signs & Signing in Deaf Education & Cur. Team Determination
02/05 Pigin Signs & Story Telling
[Bornstein, Ch. 4; Gillard, Ch. 1-3; Moline, Ch. 1]
02/12 American Sign Language & Watching/Listening
Projected Onset of Practicum
1st Draft of Curriculum Project
[Bornstein, Ch 5; Gillard, Ch. 4; Moline, Ch. 2]
02/19 School Sign Systems & Communicating Through Drawings
[Bornstein, Ch. 6-7; Gillard, Ch. 5; Moline, Ch. 3]
02/26 Bi/Bi Overview
1st Draft of Language Paper
[Mahshie, Ch. 1; Gillard, Ch. 6-7; Moline, Ch. 4]
03/04 Curriculum Work Team Day
03/11 Bi/Bi for Children & Parents
2nd Draft of Curriculum Project
[Mahshie, Ch. 2-3; Moline, Ch. 5]
03/18 Poster Presentation
03/25 Spring Break
04/01 Bi/Bi for Teachers
2nd Draft of Language Paper
[Mahshie, Ch. 4; Gillard, Ch. 8-9; Moline, Ch. 6]
04/08 Language Paper due
[Gillard, Ch. 10-12; Moline, Ch. 7]
04/15 Bi/Bi for School Systems
[Mahshie, Ch. 5; Gillard, Ch. 13-14; Moline, Ch. 8-10]
04/22 Curriculum Work Team Day
3rd Draft of Curriculum Project
04/29 Curriculum Project due
05/06 Final Exam (5:45-8:00 p.m.)
A = 90-100
B = 80-89
C = 70-79
D = 65-69
F - 0-64
A. Curriculum Project: [20%]
1. K-12 major curricular areas:
2. three individuals per curricular area
3. each curricular team to develop a portfolio that addresses the following
a. What are the major curriculum packages that are now used within both
general and deaf education?
b. What are the common modifications teachers make use of those
c. What are the common instructional strategies incorporated by teachers
in their use of the identified curricular packages?
d. What are the common assessment strategies incorporated by teachers in
their use of the identified curricular packages?
4. resulting portfolios will be copied and shared with peers, practicum teachers
and colleagues on the Net.
5. portfolios will be evaluated by peers and the course instructor (i.e., 1/2 of the
grade determined by peer evaluation and 1/2 by instructor evaluation), in both instances,
portfolio grades will be dictated by the extent to which the portfolio:
a. answered the specified questions;
b. was well organized and written/presented in a professional manner;
c. provided the reader with sufficient reference information and examples
B. Language Assessment & Intervention Paper: [20%]
Same format as used last semester, with the exception that a single d/hh student is
to be observed and worked within in both an "informal" and "formal" interactional
settings. Evaluation of the resulting papers will be carried out by:
1. 1/3 by the student, i.e., evaluation of how the papers provides an
improvement over the final language paper submitted for 4/53310;
2. 1/3 by the student's practicum teacher (or designate), i.e., evaluation of
how accurately the paper reflects the observed student's pattern of language use
3. 1/3 by the course instructor, i.e., evaluation of the paper's completeness
C. Poster Presentation: [20%]
Same format as used last semester, with the exception that the presentation topic
is to come from the student's practicum teacher (i.e., information that the teacher would
like) and approved by the course instructor. In addition, each student will develop and
present their own poster presentation. Evaluation of the presentations will be carried out
1. 1/3 by the student, i.e., evaluation of how the presentation provides an
improvement over that developed for 4/53310;
2. 1/3 by the student's peers, i.e., evaluation of the effectiveness of the
presentations visual, verbal and written components;
3. 1/3 by the course instructor, i.e., evaluation of the effectiveness of the
presentations visual, verbal and written components.
Note: extra credit will be given to those students who convert their poster
presentations into acceptable Web pages (as judged by the course instructor)
D. Quizzes: [20%]
Quizzes will be given on the readings assigned for the day's class.
E. Final Exam [20%]
The final exam will be comprehensive and will include both "take home" and "in
Extra credit will be awarded at the rate of 1/10 of 1% (on the final course
average) for each instance that a student serves as an "Internet information provider."
That is, each time that the student provides a substantive response (as judged by the
course instructor) to an e-mail or listserv request for information, an extra credit point
will be awarded.