Instructor: Nora B. Shannon
E-mail:
nbsncp@rit.edu
Course Description:
Students in this course examine the methods and curriculum that are used in teaching Deaf and/or Hard of Hearing students at the secondary level. Students investigate and analyze current approaches to instruction through observations, readings and writing. Students design content area projects to demonstrate what they have learned.
Intended Learning Outcomes:
- To design daily and short-range lesson plans that contain measurable objectives, clear procedures and appropriate assessments
- To develop and apply rubrics to formative and summative assessments
- To analyze student needs and skills for the purpose of selecting appropriate curriculum and instruction
- To identify learning characteristics of Deaf and Hard of Hearing students
- To apply the theories and information learned through books and articles read and on-line discussions to their teaching lives
- To identify how a specific method or strategy applies to a formal pedagogical theory
- To enumerate the characteristics of an effective teacher of Deaf and Hard of Hearing students and measure themselves against those characteristics.
Activities and Evaluation:
Each project will have an attached rubric, which will be used to offer substantial feedback.
- Attendance at videoconference classes (one hour per week)
- Theoretical readings and associated journal activities
- Writing lesson plans
- Online discussions of readings
- Group work leading to a final project
- Viewing veteran teachers (online or in person)
- Individual final project
Resources (additional required articles and websites will be made available throughout the course)
Recommended texts:
Gibbony, R. & Webb, C. (1998) What every great teacher knows: Practical principles for effective teaching. Brandon, VT: Holistic Education Press.
King-Shaver, B. & Hunter, A. (2003). Differentiated Instruction in the English Classroom, Portsmouth, NH: Heinemann.
Marschark, M., Lang, H., & Albertini, J. (2002). Educating deaf students: From research to practice. New York: Oxford University Press.
Mc Anally, P., Rose, S., Quigley, S. (1999) Reading Practices with Deaf Learners, Austin: Pro-Ed.
Silberman, M. (1996). Active Learning 101 Strategies to Teach any Subject, Boston: Allyn and Bacon.
All of these books are available in the CSB Resource Library. I recommend that members of the class start a binder where relevant articles and ideas related to actual teaching strategies are available.
Course Topics:
Introduction
- Reflections on ourselves as teachers
- Characteristics of Deaf Students as Learners
- Characteristics of Effective Teachers of Deaf Students
First Crack at Lesson Planning
- Lesson Planning: The mark of a great teacher
Format and parts: Learning outcomes (Objectives), Assessment, Procedure
- Hunter model of structure of a class and other factors
- Bloom's Taxonomy
- ZPD
Multiple Intelligences & Differentiated Instruction
- Test yourself
- Ways to vary instruction
Constructivism
- Cooperative Learning
- Wait time
Self-Efficacy
- Questioning strategies don't know
Democracy in Education
- What Every Great Teacher Knows
Critical Pedagogy and wrap up
- Banking
- Praxis