Chapter 4:
This chapter is on early intervention and identification. These two things are so important!! I don’t think that this topic can be stressed too much. With the use of UNHS children are being identified sooner and intervention starting sooner. I found it interesting that it was suggested that identifying hearing loss at such an early age could interfere with positive parent bonding. Yes, it is true that the bonding may be different because if I child does have a hearing loss the parents may be going through the stages of grief. However, it is also important for parents to know if there is a problem with their child so that they can seek help and their child receive the best services available. I can see how this would be a valid argument, but I certainly hope it would never stop someone from having their child’s hearing tested. Parents can still bond with their child even if they have a hearing loss. Overall I thought the information in this chapter was very good and easy to follow. This would be a great resource for parents to read and learn about early identification and intervention.
Chapter 5:
There are a variety of different approaches and programs when it comes to educating students who are d/hh. Language development that is referred to as oral focuses on understanding spoken language and promoting speech. Another program natural auralism stress speech reading. Cued speech is another oral program which allows students access to phonology of spoken language which is something that they usually miss because of a hearing loss. Totally communication was another program that was mentioned.
There are so many different methods of teaching students who are deaf or hard of hearing. It is important to remember that no one method is perfect. Each program and approach has its advantages and disadvantages. I think it is important to give the students everything we can (based on the parents’ wishes) and see what works best for them. Currently I am ina program that was set up to be total communication. However, currently there are no signers at the school. This is something that I am not use to and have had to adjust my thoughts on teaching and communicating. I have seen the students in my room be successful without the aid of sign, but I have also see them struggle and wished I could sign to them. There will always be a debate as to what program to use and I am sure I will change my mind from time to time depending on my current situation.
Sunday, February 27, 2011
Social Studies Strategies
Column Note taking
http://www.georgetownisd.org/ccorner/socstudies/InstructionalStrategiesforSocialStudies.asp
This was a strategy that I remember using growing up. I liked this strategy because it helped me to visualize what information went with each topic. In this strategy the students will fold their paper in half like a hot dog. Then they would write a topic on one side. Next they would write facts about that topic on the other side. Then students would then read and study the information. The students could then quiz themselves by only looking at one column. The students would then have to say the facts that went with the topic. They could then open the paper to check themselves.
Graphic Organizers
Graphic organizers are another great strategy for teaching social studies. There are so many topics and facts that go with them. Having the students list a topic on a graphic organizer and then write the supporting facts around it will help them to visualize the information. There are many different graphic organizers available. Teachers can also customize one that best fits their students and the topic that is being discussed.
Time Line
A time line around the room is also a great visual for displaying social studies facts. For this the students could discuss a topic and learn all the details. Then the students could write down key facts and place that topic and facts on a time line. The time line could get around the room so the students could see it all the time. Having this visual around will help them to learn events, but also see how those events happened in relation to each other.
Column Note taking
http://www.georgetownisd.org/ccorner/socstudies/InstructionalStrategiesforSocialStudies.asp
This was a strategy that I remember using growing up. I liked this strategy because it helped me to visualize what information went with each topic. In this strategy the students will fold their paper in half like a hot dog. Then they would write a topic on one side. Next they would write facts about that topic on the other side. Then students would then read and study the information. The students could then quiz themselves by only looking at one column. The students would then have to say the facts that went with the topic. They could then open the paper to check themselves.
Graphic Organizers
Graphic organizers are another great strategy for teaching social studies. There are so many topics and facts that go with them. Having the students list a topic on a graphic organizer and then write the supporting facts around it will help them to visualize the information. There are many different graphic organizers available. Teachers can also customize one that best fits their students and the topic that is being discussed.
Time Line
A time line around the room is also a great visual for displaying social studies facts. For this the students could discuss a topic and learn all the details. Then the students could write down key facts and place that topic and facts on a time line. The time line could get around the room so the students could see it all the time. Having this visual around will help them to learn events, but also see how those events happened in relation to each other.
http://www.georgetownisd.org/ccorner/socstudies/InstructionalStrategiesforSocialStudies.asp
This was a strategy that I remember using growing up. I liked this strategy because it helped me to visualize what information went with each topic. In this strategy the students will fold their paper in half like a hot dog. Then they would write a topic on one side. Next they would write facts about that topic on the other side. Then students would then read and study the information. The students could then quiz themselves by only looking at one column. The students would then have to say the facts that went with the topic. They could then open the paper to check themselves.
Graphic Organizers
Graphic organizers are another great strategy for teaching social studies. There are so many topics and facts that go with them. Having the students list a topic on a graphic organizer and then write the supporting facts around it will help them to visualize the information. There are many different graphic organizers available. Teachers can also customize one that best fits their students and the topic that is being discussed.
Time Line
A time line around the room is also a great visual for displaying social studies facts. For this the students could discuss a topic and learn all the details. Then the students could write down key facts and place that topic and facts on a time line. The time line could get around the room so the students could see it all the time. Having this visual around will help them to learn events, but also see how those events happened in relation to each other.
Column Note taking
http://www.georgetownisd.org/ccorner/socstudies/InstructionalStrategiesforSocialStudies.asp
This was a strategy that I remember using growing up. I liked this strategy because it helped me to visualize what information went with each topic. In this strategy the students will fold their paper in half like a hot dog. Then they would write a topic on one side. Next they would write facts about that topic on the other side. Then students would then read and study the information. The students could then quiz themselves by only looking at one column. The students would then have to say the facts that went with the topic. They could then open the paper to check themselves.
Graphic Organizers
Graphic organizers are another great strategy for teaching social studies. There are so many topics and facts that go with them. Having the students list a topic on a graphic organizer and then write the supporting facts around it will help them to visualize the information. There are many different graphic organizers available. Teachers can also customize one that best fits their students and the topic that is being discussed.
Time Line
A time line around the room is also a great visual for displaying social studies facts. For this the students could discuss a topic and learn all the details. Then the students could write down key facts and place that topic and facts on a time line. The time line could get around the room so the students could see it all the time. Having this visual around will help them to learn events, but also see how those events happened in relation to each other.
Social Studies Strategies
In my student teaching placement we have two students that are in the deaf and hard of hearing room for scocial studies. The students were recently learning about different deographical areas. To help them to visualize these areas my teaching pulled out several different maps that showed different features. The students studied these while reading the book. They then filled out their own maps for practice. They filled out these maps several different times for practice and to use different styles of learning. I am sure this is a very popular method, but I also think it is a very important method for teaching.
Friday, February 25, 2011
Week 3 and 4
I am really enjoying working with my students and my teacher. I am learning a lot about juggling 13 different kids schedules!! I am also learning that it is very challenging to fit every lesson in during the day when you have 6 spelling groups, 4 english groups, 5 phonics groups, 3 math groups, 6 reading groups, and so much more. Some days I am teaching the same lesson 3 times because not all the kids in one group are in the classroom at the same time. This past week my teacher had me taking over during the morning completely which lead to many full days of running the room and making sure the students went to each place they had to be. I have learned that flexability is key!!!!! The day never seems to go as planned, but some how it always works out. I am so glad to be working where I am. I am looking forward to the next few weeks and diving in deeper into running the classroom completely, eventhough, it can be a bit overwhelming at times!
Sunday, February 13, 2011
Evidence Based Practice in Educating Deaf and Hard of Hearng Students
Chapter 1:
This chapter was an overview of what is to come in the book. This chapter was easy to read and follow along with so I am excited to read the rest of the book and hope that it is as easy to read. I like how the chapter stated that no one system or apporach will work with all deaf and hard of hearing studnets. This is such an important statement for any one who is working with this population to remember. There are so many factors to considering when educating students who are deaf or hard of hearing. I think that people often forget that no two children are a like and no one way of teaching will work with everyone.
The key findings index had a lot of really great statements. One statement that spoke to me was "Early identification and interverntion can greatly decrease barriers to language learning faced by deaf and hard of hearing children durng the early years of life, although they have not been eliminated." We learn the importance of early identification and intervention everyday in our classes. This again is something that we as future educators of the deaf and hard of hearing need to make others aware of. We need to help people to understand how important it is to get their child services if they do have a hearing loss.
"Even with early cochlear implantatiopn, language abilities remain on average below those of hearing peer." This statement is so true! There are so many people who think that if a child get a cochlear implant they will be cured. This statement tells people that, there assumption is wrong. It is so important for people to understand that a cochlear implant can make a difference for children, but will never cure them.
Chapter 2
This chapter discussed universal newborn hearing screens. I found the information about other countries hearing screening to be very interesting. I have never really thought about other countries and what types of screenings that they might have. This chapter also discussed many differnt statistics that apply to deaf and hard of hearing children and their over all development. Most of the information I knew, but I was glad to have a reference to refer to when sharing this information with others that may be interested. I know that students who are deaf and hard of hearing are behind academically compared to their hearing peers. But when I read a statistic such as high school students who are deaf or hard of hearing are performing at the 80th percentile which compares to average hearing fith and six graders I am still shocked. However, reading that statistic over and over again and ingraining it into my brain helps me to stay motivated. It helps me to again realize why I am doing what I am doing and pushes me to be a better teacher for my future students.
Chapter 3
This chapter was about a lot of reasearch. Research is very important in our field. It is so important because technology is always changing and new ideas are always being thought up. Even though I know research is very important I must admit I dont always enjoy readng about how something was found out. I want to know what they found and how I can apply it to be a better teacher and help my studnets. With this being said I found this chapter to be slightly boring compared to the other two chapters that I read.
This chapter was an overview of what is to come in the book. This chapter was easy to read and follow along with so I am excited to read the rest of the book and hope that it is as easy to read. I like how the chapter stated that no one system or apporach will work with all deaf and hard of hearing studnets. This is such an important statement for any one who is working with this population to remember. There are so many factors to considering when educating students who are deaf or hard of hearing. I think that people often forget that no two children are a like and no one way of teaching will work with everyone.
The key findings index had a lot of really great statements. One statement that spoke to me was "Early identification and interverntion can greatly decrease barriers to language learning faced by deaf and hard of hearing children durng the early years of life, although they have not been eliminated." We learn the importance of early identification and intervention everyday in our classes. This again is something that we as future educators of the deaf and hard of hearing need to make others aware of. We need to help people to understand how important it is to get their child services if they do have a hearing loss.
"Even with early cochlear implantatiopn, language abilities remain on average below those of hearing peer." This statement is so true! There are so many people who think that if a child get a cochlear implant they will be cured. This statement tells people that, there assumption is wrong. It is so important for people to understand that a cochlear implant can make a difference for children, but will never cure them.
Chapter 2
This chapter discussed universal newborn hearing screens. I found the information about other countries hearing screening to be very interesting. I have never really thought about other countries and what types of screenings that they might have. This chapter also discussed many differnt statistics that apply to deaf and hard of hearing children and their over all development. Most of the information I knew, but I was glad to have a reference to refer to when sharing this information with others that may be interested. I know that students who are deaf and hard of hearing are behind academically compared to their hearing peers. But when I read a statistic such as high school students who are deaf or hard of hearing are performing at the 80th percentile which compares to average hearing fith and six graders I am still shocked. However, reading that statistic over and over again and ingraining it into my brain helps me to stay motivated. It helps me to again realize why I am doing what I am doing and pushes me to be a better teacher for my future students.
Chapter 3
This chapter was about a lot of reasearch. Research is very important in our field. It is so important because technology is always changing and new ideas are always being thought up. Even though I know research is very important I must admit I dont always enjoy readng about how something was found out. I want to know what they found and how I can apply it to be a better teacher and help my studnets. With this being said I found this chapter to be slightly boring compared to the other two chapters that I read.
Student Teaching Update
Student teaching started off with a snow day. The rest of the week went really well!! The second week was a bust. Snow days all five days. The third week went great. I started teaching spelling to all six groups we have in the room. I have been learning a lot and the students are amazing. Monday is the Valentine's Day party. I am excited for the party and another great week of teaching and working with the kids more!!
Friday, February 11, 2011
Writing Strategies
Writing Strategies
Prewrite
One writing strategy that I have seen is giving the student an idea and having them draw a picture. Drawing a picture of all of the events that the students needs to write about helps them to organize their thoughts. The picture also helps them to be creative in their story telling through the picture. The prewrite picture strategy also allows the students to have fun when they are beginning the writing process. Keeping writing fun is so important since it is an important skill that students need to learn. A picture can also help the teacher to know what the student it trying to write about. In both my practicum and my student teaching experience I have seen this strategy used.
Four square
This writing strategy involves a piece of paper with a center line on it and four squares around. In the center line the teacher writes a topic sentence such as “my school is the best because”. The students then have to write a sentence in three of the boxes for why they think their school is the best. They have to use some descriptive in the sentences. This means they can just say “I like music” they have to say something such as “music is fun because we get to sing”. In the fourth square they write a sentence about how they feel about the topic. In this case they would write a sentence about how they feel about their school. After they have finished their four square they write a paragraph using their sentences. To expand this activity the teacher can then have the students add more about their topics so they have a well developed story.
Currently my school uses this strategy. The students have to write a story from this form every few weeks with different topics. This form really helps them to gather their thoughts so that they can write on topic.
The Hamburger Strategy
This strategy comes from the Buffalo education. In this strategy a visual of a hamburger is used. This visual helps the students to see all the parts of writing that they need to include and how they are laid out. I think this is a great visualization because it helps the students to relate the parts of writing a paragraph to a visual that is very familiar to them. This would be a great visual to have hanging up in the room. This would allow the students to be able to see this picture and to remember the parts of a paragraph. http://gse.buffalo.edu/org/writingstrategies/Toolbox/Strategies_Toolkit.html
Brainstorming Kit
This strategy is also from the Buffalo education website. This brainstorming kit offers questions for students to answer before they start writing. There are separate questions for expository and creative writing. I really liked these questions. They were very simple for students to follow and really helped them to think about what they were going to write and who they were writing for. The questions would be great to have in each students writing folder or hanging up in the room for them to refer to when they are writing. Overall this website had a lot of helpful writing tips and ideas for teachers to use with their students. http://gse.buffalo.edu/org/writingstrategies/Toolbox/Brainstorming_Toolkit.html
Work with words relevant to students lives
According to the national writing project it is important to relate students writing and vocabulary to their everyday lives. Students become more excited about learning when they can relate to what they are learning about. If teachers allow students to write about things that happen in their everyday lives, then students will be more enthusiastic about the writing process. This article also suggests taking the letters of the alphabet and having the students find one word that describes them. They can then elaborate on why this word describes them based on the types of things that they do in their everyday lives. http://www.nwp.org/cs/public/print/resource/922
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