student portfolio by: nancy sutherland may 2001. table of contents 1. introduction 7. assessment...

Student Portfolio

By:By:

Nancy SutherlandNancy Sutherland

May 2001May 2001

Table of Contents

1. Introduction1. Introduction 7. Assessment Protocols7. Assessment Protocols

2. Educational 2. Educational ExperiencesExperiences

8. Technology8. Technology

3. Educational 3. Educational PhilosophyPhilosophy

9. Deaf Education 9. Deaf Education ResourcesResources

4. Instructional Strategies4. Instructional Strategies 10. Representative 10. Representative Instructional UnitInstructional Unit

5. Learning Environment5. Learning Environment 11. Reflections11. Reflections

6. Instructional Resources6. Instructional Resources 12. Reference List12. Reference List

“We must view young people not as empty bottles to be filled, but as candles to be lit.” Robert H. Shaffer

(Brownlow, 1997, p.16) A. Introduction

a. Why I want to be a teacher. a. Why I want to be a teacher. I want to make a difference. I want to create a productive and I want to make a difference. I want to create a productive and

effective learning environment for my students. One where effective learning environment for my students. One where students feel comfortable and encouraged to explore their own students feel comfortable and encouraged to explore their own personal learning styles. I want to use my gifts and knowledge personal learning styles. I want to use my gifts and knowledge to provide today’s youth with the best education I can. I want to provide today’s youth with the best education I can. I want to be an inspiration. I personally had a very difficult time to be an inspiration. I personally had a very difficult time getting through my own primary and secondary classes since I getting through my own primary and secondary classes since I did not fit into the educational expected categories for did not fit into the educational expected categories for “normal” learners. For this reason my desire is to help those “normal” learners. For this reason my desire is to help those individuals who are Deaf overcome the constant barriers that individuals who are Deaf overcome the constant barriers that are, more often than not, constructed around them. I hope to are, more often than not, constructed around them. I hope to help my future students by providing them with the tools they help my future students by providing them with the tools they need to be successful in their learning environment. need to be successful in their learning environment.

Table Of Contents

1.1. IntroductionIntroduction 7. Assessment Protocols7. Assessment Protocols

2. Educational 2. Educational ExperiencesExperiences

8. Technology8. Technology

3. Educational 3. Educational PhilosophyPhilosophy

9. Deaf Education 9. Deaf Education ResourcesResources

4. Instructional Strategies4. Instructional Strategies 10. Representative 10. Representative Instructional UnitInstructional Unit

5. Learning Environment5. Learning Environment 11. Reflections11. Reflections

6. Instructional Resources6. Instructional Resources 12. Reference List12. Reference List

A. Introductionb. When did I decide to become a teacher of d/hh b. When did I decide to become a teacher of d/hh students.students.

My senior year of high school I went to see a My senior year of high school I went to see a counselor, who gave me a battery of tests to help me counselor, who gave me a battery of tests to help me pick my major when I attended college. The tests told pick my major when I attended college. The tests told me that I was best suited for farming, fishing, or me that I was best suited for farming, fishing, or forestry. When I stopped sobbing the counselor told forestry. When I stopped sobbing the counselor told me about a Special Education class she had taken at me about a Special Education class she had taken at Kent State University. In our discussion about the Kent State University. In our discussion about the different areas of Special Education the topic of different areas of Special Education the topic of teaching students who are Deaf and Hard of Hearing teaching students who are Deaf and Hard of Hearing peaked my interest.peaked my interest.

A. Introductionc. Why I made the decision to become a teacher.c. Why I made the decision to become a teacher.

Deaf Education was something I knew nothing about and for Deaf Education was something I knew nothing about and for this very reason held my interest more then anything else I had this very reason held my interest more then anything else I had ever heard about. I chose Kent State University without even ever heard about. I chose Kent State University without even looking at the campus, or any other college for that matter. I looking at the campus, or any other college for that matter. I asked where the best college was for Deaf Education and when asked where the best college was for Deaf Education and when the answer came back Kent State, I made my decision. At first the answer came back Kent State, I made my decision. At first the thought scared me, because I knew nothing about what I the thought scared me, because I knew nothing about what I had just chosen to be my future. However, it was not long after had just chosen to be my future. However, it was not long after I started taking classes that I became completely fascinated I started taking classes that I became completely fascinated and compelled with the teaching of the Deaf. Being an and compelled with the teaching of the Deaf. Being an educator in my eyes is a challenge, one that is ongoing, educator in my eyes is a challenge, one that is ongoing, frustrating at times, but in the end extremely gratifying.frustrating at times, but in the end extremely gratifying.

“Teach your students to use what talents they have; the woods would be

silent if no bird sang except those that sing best.” Anonymous (Brownlow, 1997, p.29)

B. Educational Experiencesa. Characteristics of my best/worst teachers.a. Characteristics of my best/worst teachers.

As I look back at my past educational experiences it is As I look back at my past educational experiences it is really hard for me to recall any strong teachers. Like really hard for me to recall any strong teachers. Like everyone in school I had teachers that I liked and those I did everyone in school I had teachers that I liked and those I did not like. The problem was that I never knew there were not like. The problem was that I never knew there were others ways of teaching until I went to college. I remember others ways of teaching until I went to college. I remember going to my first middle school to observe a few classrooms, going to my first middle school to observe a few classrooms, I was simply amazed! It was at that point that I began to I was simply amazed! It was at that point that I began to compare the education I received back home to the one compare the education I received back home to the one students are receiving in the Kent area. The more I thought students are receiving in the Kent area. The more I thought about it the more I resented my past teachers; because I felt about it the more I resented my past teachers; because I felt like I was cheated out of an education that I deserved.like I was cheated out of an education that I deserved.

B. Educational Experiencesb. Teaching characteristics of my b. Teaching characteristics of my “weakest” teachers“weakest” teachers

Uneducated on subjectUneducated on subject matter matter as well as new and improved as well as new and improved methods of teachingmethods of teaching

Unable/unwilling to give Unable/unwilling to give students clear expectations students clear expectations of desired goals dealing with of desired goals dealing with students educational work students educational work and personal growthand personal growth

Lack of motivational Lack of motivational attitude toward attitude toward teaching/classroomteaching/classroom

No parental No parental involvement- unwilling involvement- unwilling to collaborate with to collaborate with parents on methods that parents on methods that would benefit the child’s would benefit the child’s performanceperformance

UnpreparedUnprepared Insecure/lack of Insecure/lack of

confidenceconfidence Favors studentsFavors students

B. Educational Experiencesc. c. Teaching characteristics of my Teaching characteristics of my

“strongest” teachers“strongest” teachers Creative/focus on getting Creative/focus on getting

students to ask questionsstudents to ask questions FlexibleFlexible Respectful to students, Respectful to students,

parents, and colleagues parents, and colleagues opinions on ways to opinions on ways to benefits the classroombenefits the classroom

Fair and consistentFair and consistent Teach to students, do not Teach to students, do not

teach over their headsteach over their heads

Aware of own Aware of own limitation/admit when limitation/admit when do not know something, do not know something, seeking collaboration to seeking collaboration to improve self as well as improve self as well as classroomclassroom

Accept students with Accept students with weaknesses and work weaknesses and work with student to improve with student to improve themthem

“The cost of educating a child today is immense, but the cost of not

educating a child is incalculable.” Anonymous (Brownlow, 1997, p.3) B. Educational Experiences

d. My resulting insights concerning teaching.d. My resulting insights concerning teaching. SadlySadly during my educational years , I during my educational years , I

encountered more weak teachers than strong encountered more weak teachers than strong ones. However, now that I look back on all of my ones. However, now that I look back on all of my experiences it was the weak as well as the strong experiences it was the weak as well as the strong that encouraged me to become a master that encouraged me to become a master educator. Since I have started to evaluate my educator. Since I have started to evaluate my educational past I have noticed that I say, “I will educational past I have noticed that I say, “I will never do that when I become a teacher”, instead never do that when I become a teacher”, instead of stating “I will be sure to do that when I of stating “I will be sure to do that when I become a teacher”. Either way, the influence become a teacher”. Either way, the influence from past educator’s is the driving force in my from past educator’s is the driving force in my pursuit to becoming a superb educator.pursuit to becoming a superb educator.

“Teaching is painful, continual, and difficult work to be done by kindness, by watching, and by praise, but above all by

example.” John Ruskin (Brownlow, 1997, p.57) C. Educational

Philosophy IntroductionIntroduction As I begin my journey as an educator I will abide As I begin my journey as an educator I will abide

by and take these beliefs with me through my by and take these beliefs with me through my classroom travel. For I believe that without these classroom travel. For I believe that without these necessary beliefs, becoming a master teacher necessary beliefs, becoming a master teacher would not be achieved. I dedicate this next portion would not be achieved. I dedicate this next portion of my portfolio to informing all of my essential of my portfolio to informing all of my essential beliefs about teaching.beliefs about teaching.

C. Educational Philosophya. Conflict Managementa. Conflict Management

I will include conflict management into the curriculum that will help children I will include conflict management into the curriculum that will help children improve their conflict resolution concepts and skills.improve their conflict resolution concepts and skills.

ERS- Educators for social responsibilities (Chauncey, 1999, p.5)ERS- Educators for social responsibilities (Chauncey, 1999, p.5)b. Student Centeredb. Student Centered

I believe that students should be viewed as team players and teachers viewed I believe that students should be viewed as team players and teachers viewed as their coach.as their coach.

OCES- Ohio coalition of essential schools (Hoffman, 1999, p.12)OCES- Ohio coalition of essential schools (Hoffman, 1999, p.12)c. Teachers Rolec. Teachers Role

I believe that my role as teacher is to be a facilitator as well as a collaborator.I believe that my role as teacher is to be a facilitator as well as a collaborator.

d. Students Interestsd. Students Interests I believe that teachers should focus their curriculum to their students I believe that teachers should focus their curriculum to their students

interest.interest.

C. Educational Philosophye. e. Students NeedsStudents Needs

I believe as a educator what you teach should be tailor-made to meet I believe as a educator what you teach should be tailor-made to meet the needs of each child in your class.the needs of each child in your class.

f. Collaborative Classroomf. Collaborative Classroom I believe a well rounded classroom is one that incorporates the I believe a well rounded classroom is one that incorporates the

relationship between the teacher, students, and parents.relationship between the teacher, students, and parents.

g. Modelingg. Modeling I believe it is essential for teachers to model not only curricular I believe it is essential for teachers to model not only curricular

agendas but moral attributes as well.agendas but moral attributes as well.

h. ASL as a first languageh. ASL as a first language I believe that students who are Deaf need to be versed in their own I believe that students who are Deaf need to be versed in their own

language of ASL first before moving on to English as a second language of ASL first before moving on to English as a second language.language.

“The greatest difficulty in education is to get experience out of ideas.” George Santayana

(Brownlow, 1997, p.22) C. Educational Philosophy

SummarySummary These beliefs are just a beginning to the plethora of These beliefs are just a beginning to the plethora of

concepts I have gained throughout my years of college concepts I have gained throughout my years of college and plan to use in my years as a teaching professional. and plan to use in my years as a teaching professional. Everyday is a new learning experience, one that if not Everyday is a new learning experience, one that if not taken lightly can prove to be an enlightening taken lightly can prove to be an enlightening experience. I will take each and every one of these with experience. I will take each and every one of these with me to my future destinations. With these valuable me to my future destinations. With these valuable concepts I will succeed in being the best teacher I can concepts I will succeed in being the best teacher I can be. I will also use my past educational experiences both be. I will also use my past educational experiences both good and bad as a guide, which will lead me in a good and bad as a guide, which will lead me in a positive teaching direction. positive teaching direction.

“There are three things to remember when teaching; know your stuff; know whom you are stuffing; and then stuff them elegantly.” Lola May

(Brownlow, 1997, p.49) D. Instructional Strategies

IntroductionIntroduction This section of my portfolio is dedicated to the This section of my portfolio is dedicated to the

instructional strategies that I have gained instructional strategies that I have gained throughout the years as an aspiring teacher. throughout the years as an aspiring teacher. Not only is it important to know what strategies Not only is it important to know what strategies one plans to use when teaching, but also how to one plans to use when teaching, but also how to go about implementing those strategies to go about implementing those strategies to become an effective teacher. I plan to use these become an effective teacher. I plan to use these strategies as a guide to show how I will teach.strategies as a guide to show how I will teach.

D. Instructional Strategies

a. Learning through interactionsa. Learning through interactions Children learn more effectively when they are Children learn more effectively when they are

engaged in interactions rather than when they engaged in interactions rather than when they participate in receptive or passive activities. participate in receptive or passive activities. Students should be interacting with other peers, Students should be interacting with other peers, materials, and their surroundings in ways which materials, and their surroundings in ways which help them make sense of their own experiences and help them make sense of their own experiences and environments.environments.

““Interactions that arise in the course of activities Interactions that arise in the course of activities provides a context for much social and cognitive provides a context for much social and cognitive learning.” (Katz, 2000, p.1)learning.” (Katz, 2000, p.1)

D. Instructional Strategies Cont.

b. Cooperative Learningb. Cooperative Learning By incorporating cooperative learning into your curriculum By incorporating cooperative learning into your curriculum

students academic, management, and social skills will students academic, management, and social skills will increase. There are five characteristics of cooperative increase. There are five characteristics of cooperative learning: 1) put students into groups of three or four, 2) the learning: 1) put students into groups of three or four, 2) the task that is to be accomplished should be focused on, 3) peer task that is to be accomplished should be focused on, 3) peer cooperation and interaction is required in the groups, 4) cooperation and interaction is required in the groups, 4) each students has his/her own responsibility to learn, and 5) each students has his/her own responsibility to learn, and 5) support division of labor.support division of labor.

““Cooperative learning is learning based on a small-group Cooperative learning is learning based on a small-group approach to teaching that holds students accountable for approach to teaching that holds students accountable for both individual and group achievement.” (Orlich, et.al, 2001, both individual and group achievement.” (Orlich, et.al, 2001, p.300) p.300)


c. Teaching Students to use Learning Strategiesc. Teaching Students to use Learning Strategies This approach is known as the Strategies This approach is known as the Strategies

Integration Model (SIM) and can be used to Integration Model (SIM) and can be used to teach basically any strategic intervention to teach basically any strategic intervention to students. There are six steps to the SIM.students. There are six steps to the SIM.

““The strategy should be clearly linked to (i.e. The strategy should be clearly linked to (i.e. useful in completing) the tasks that students useful in completing) the tasks that students need to perform and where they need to need to perform and where they need to perform them.” (Sturomski, 1997, p.8)perform them.” (Sturomski, 1997, p.8)


d. Authentic Learningd. Authentic Learning In this strategy the learner gains such an In this strategy the learner gains such an

understanding of the material that he/she is then understanding of the material that he/she is then capable of restating that information in any form. capable of restating that information in any form. When the student is able to explain and/or question the When the student is able to explain and/or question the material they are learning, they appear to have a better material they are learning, they appear to have a better understanding and comprehension of the material.understanding and comprehension of the material.

““Authentic learning requires the learner to Authentic learning requires the learner to communicate an in-depth understanding of a problem communicate an in-depth understanding of a problem or issue rather than memorize sets of isolated facts, and or issue rather than memorize sets of isolated facts, and it must result in achievements that have relevance it must result in achievements that have relevance beyond school.” (Brown, 2000, p.3)beyond school.” (Brown, 2000, p.3)


e. Establishing Reciprocal Relationships with Parentse. Establishing Reciprocal Relationships with Parents Parent- Teacher relationships are an important factor Parent- Teacher relationships are an important factor

in the education of students. They must work as a team in the education of students. They must work as a team to decide pertinent information needed to help the to decide pertinent information needed to help the student succeed. This new family-centered approach student succeed. This new family-centered approach enables the parent and the teacher to work together to enables the parent and the teacher to work together to achieve mutual expectations for the child.achieve mutual expectations for the child.

““Reciprocal relationships between teachers and Reciprocal relationships between teachers and families require mutual respect, cooperation, shared families require mutual respect, cooperation, shared responsibilities and negotiation of conflict toward responsibilities and negotiation of conflict toward achievement of shared goals.” (Bredekamp, Copple, achievement of shared goals.” (Bredekamp, Copple, 1997, p.22)1997, p.22)


f. Dramatic Playf. Dramatic Play Dramatic play enables children to learn how to role play. Dramatic play enables children to learn how to role play.

They are allowed to use their imagination and create They are allowed to use their imagination and create who ever they want to be. This can be done by going on who ever they want to be. This can be done by going on field trips where the students can develop new roles and field trips where the students can develop new roles and situations. Through this form of role playing, which is situations. Through this form of role playing, which is dramatic play it enables students to develop empathy for dramatic play it enables students to develop empathy for others. others.

““Carefree and creative dramatic play promotes cognitive Carefree and creative dramatic play promotes cognitive development and helps children learn how to share, development and helps children learn how to share, communicate, and cooperate with each other.” (Sturm, communicate, and cooperate with each other.” (Sturm, 19961996, p.1), p.1)


g. Learning Centersg. Learning Centers Learning centers can be used in a variety of ways on a Learning centers can be used in a variety of ways on a

variety of subjects. They can stimulate independent variety of subjects. They can stimulate independent thinking as well as cooperative learning environments. thinking as well as cooperative learning environments. Learning centers can be built into the curriculum along Learning centers can be built into the curriculum along with activities for student enjoyment after their work is with activities for student enjoyment after their work is completed. completed.

““Centers commonly found in primary classrooms Centers commonly found in primary classrooms include Math, Language, Reading, Writing, computers, include Math, Language, Reading, Writing, computers, blocks, dramatic play, Social Studies, and listening.” blocks, dramatic play, Social Studies, and listening.” (www.ncrel.org/sdrs/areas/issues/students/earlycld/ea1l(www.ncrel.org/sdrs/areas/issues/students/earlycld/ea1lk19.htm)k19.htm)

D. Instructional Strategies Cont.h. Assessing Student’s Learning and Developmenth. Assessing Student’s Learning and Development

Teachers need to asses each student’s learning progress primarily Teachers need to asses each student’s learning progress primarily through written records of observation and evaluation of work through written records of observation and evaluation of work samples, portfolios, group work, and experiments collected samples, portfolios, group work, and experiments collected systematically at regular intervals. Results of these assessments are systematically at regular intervals. Results of these assessments are used to improve and individualize each students instruction needs. used to improve and individualize each students instruction needs. Teachers should involve students in evaluating and then revising Teachers should involve students in evaluating and then revising their own work, this helps them to understand and learn from their own work, this helps them to understand and learn from their mistakes. Parents should also be an active participant in the their mistakes. Parents should also be an active participant in the assessment of their child's learning process. assessment of their child's learning process.

““Teachers solicit parent’s knowledge about children’s learning and Teachers solicit parent’s knowledge about children’s learning and development progress and incorporate this information into development progress and incorporate this information into ongoing assessment and evaluation strategies.” (Bredekamp, ongoing assessment and evaluation strategies.” (Bredekamp, Copple, 1997, p.176)Copple, 1997, p.176)

D. Instructional Strategies Cont.i. Initiate Question Askingi. Initiate Question Asking

By initiating questions, teachers allow students to By initiating questions, teachers allow students to focus more on the product instead of the solution. focus more on the product instead of the solution. Also by posing situations to students that have no Also by posing situations to students that have no solution teachers can initiate questions from there solution teachers can initiate questions from there students. Students need to question if they want to students. Students need to question if they want to find the answers. It is the job of teachers to create find the answers. It is the job of teachers to create the inquiry and motivation in students to ask the the inquiry and motivation in students to ask the “When, Why, and How” questions.“When, Why, and How” questions.

““No man really becomes a fool until he stops asking No man really becomes a fool until he stops asking questions.” (Charles P. Steinmetz) Brownlow, 1997, questions.” (Charles P. Steinmetz) Brownlow, 1997, p.76)p.76)


j. Multisensory Learningj. Multisensory Learning The multisensory approach encourages teacher to send The multisensory approach encourages teacher to send

additional information through additional channels that are additional information through additional channels that are too often ignored. This enables teachers to utilize all the too often ignored. This enables teachers to utilize all the students senses, allowing students to better understand and students senses, allowing students to better understand and remember information. Using the senses also proves to remember information. Using the senses also proves to heighten the students level of arousal and improve on the heighten the students level of arousal and improve on the level and intensity of the amount of focused attention a level and intensity of the amount of focused attention a student can put forth towards a given target.student can put forth towards a given target.

““The role of the senses is another area that has been The role of the senses is another area that has been slightened because of out tendency to equate thinking with slightened because of out tendency to equate thinking with verbal processes.” (Williams, 1986, p.35)verbal processes.” (Williams, 1986, p.35)


k. Teachable Momentsk. Teachable Moments Teachable moments are a student centered way in Teachable moments are a student centered way in

which teachers allow students to continue conversing which teachers allow students to continue conversing about whatever they choose. These conversations are about whatever they choose. These conversations are brought forth by the students. Teachers can use brought forth by the students. Teachers can use teachable moments to then relate the information back teachable moments to then relate the information back into the curriculum. This gives the students needed into the curriculum. This gives the students needed pratice in linguistic skills, a sense of acceptance, and pratice in linguistic skills, a sense of acceptance, and provides the teacher with a better understanding of provides the teacher with a better understanding of what the students interests are. (Ann Marie Kennedy, what the students interests are. (Ann Marie Kennedy, Personal communication, November 2, 2000)Personal communication, November 2, 2000)


l. Dialogue Journals l. Dialogue Journals Journaling is a way for the teacher and the student to Journaling is a way for the teacher and the student to

communicate through written expression. If communicate through written expression. If administered correctly this strategy can greatly increase administered correctly this strategy can greatly increase a students reading and writing skills. Dialogue journals a students reading and writing skills. Dialogue journals are a non- graded written conversation between two are a non- graded written conversation between two people.people.

““Every good teacher dreams of a technique that will Every good teacher dreams of a technique that will increase student’s interest in reading and writing, and increase student’s interest in reading and writing, and will help them learn to think of written language as a will help them learn to think of written language as a natural and important way to communicate thoughts, natural and important way to communicate thoughts, information, feelings, and ideas.” (Bailes, et al, 1986, information, feelings, and ideas.” (Bailes, et al, 1986, p.1)p.1)


m. Variety of deaf role modelsm. Variety of deaf role models By exposing Deaf and Hard of Hearing students to Deaf By exposing Deaf and Hard of Hearing students to Deaf

adults can prove to be very beneficial. The students are adults can prove to be very beneficial. The students are able to communicate with, while practicing their use of able to communicate with, while practicing their use of ASL. They are also given the opportunity to see adults ASL. They are also given the opportunity to see adults who are deaf that have succeeded in life and who who are deaf that have succeeded in life and who function in a hearing world. This could provide students function in a hearing world. This could provide students with the opportunity to dream and create goals for a life with the opportunity to dream and create goals for a life after high school. after high school.

““Knowledge of the historical development of ASL will Knowledge of the historical development of ASL will permit an understanding of what the areas are open to permit an understanding of what the areas are open to change and how the language allows these changes to change and how the language allows these changes to occur.” (Bornstein, 1990, p.93)occur.” (Bornstein, 1990, p.93)

D. Instructional Strategies Cont.n. C.O.P.S.n. C.O.P.S.

This is an emergent learners correction strategy used by my This is an emergent learners correction strategy used by my practicum teacher. Each letter stands for; Capitalization, practicum teacher. Each letter stands for; Capitalization, Organization, Punctuation, and Spelling. It is used at the end of Organization, Punctuation, and Spelling. It is used at the end of the writing process to better assist the students in proofreading the writing process to better assist the students in proofreading their work. The student’s are directed to place each letter at the their work. The student’s are directed to place each letter at the top of the page after they have successfully located and top of the page after they have successfully located and corrected the topic of each letter. Once they have finished this corrected the topic of each letter. Once they have finished this procedure the teacher in turn will place a number under each procedure the teacher in turn will place a number under each letter, this means that there are that many corrections still left to letter, this means that there are that many corrections still left to make. This process is continued until the student has corrected make. This process is continued until the student has corrected all of their mistakes. This strategy is a good one for introducing all of their mistakes. This strategy is a good one for introducing students to work independently and to find their own mistakes. students to work independently and to find their own mistakes. This strategy can also be increased to include other methods of This strategy can also be increased to include other methods of correction like; Grammar, Usage, and Mechanics. (Wendy correction like; Grammar, Usage, and Mechanics. (Wendy Brummitt, Personal Communication, April 11, 2001)Brummitt, Personal Communication, April 11, 2001)

D. Instructional Strategies Cont.o. Physical Movemento. Physical Movement

The use of this strategy should be incorporated into all The use of this strategy should be incorporated into all lessons and activities. By utilizing this method students lessons and activities. By utilizing this method students are given the opportunity to get up and move around are given the opportunity to get up and move around during the lesson. These short breaks are built into the during the lesson. These short breaks are built into the lesson by the teacher having the students get up to lesson by the teacher having the students get up to retrieve materials or by having one student pass out retrieve materials or by having one student pass out papers. This can work for the entire class or for one or papers. This can work for the entire class or for one or two students that have a difficult time staying seated for two students that have a difficult time staying seated for the entire class. It is a good strategy for teachers to the entire class. It is a good strategy for teachers to anticipate a students need for physical movement, this in anticipate a students need for physical movement, this in turn will help the lesson reach its’ potential goal. turn will help the lesson reach its’ potential goal. (Debbie Slyh, Personal Communication, February 28, (Debbie Slyh, Personal Communication, February 28, 2001) 2001)


P. Weekly Parent JournalsP. Weekly Parent Journals Through the use of weekly parent journals the Through the use of weekly parent journals the

teachers and parents are given the opportunity to teachers and parents are given the opportunity to interact on a consistent basis. All too often the only interact on a consistent basis. All too often the only tome parents are contacted is when a student is tome parents are contacted is when a student is acting up in class. By using this method the parents acting up in class. By using this method the parents will be informed of good behaviors as well as not so will be informed of good behaviors as well as not so praise worthy behaviors. This strategy also allows praise worthy behaviors. This strategy also allows the parents to be kept informed of the students the parents to be kept informed of the students school assignments and their child’s current status school assignments and their child’s current status in the class. in the class.

“One mark of a great educator is the ability to lead students out to new places where even the educator has

never been.” Thomas Groome (Brownlow, 1997, p.83)

D. Instructional Strategies Cont. SummarySummary

By reading this section of my portfolio one can By reading this section of my portfolio one can understand how my beliefs plan to be carried out by my understand how my beliefs plan to be carried out by my instructional strategies. For instance my belief that a instructional strategies. For instance my belief that a classroom should be student centered will be classroom should be student centered will be administered through the use of teachable moments, administered through the use of teachable moments, cooperative learning, and learning centers. Furthermore cooperative learning, and learning centers. Furthermore my belief of incorporating students interests into my my belief of incorporating students interests into my classroom will be fulfilled through learning by classroom will be fulfilled through learning by interactions and authentic learning. In my eyes there will interactions and authentic learning. In my eyes there will never be a conclusion to this section of my portfolio, for I never be a conclusion to this section of my portfolio, for I will never stop learning. Therefore, I will use every new will never stop learning. Therefore, I will use every new experience as a stepping stone toward completing another experience as a stepping stone toward completing another page in my life as an educator. page in my life as an educator.

“The object of education is to prepare the young to educate themselves throughout their lives.” Robert Maynard Hutchins

(Brownlow, 1997, p.67)

E. Learning Environment Introduction Introduction The environment in which students will learn is The environment in which students will learn is

a crucial aspect to their education. Often people a crucial aspect to their education. Often people categorize a good classroom by it’s size and the categorize a good classroom by it’s size and the abundance of materials available in it. Very abundance of materials available in it. Very little attention is focused on the feeling and use little attention is focused on the feeling and use of the materials in the room. This section of my of the materials in the room. This section of my portfolio is dedicated to showing how I plan to portfolio is dedicated to showing how I plan to create a positive learning environment in my create a positive learning environment in my future classroom. future classroom.

E. Learning Environmenta. Match Learning Environment to Students Learning Stylea. Match Learning Environment to Students Learning Style

A teacher’s classroom needs to fit the needs all of the A teacher’s classroom needs to fit the needs all of the students presented in it. Understanding and knowing the students presented in it. Understanding and knowing the students learning styles enables the teacher to accordingly students learning styles enables the teacher to accordingly present the materials in ways that best suite the students. present the materials in ways that best suite the students. This also allows the students to succeed by providing them This also allows the students to succeed by providing them with the most appropriate environment.with the most appropriate environment.

“ “The expression learning style refers to the students sound The expression learning style refers to the students sound preference, light preference, and preference for working preference, light preference, and preference for working alone or in a cooperative group or with a peer, for short alone or in a cooperative group or with a peer, for short burst or long periods of work, for moving around or staying burst or long periods of work, for moving around or staying quiet.” (Kirk, et. al, 1997, p.264) quiet.” (Kirk, et. al, 1997, p.264)

E. Learning Environment Cont.

b. Creating a Caring Community of Learnersb. Creating a Caring Community of Learners Students need to feel comfortable in their classroom, as well as Students need to feel comfortable in their classroom, as well as

communicating with their teacher. This can easily be done by a communicating with their teacher. This can easily be done by a simple heart felt greeting in the morning, to being available at all simple heart felt greeting in the morning, to being available at all times for students. Parents must also feel comfortable talking and times for students. Parents must also feel comfortable talking and discussing issues with the teacher, in order for the concept of discussing issues with the teacher, in order for the concept of community to take place. This can be done by meeting with the community to take place. This can be done by meeting with the parent at whatever time is convenient to them instead of making parent at whatever time is convenient to them instead of making parents rearrange their schedules. When all three elements are able parents rearrange their schedules. When all three elements are able to interact systematically a caring, comfortable, and reliable to interact systematically a caring, comfortable, and reliable community is established for all learners and parents.community is established for all learners and parents.

““Developmentally appropriate practices occur within a context that Developmentally appropriate practices occur within a context that supports the development of relationships between adults and supports the development of relationships between adults and children, among children, among teachers, and between teachers children, among children, among teachers, and between teachers and families” (Bredekamp, Coppleand families” (Bredekamp, Copple, , 1997, p.16)1997, p.16)


c. Classroom Rulesc. Classroom Rules Have no more than five rules, keep the Have no more than five rules, keep the

wording simple and positive, make the wording simple and positive, make the rules specific (observable and rules specific (observable and measurable) publicly post the rules, tell measurable) publicly post the rules, tell students the consequences for following students the consequences for following and for breaking the rules, and include a and for breaking the rules, and include a compliance rule. compliance rule.


d. Classroom Scheduled. Classroom Schedule A classroom schedule is a posting of how the A classroom schedule is a posting of how the

daily activities will play out. This provides the daily activities will play out. This provides the students with a listing of when they should be students with a listing of when they should be engaged in learning, when assignments should be engaged in learning, when assignments should be completed, and when other activities will be held. completed, and when other activities will be held. Teachers should seek student input, publicly Teachers should seek student input, publicly display the schedule, keep parents informed, display the schedule, keep parents informed, alternate difficult and enjoyable activities, avoid alternate difficult and enjoyable activities, avoid revising a schedule, reinforce students for revising a schedule, reinforce students for attending to tasks.attending to tasks.


e. Physical Arrangement of the Classroome. Physical Arrangement of the Classroom Teachers need to arrange the desks in rows, Teachers need to arrange the desks in rows,

small groups, semi circles, and partners. Place small groups, semi circles, and partners. Place disruptive students close to the teacher and disruptive students close to the teacher and surround them with good role models. Make surround them with good role models. Make sure any materials needed for projects are sure any materials needed for projects are easily accessible, do not leave students with free easily accessible, do not leave students with free time to get into trouble. Place teachers desk in a time to get into trouble. Place teachers desk in a quiet corner facing the students.quiet corner facing the students.


f. Learning Centersf. Learning Centers Learning centers can be a group of desks put Learning centers can be a group of desks put

together to form a table, a space on the floor together to form a table, a space on the floor covered with carpet, or a quiet place in the covered with carpet, or a quiet place in the room where students can go. Create learning room where students can go. Create learning centers away from students working centers away from students working independently, so that students will not be independently, so that students will not be disturbed by the group discussions. Allow disturbed by the group discussions. Allow centers to be highly accessible, inviting, and centers to be highly accessible, inviting, and comfortable for students. comfortable for students.


g. Reading Areag. Reading Area A sufficient reading area is part of the room A sufficient reading area is part of the room

that is filled with books, has a T.V., VCR, and that is filled with books, has a T.V., VCR, and head phones. This area is carpeted with a table, head phones. This area is carpeted with a table, chairs, pillows, beanbag chairs, etc. A reading chairs, pillows, beanbag chairs, etc. A reading area is where children can come to read, area is where children can come to read, research assignments, or watch educational research assignments, or watch educational tapes on T.V. This area can also be used as a tapes on T.V. This area can also be used as a place for students to regroup if they are having place for students to regroup if they are having a bad day and need time to themselves.a bad day and need time to themselves.


h. Provide a Structured, Predicable Classroomh. Provide a Structured, Predicable Classroom The environment should be structured to the The environment should be structured to the

sense that it provides consistency and clarity. sense that it provides consistency and clarity. Students should know where things belong. Students should know where things belong. They should know what is expected of them in They should know what is expected of them in a specific situation and can anticipate what a specific situation and can anticipate what comes next. By doing this teachers can comes next. By doing this teachers can eliminate unnecessary disruptions in the eliminate unnecessary disruptions in the classroom.classroom.

E. Learning Environment Cont.i. Consider Sensory Factorsi. Consider Sensory Factors

Creating a classroom that utilized and avoids those senses that Creating a classroom that utilized and avoids those senses that either hinder or help their students creates a comfortable either hinder or help their students creates a comfortable learning environment. learning environment.

Visual- Are there distractions such as light, movement, Visual- Are there distractions such as light, movement, reflection, or background patterns? Consider the eye level of reflection, or background patterns? Consider the eye level of the students and the positioning of the teacher in relation to the the students and the positioning of the teacher in relation to the students. Also consider the time required to shift attention. students. Also consider the time required to shift attention.

Auditory- What is the general sound level and the predictability Auditory- What is the general sound level and the predictability and receptiveness of sound? Consider the students individual and receptiveness of sound? Consider the students individual comprehension of verbal information and the time typically comprehension of verbal information and the time typically required to process auditory information and to shift attention. required to process auditory information and to shift attention.

Tactile- Is the temperature of the room appropriate? Does the Tactile- Is the temperature of the room appropriate? Does the student demonstrate a need to explore through touch? student demonstrate a need to explore through touch?

Vestibular- Consider each students need to move and explore.Vestibular- Consider each students need to move and explore.


j. Print Rich Environment j. Print Rich Environment Decorate the walls with students own work and Decorate the walls with students own work and

with activities they are working on. Make the with activities they are working on. Make the outside of the classroom as inviting as possible. outside of the classroom as inviting as possible. Have the students interest in mind when Have the students interest in mind when creating the themes inside the classroom. Use creating the themes inside the classroom. Use bright colors, different shapes, contrasting bright colors, different shapes, contrasting patterns, and different textures when making patterns, and different textures when making decorations. decorations.


k. Create an open and honest relationship with k. Create an open and honest relationship with studentsstudents

Due to the fact that many of our Deaf students have Due to the fact that many of our Deaf students have no communication system at home, there only time no communication system at home, there only time to vent, communicate, or to ask questions will be in to vent, communicate, or to ask questions will be in your classroom. As a teacher one must be aware of your classroom. As a teacher one must be aware of your students actions and attitudes. When something your students actions and attitudes. When something happy or sad happens at home/school the student’s happy or sad happens at home/school the student’s only time to react to that event and get a response is only time to react to that event and get a response is at school; teachers need to be aware of that. at school; teachers need to be aware of that.


l. Labeling the room and creating a word walll. Labeling the room and creating a word wall Younger students need consistent reinforcement of Younger students need consistent reinforcement of

what words look like both written and fingerspelled. what words look like both written and fingerspelled. By labeling everything in your classroom children By labeling everything in your classroom children will come in contact with new and old words will come in contact with new and old words everyday. By creating a word wall students are everyday. By creating a word wall students are given a guide to the words they know and need to given a guide to the words they know and need to know. By doing this student’s become familiar with know. By doing this student’s become familiar with all words written and fingerspelled. This provides all words written and fingerspelled. This provides students with the opportunity to see and work with students with the opportunity to see and work with language words on a daily basis. language words on a daily basis.

“School is a building that has four walls with tomorrow inside.” Lon Watters (Brownlow, 1997, p.87)

E. Learning Environment Cont. SummarySummary

An effective learning environment is a crucial aspect in creating a working An effective learning environment is a crucial aspect in creating a working chemistry between the teachers and students. This aspect is often chemistry between the teachers and students. This aspect is often overlooked because teachers assume that a working learning environment overlooked because teachers assume that a working learning environment is automatically created when one starts teaching. Without this fusion is automatically created when one starts teaching. Without this fusion between the environment and the students, the teachers classroom and the between the environment and the students, the teachers classroom and the students education is already in danger of being less than it’s full students education is already in danger of being less than it’s full potential. By considering all of the sensory factors in my classroom I will potential. By considering all of the sensory factors in my classroom I will be better prepared to facilitate a multisensory learning environment by be better prepared to facilitate a multisensory learning environment by using hands on materials and methods of teaching that enhance all of my using hands on materials and methods of teaching that enhance all of my students learning needs. Also by creating a caring community of learners students learning needs. Also by creating a caring community of learners in my classroom, I will be able to establish a reciprocal relationship with in my classroom, I will be able to establish a reciprocal relationship with my students parents. Along with my weekly parent journals the my students parents. Along with my weekly parent journals the relationship with my students parents will increase due to the open line of relationship with my students parents will increase due to the open line of communication. These are just a few of the ways I plan to promote a communication. These are just a few of the ways I plan to promote a positive learning environment in my classroom.positive learning environment in my classroom.

F. Instructional Resources

IntroductionIntroduction This next section of my portfolio is a collection of work This next section of my portfolio is a collection of work

researched by my fellow peers. The websites that I researched by my fellow peers. The websites that I have chosen are just a few of what were collected in a have chosen are just a few of what were collected in a more in-depth project. I chose these websites because I more in-depth project. I chose these websites because I find them to be the most beneficial. If more research find them to be the most beneficial. If more research and information is required I suggest going to the and information is required I suggest going to the individual project and looking more in-depth. These individual project and looking more in-depth. These websites can be used to locate national organizations websites can be used to locate national organizations and national standards on a specific subject, or to direct and national standards on a specific subject, or to direct students to the use of technology in your classroom.students to the use of technology in your classroom.

“I am not a teacher, but an awakener.”

Robert Frost (Brownlow, 1997, p.32) F. Instructional Resources

MathMathNational OrganizationsNational Organizations

National Council of teachers of Mathematics (NCTM) National Council of teachers of Mathematics (NCTM) http://nctm.orghttp://nctm.org

(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001) The Mathematical Association of AmericaThe Mathematical Association of America

www.maa.org/www.maa.org/

(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001) American Mathematical AssociationAmerican Mathematical Association

http://e-math.ams.org/http://e-math.ams.org/

(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)

F. Instructional Resources Cont. Math Cont.Math Cont.

National StandardsNational Standards NCTM StandardsNCTM Standards

http://nctm.org/standardshttp://nctm.org/standards(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)

National Math Standards Grades K-4National Math Standards Grades K-4

www.education-world.com/standards/national/math/kwww.education-world.com/standards/national/math/k-4.shtml-4.shtml(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)

F. Instructional Resources Cont. Math Cont.Math Cont.

Curricular ResourcesCurricular Resources FractionsFractions

www.mathleague.com/help/fractions/fractions.htmwww.mathleague.com/help/fractions/fractions.htm

(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001) How Parents Can HelpHow Parents Can Help

www.schoolfutures.org/%20%20School%20Futureswww.schoolfutures.org/%20%20School%20Futures%20Webs%20Site/parentspg4.htm#mathematics%20Webs%20Site/parentspg4.htm#mathematics(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)

F. Instructional Resources Cont.

Math Cont.Math Cont.Instructional ResourcesInstructional Resources

Math 4 KidsMath 4 Kids

www.edu4kids.com/math/www.edu4kids.com/math/

(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001) FunbrainsFunbrains

www.funbrains.com/math/www.funbrains.com/math/

(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001) Math StoriesMath Stories

www.mathstories.com/www.mathstories.com/

(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)(Jennifer Fabian & Robyn Kwiatkowski, KSU, 2001)

F. Instructional Resources Cont. ScienceScience

National OrganizationsNational Organizations American Association for the Advancement of ScienceAmerican Association for the Advancement of Science

www.aaas.org/www.aaas.org/(Meg Coyne & Nancy Sutherland, KSU, 2001)(Meg Coyne & Nancy Sutherland, KSU, 2001)

The Eisenhower National ClearinghouseThe Eisenhower National Clearinghousewww.enc.orgwww.enc.org(Meg Coyne & Nancy Sutherland, KSU, 2001)(Meg Coyne & Nancy Sutherland, KSU, 2001)

National Science Teachers’ AssociationNational Science Teachers’ Associationwww.nsta.orgwww.nsta.org(Meg Coyne & Nancy Sutherland, KSU, 2001)(Meg Coyne & Nancy Sutherland, KSU, 2001)

F. Instructional Resources Cont.

Science Cont.Science Cont.

National StandardsNational Standards National Science Education StandardsNational Science Education Standards

www.nap.edu/readingroom/books/nses/htmlwww.nap.edu/readingroom/books/nses/html/index.html/index.html

(Meg Coyne & Nancy Sutherland, KSU, (Meg Coyne & Nancy Sutherland, KSU, 2001)2001)

F. Instructional Resources Cont. Science Cont.Science Cont.

Curricular ResourcesCurricular Resources Education WorldEducation World

www.educationworld.com/sciencewww.educationworld.com/science(Meg Coyne & Nancy Sutherland(Meg Coyne & Nancy Sutherland

The School PageThe School Pagewww.theschoolpage.comwww.theschoolpage.com(Meg Coyne & Nancy Sutherland, KSU, 2001)(Meg Coyne & Nancy Sutherland, KSU, 2001)

Teachers Network By Teachers For TeachersTeachers Network By Teachers For Teacherswww.teachnet.orgwww.teachnet.org(Meg Coyne & Nancy Sutherland, KSU, 2001)(Meg Coyne & Nancy Sutherland, KSU, 2001)

F. Instructional Resources Cont. Science Cont.Science Cont.

Instructional ResourcesInstructional Resources WhyvilleWhyville

www.whyville.netwww.whyville.net(Meg Coyne & Nancy Sutherland, KSU, 2001)(Meg Coyne & Nancy Sutherland, KSU, 2001)

The Virtual Field-Trip SiteThe Virtual Field-Trip Sitewww.virtualguides.comwww.virtualguides.com(Meg Coyne & Nancy Sutherland, KSU, 2001)(Meg Coyne & Nancy Sutherland, KSU, 2001)

AOL @ SchoolAOL @ Schoolwww.school.aol.comwww.school.aol.com(Meg Coyne & Nancy Sutherland, KSU, 2001)(Meg Coyne & Nancy Sutherland, KSU, 2001)

F. Instructional Resources Cont. Deaf StudiesDeaf Studies

National OrganizationsNational Organizations National Association of the DeafNational Association of the Deaf

http://nad.policy.nethttp://nad.policy.net(Ashley Ayers & Holly Maines, KSU, 2001)(Ashley Ayers & Holly Maines, KSU, 2001)

Alexander Graham Bell Association for the Deaf and Hard of Alexander Graham Bell Association for the Deaf and Hard of HearingHearingwww.agbell.orgwww.agbell.org(Ashley Ayers & Holly Maines, KSU, 2001)(Ashley Ayers & Holly Maines, KSU, 2001)

American Society for Deaf ChildrenAmerican Society for Deaf Childrenwww.deafchildren.orgwww.deafchildren.org(Ashley Ayers & Holly Maines, KSU, 2001)(Ashley Ayers & Holly Maines, KSU, 2001)

F.Instructional Resources Cont.

Deaf Studies Cont.Deaf Studies Cont.

National StandardsNational Standards Bill of Rights for D/HH StudentsBill of Rights for D/HH Students

http://nad.policy.net/proactive/newsroom/rehttp://nad.policy.net/proactive/newsroom/release.vtml?id=17960lease.vtml?id=17960

(Ashley Ayers & Holly Maines, KSU, (Ashley Ayers & Holly Maines, KSU, 2001)2001)

F. Instructional Resources Cont. Deaf Studies Cont.Deaf Studies Cont.

Curricular ResourcesCurricular Resources Identity and Deafness: Who am IIdentity and Deafness: Who am I

http://dww.deafworldweb.org/pub/c/rjc/whoami/htmlhttp://dww.deafworldweb.org/pub/c/rjc/whoami/html(Ashley Ayers & Holly Maines, KSU, 2001)(Ashley Ayers & Holly Maines, KSU, 2001)

Deaf Kids and Youth Deaf Kids and Youth http://dww.deafworldweb.org/kids/http://dww.deafworldweb.org/kids/(Ashley Ayers & Holly Maines, KSU, 2001)(Ashley Ayers & Holly Maines, KSU, 2001)

Deaf viewsDeaf viewswww.deafviews.comwww.deafviews.com(Ashley Ayers & Holly Maines, KSU, 2001)(Ashley Ayers & Holly Maines, KSU, 2001)

F. Instructional Resources Cont. Deaf Studies Cont.Deaf Studies Cont.

Instructional ResourcesInstructional Resources ““Dummy” HoyDummy” Hoy

www.dummyhoy.comwww.dummyhoy.com(Ashley Ayers & Holly Maines, KSU, 2001)(Ashley Ayers & Holly Maines, KSU, 2001)

Silent WebSilent Webhttp://deafness.miningco.com/cs/silentweb/index/htmhttp://deafness.miningco.com/cs/silentweb/index/htm(Ashley Ayers & Holly Maines, KSU, 2001)(Ashley Ayers & Holly Maines, KSU, 2001)

VSDC- Service for Deaf ChildrenVSDC- Service for Deaf Childrenwww.vsdc.org.au/www.vsdc.org.au/(Ashley Ayers & Holy Maines, KSU, 2001)(Ashley Ayers & Holy Maines, KSU, 2001)

“A man should never be ashamed to say he has been wrong, which is but saying in other words that he is wiser today then he was yesterday.” Alexander Pope (Brownlow, 1997, p.95)

G. Assessment Protocols Introduction Formal AssessmentIntroduction Formal Assessment Formal assessment covers a wide range of evaluations, Formal assessment covers a wide range of evaluations,

from standard achievement tests to norm-referenced from standard achievement tests to norm-referenced tests. Each of these different forms of assessment evaluate tests. Each of these different forms of assessment evaluate the students’ individual achievement towards a specific the students’ individual achievement towards a specific subject, as well as how they relate to other students. The subject, as well as how they relate to other students. The downfall of these tests is that they are not normed for all downfall of these tests is that they are not normed for all individuals. Students are presented with a handicap when individuals. Students are presented with a handicap when they are from a minority, different cultural or ecological they are from a minority, different cultural or ecological backgrounds, not to mention if they have a disability of backgrounds, not to mention if they have a disability of some form. These tests measure the students’ abilities as a some form. These tests measure the students’ abilities as a whole assuming that all students think and act alike. whole assuming that all students think and act alike.

G. Assessment ProtocolsFormal AssessmentFormal Assessment

Stanford Achievement Test-9Stanford Achievement Test-9thth Edition Edition This is an achievement test that measures the abilities and skills This is an achievement test that measures the abilities and skills

of student’s in the areas of; reading, language, spelling, of student’s in the areas of; reading, language, spelling, mathematics, science, and social studies. This test is administered mathematics, science, and social studies. This test is administered to students from grades 1-9. This test provides eight different to students from grades 1-9. This test provides eight different difficulty levels which should be matched to the student’s difficulty levels which should be matched to the student’s specific grade level. In order to determine which of these subtests specific grade level. In order to determine which of these subtests to administer to a Deaf student it is suggested to reference a to administer to a Deaf student it is suggested to reference a booklet called Stanford Achievement Test, 9booklet called Stanford Achievement Test, 9thth Edition: Edition: Administration Procedures for Deaf and Hard of Hearing. This Administration Procedures for Deaf and Hard of Hearing. This booklet is available from the Gallaudet Research Institute. booklet is available from the Gallaudet Research Institute.

““Thus, what the Deaf child can do does not determine the test Thus, what the Deaf child can do does not determine the test outcome; rather the test outcome determines what the Deaf child outcome; rather the test outcome determines what the Deaf child can do.” (Lane, et. al, 1996, p.319) can do.” (Lane, et. al, 1996, p.319)

G. Assessment Protocol

Formal AssessmentFormal Assessment Test of Early Reading Ability- Deaf or Hard of Test of Early Reading Ability- Deaf or Hard of

HearingHearing The TERA-D/HH is a readiness test that is designed The TERA-D/HH is a readiness test that is designed

to test children with moderate to profound sensory to test children with moderate to profound sensory hearing loss in the subject of reading. The normal age hearing loss in the subject of reading. The normal age range for this test is from age three to thirteen years range for this test is from age three to thirteen years old. This test is constructed to find the child’s ability old. This test is constructed to find the child’s ability to construct meaning, knowledge of the alphabet and to construct meaning, knowledge of the alphabet and it’s functions, and the students’ awareness of printed it’s functions, and the students’ awareness of printed material. material.

G. Assessment Protocol Formal AssessmentFormal Assessment Test of Relational Concepts: Norms for Deaf ChildrenTest of Relational Concepts: Norms for Deaf Children ““The test is described as a quick, individually The test is described as a quick, individually

administered test for identifying children needing administered test for identifying children needing remediation in the comprehension of relational concepts. remediation in the comprehension of relational concepts. The 56 concepts are are presented one to a page and The 56 concepts are are presented one to a page and include dimensional adjectives (e.g., Long/short), spatial include dimensional adjectives (e.g., Long/short), spatial concepts (e.g., infront of/behind) temporal concepts (e.g., concepts (e.g., infront of/behind) temporal concepts (e.g., before/after), quantitative concepts (e.g., more/less), and before/after), quantitative concepts (e.g., more/less), and right/left; same/different. Deaf norms are presented for right/left; same/different. Deaf norms are presented for each of the four age levels included in the each of the four age levels included in the standardization.” standardization.” (www.gri.gallaudet.edu/~catraxle/reviews.html)(www.gri.gallaudet.edu/~catraxle/reviews.html)

G. Assessment Protocols

Summary Formal AssessmentSummary Formal Assessment There are many different types of formal assessment. There are many different types of formal assessment.

Schools and teachers must keep in mind how each test is Schools and teachers must keep in mind how each test is administered. Making sure that each test they give is administered. Making sure that each test they give is adapted or is adaptable to the individual needs of their adapted or is adaptable to the individual needs of their students. If this aspect is taken for granted then the students. If this aspect is taken for granted then the students’ self esteem and educational reputation is at stake. students’ self esteem and educational reputation is at stake. As a teacher I will make sure that my students’ needs are As a teacher I will make sure that my students’ needs are met when taking formal tests. By doing this I will be met when taking formal tests. By doing this I will be ensuring that my goals of a structured, predictable, and ensuring that my goals of a structured, predictable, and caring community of learners will be met in my classroom caring community of learners will be met in my classroom environment. environment.

G. Assessment Protocols Introduction Informal AssessmentIntroduction Informal Assessment Informal assessment is a non standardized way of Informal assessment is a non standardized way of

evaluating students. There are many methods that can be evaluating students. There are many methods that can be used to implement these techniques. Teachers can used to implement these techniques. Teachers can address the students’ work through curriculum-based address the students’ work through curriculum-based assessment, criterion-related assessment, error analysis, assessment, criterion-related assessment, error analysis, checklists, and portfolios. Informal assessment methods checklists, and portfolios. Informal assessment methods can be teacher-made tests, reviews, worksheets, or can be teacher-made tests, reviews, worksheets, or checklists. The idea behind informal assessment is to checklists. The idea behind informal assessment is to present the students with work or evaluations that you as present the students with work or evaluations that you as the teacher create as a form of your own personal the teacher create as a form of your own personal assessment technique. assessment technique.

G. Assessment Protocol

Informal AssessmentInformal Assessment Portfolio AssessmentPortfolio Assessment A portfolio is a well planed and organized collection of artifacts A portfolio is a well planed and organized collection of artifacts

or selected pages of student work. Portfolio’s can be used to or selected pages of student work. Portfolio’s can be used to monitor and measure a students skill, attitude, knowledge, and monitor and measure a students skill, attitude, knowledge, and growth in a specific subject area. Samples of student work growth in a specific subject area. Samples of student work should be included into the portfolio. For example, homework should be included into the portfolio. For example, homework tasks, learning logs, quizzes and tests, self assessment tools, tasks, learning logs, quizzes and tests, self assessment tools, written work, cooperative learning projects as well as written work, cooperative learning projects as well as independent work, rough drafts of tasks, and then the final draft independent work, rough drafts of tasks, and then the final draft in individualized and/or group work assignments.in individualized and/or group work assignments.

““Most pieces of work in the portfolio should be assessed Most pieces of work in the portfolio should be assessed throughout the duration of the class or course.” (Forte, Schurr, throughout the duration of the class or course.” (Forte, Schurr, 1995, p.1251995, p.125) )

G. Assessment ProtocolInformal AssessmentInformal Assessment

Performance AssessmentPerformance Assessment Performance assessment is a form of evaluation where the students Performance assessment is a form of evaluation where the students

are engaged in a high order task, usually this involves the creation are engaged in a high order task, usually this involves the creation of a product. The students performance is rated according to the of a product. The students performance is rated according to the way the students engage in the task and/or the actual resulting way the students engage in the task and/or the actual resulting product. This particular evaluation can be indivualized or group product. This particular evaluation can be indivualized or group work oriented. The idea behind the assessment is to allow students work oriented. The idea behind the assessment is to allow students to show how they thought out the process to get the final result. to show how they thought out the process to get the final result. Many students think and work differently from one another, with Many students think and work differently from one another, with this form of assessment one can begin to evaluate each child’s this form of assessment one can begin to evaluate each child’s strengths instead of their weaknesses.strengths instead of their weaknesses.

““Many performance assessments emulate actual workplace Many performance assessments emulate actual workplace activities or real life skill applications that require higher order activities or real life skill applications that require higher order processing skills.” (Dietel, et.al, 1991, p.16) processing skills.” (Dietel, et.al, 1991, p.16)

G. Assessment Protocols Summary Informal AssessmentSummary Informal Assessment I believe that informal assessment is the best method in I believe that informal assessment is the best method in

addressing a student’s individual learning needs and addressing a student’s individual learning needs and patterns. By comparing a student’s achievements to their patterns. By comparing a student’s achievements to their own attainable goals provides substantial personal own attainable goals provides substantial personal feedback for the child. Instead of relating their goals to feedback for the child. Instead of relating their goals to other students of different backgrounds, this allows other students of different backgrounds, this allows teachers to get to know their students learning habits. By teachers to get to know their students learning habits. By doing this one is able to match the learning environment doing this one is able to match the learning environment to student’s learning styles. By correlating the student’s to student’s learning styles. By correlating the student’s learning environment to their learning style, I will help to learning environment to their learning style, I will help to promote a more student centered classroom as well as to promote a more student centered classroom as well as to promote my philosophy of capturing students’ interests.promote my philosophy of capturing students’ interests.

“A good teacher is one who drives the students to think.” Anonymous (Brownlow, 1997, p.59)

H. Technology IntroductionIntroduction Technology is a vital aspect in enhancing my Technology is a vital aspect in enhancing my

teaching and, in turn, student’s learning. By teaching and, in turn, student’s learning. By utilizing technology in my classroom I will then utilizing technology in my classroom I will then be able to make an ordinary presentation into a be able to make an ordinary presentation into a display of multisensory factors that apply to any display of multisensory factors that apply to any students’ learning needs. Additionally, students’ learning needs. Additionally, technology can also be used to create an technology can also be used to create an experience in the classroom that otherwise would experience in the classroom that otherwise would not be possible. not be possible.

H. Technology a. Virtual Field Tripsa. Virtual Field Trips

By utilizing the internet and accessing this website By utilizing the internet and accessing this website students are given the opportunity to see first hand the students are given the opportunity to see first hand the topics they are learning about. By connecting virtually, topics they are learning about. By connecting virtually, teachers can better relate their subject matter by teachers can better relate their subject matter by providing visual experiences for their students. This providing visual experiences for their students. This website enables teachers to provide their students with website enables teachers to provide their students with “field trips” that would otherwise not be accessible. “field trips” that would otherwise not be accessible. Students are able to take field trips all over the world Students are able to take field trips all over the world without ever leaving the classroom.without ever leaving the classroom.

The Virtual Field-Trip Site (www.field-guides.com)The Virtual Field-Trip Site (www.field-guides.com)

H. Technologyb. Career Job Shadowingb. Career Job Shadowing

By using this technology as a tool in your classroom one is By using this technology as a tool in your classroom one is able to create a job preparation environment. This allows able to create a job preparation environment. This allows students to actively engage in the process of narrowing down students to actively engage in the process of narrowing down a job field, researching the requirements and qualifications, a job field, researching the requirements and qualifications, and actually observing a workday. This process can be used and actually observing a workday. This process can be used as a motivational technique to get students excited and give as a motivational technique to get students excited and give them goals for the future.them goals for the future.

““Career job shadowing is an activity that enables young Career job shadowing is an activity that enables young people to observe adults in work settings, learn the people to observe adults in work settings, learn the requirements of various jobs, and experience the flow of a requirements of various jobs, and experience the flow of a typical workday.” typical workday.” (www.flstw.fsu.edu/Online64/lrnteach.htm)(www.flstw.fsu.edu/Online64/lrnteach.htm)

H. Technology

c. WebWackerc. WebWacker Using this software teachers can download entire Using this software teachers can download entire

websites (and links if desired) onto the computers websites (and links if desired) onto the computers hard drive or zip disk. Not only does this allow the hard drive or zip disk. Not only does this allow the website to be viewed without server complications website to be viewed without server complications (as the viewed program does not necessitate being (as the viewed program does not necessitate being online), but it also eliminates the possibility of online), but it also eliminates the possibility of students activating inappropriate websites.students activating inappropriate websites.

H. Technology

d. Accessing libraries through the internetd. Accessing libraries through the internet This allows your students to research books This allows your students to research books

that otherwise might be unavailable to that otherwise might be unavailable to them. It also allows students to browse for them. It also allows students to browse for books on topics of interest as well as books on topics of interest as well as undiscovered interests. By utilizing other undiscovered interests. By utilizing other networked libraries students will expand networked libraries students will expand their resources.their resources.

H. Technology

e. Digital Camerae. Digital Camera The digital camera enhances visual aids in The digital camera enhances visual aids in

depicting objects. This technology can be depicting objects. This technology can be used to improve and increase a students used to improve and increase a students growing vocabulary. With the helpful use of growing vocabulary. With the helpful use of the digital camera photographic poems, the digital camera photographic poems, illustrated poetry, are more effective at illustrated poetry, are more effective at motivating creative and descriptive writing motivating creative and descriptive writing habits. habits.

H. Technology

f. Power Pointf. Power Point Through the use of power point teachers Through the use of power point teachers

can create complex lesson plans more can create complex lesson plans more efficiently. Students also benefit in gaining efficiently. Students also benefit in gaining presentation experience. Students can create presentation experience. Students can create a pictorial portfolio of themselves, which a pictorial portfolio of themselves, which can be used as a lesson in diversity and a can be used as a lesson in diversity and a tool for assessment by the teacher.tool for assessment by the teacher.

H. Technology

g. T.V., V.C.R., and D.V.D.g. T.V., V.C.R., and D.V.D. TV’s alone can be used to transmit TV’s alone can be used to transmit

incoming educational programs. The incoming educational programs. The recording and playback advantages of the recording and playback advantages of the VCR convenience transmitting programs at VCR convenience transmitting programs at a controlled time. DVD players increase the a controlled time. DVD players increase the quality and capability of VCR benefits. quality and capability of VCR benefits. Combining the three in the classroom can Combining the three in the classroom can create an attractivecreate an attractive educational leisure time.educational leisure time.

H. Technology

h. TTY, Closed Captionh. TTY, Closed Caption The TTY is an important tool for continuing The TTY is an important tool for continuing

education outside of the classroom. This allows education outside of the classroom. This allows students to communicate with one another while students to communicate with one another while they are outside the classroom. Closed Caption is they are outside the classroom. Closed Caption is also a TV enhancement steadily increasing reading also a TV enhancement steadily increasing reading skills for D/HH as well as hearing students. skills for D/HH as well as hearing students. Although the technology is relatively new, it has Although the technology is relatively new, it has overwhelmingly increased the amount of overwhelmingly increased the amount of educational programming that can be viewed in educational programming that can be viewed in D/HH classrooms.D/HH classrooms.

H. Technologyi. Real Ear Measurementi. Real Ear Measurement

This piece of equipment is used to adjust a child's This piece of equipment is used to adjust a child's hearing aid so that the sound hitting the ear drum is at the hearing aid so that the sound hitting the ear drum is at the right level for that particular child. Being able to do this right level for that particular child. Being able to do this provides the student with the best level of sound needed provides the student with the best level of sound needed to benefit from a hearing aid. This technology is also to benefit from a hearing aid. This technology is also capable of providing an electroacoustic analysis of the capable of providing an electroacoustic analysis of the child’s hearing aid. This helps to determine how well the child’s hearing aid. This helps to determine how well the aid is working for that child. By using this technology as aid is working for that child. By using this technology as a teacher I will be able to have an audiologist customize a teacher I will be able to have an audiologist customize each child’s hearing aid to better suit them in my each child’s hearing aid to better suit them in my learning environment. learning environment.

H. Technology SummarySummary The use of technology in the classroom is an example of The use of technology in the classroom is an example of

teacher creativity. With the world changing so rapidly teacher creativity. With the world changing so rapidly students need to feel comfortable around modern students need to feel comfortable around modern technology. They also need to learn how to use, respect, and technology. They also need to learn how to use, respect, and understand the changing demands in today’s technology-understand the changing demands in today’s technology-based society. Through the use of the Virtual Field Trip based society. Through the use of the Virtual Field Trip website and digital camera’s I will be able to incorporate website and digital camera’s I will be able to incorporate my concepts of enhancing students sensory factors into my my concepts of enhancing students sensory factors into my learning environment. This will also reinforce my use of learning environment. This will also reinforce my use of promoting students learning through interactions, which in promoting students learning through interactions, which in turn creates a student-centered teaching philosophy. turn creates a student-centered teaching philosophy.

I. Deaf Ed. Resources

IntroductionIntroduction This section of my portfolio is a collection of vital This section of my portfolio is a collection of vital

resources I found and have gathered throughout resources I found and have gathered throughout the past semesters. A variety of websites are the past semesters. A variety of websites are available to help the most experienced educator or available to help the most experienced educator or an aspiring novice. I chose to make these an aspiring novice. I chose to make these resources available because I feel that they have resources available because I feel that they have proven to be the most beneficial to myself and can proven to be the most beneficial to myself and can hopefully help others as they venture through the hopefully help others as they venture through the world of education.world of education.

I. Deaf Ed. Resources A. Frequently Asked Questions About the StanfordA. Frequently Asked Questions About the Stanford

Achievement Test with Deaf and Hard of Hearing StudentsAchievement Test with Deaf and Hard of Hearing Studentswww.gri.gallaudet.edy/~catraxle/sat-citations.htmlwww.gri.gallaudet.edy/~catraxle/sat-citations.htmlProvides questions to answers as well as links to finding out any Provides questions to answers as well as links to finding out any other information about other Deaf normed tests.other information about other Deaf normed tests.

B. ERIC Clearinghouse on Disabilities and Gifted EducationB. ERIC Clearinghouse on Disabilities and Gifted Educationhttp://ericec.orghttp://ericec.orgThis website is funded by the Council for Exceptional Children. This website is funded by the Council for Exceptional Children. It was a good data research center for questions and research on It was a good data research center for questions and research on Special Education.Special Education.

C. Disability Etiquette HandbookC. Disability Etiquette Handbookwww.ci.sat.tx.us/planning/handbookwww.ci.sat.tx.us/planning/handbookThis site hopes to enhance the availability and opportunity of This site hopes to enhance the availability and opportunity of disabled individuals finding independent employment.disabled individuals finding independent employment.

I. Deaf Ed. Resources D. People First LanguageD. People First Language

www.kidstogether.org/pep-1st.htmwww.kidstogether.org/pep-1st.htmThis website is dedicated to educating all who will listen on people first This website is dedicated to educating all who will listen on people first language when discussing individuals with disabilities.language when discussing individuals with disabilities.

E. Deaf Education Website: Educational Enhancements for the E. Deaf Education Website: Educational Enhancements for the field of Deaf Educationfield of Deaf Educationwww.deafed.netwww.deafed.netThe purpose of this website is to provide all who work in or around the The purpose of this website is to provide all who work in or around the field of educating the Deaf support, resources and opportunities.field of educating the Deaf support, resources and opportunities.

F. Hard of Hearing and Deaf Students: A resource guide to support F. Hard of Hearing and Deaf Students: A resource guide to support classroom teacherclassroom teacherwww.bced.gov.bc.ca/specialed/hearimpair/toc.htmwww.bced.gov.bc.ca/specialed/hearimpair/toc.htmThis site provides teachers with information concerning a students This site provides teachers with information concerning a students hearing loss, tips on how to accommodate and communicate with the hearing loss, tips on how to accommodate and communicate with the D/HH child. It also has a section on preparing how to teach children D/HH child. It also has a section on preparing how to teach children who are D/HH.who are D/HH.

I. Deaf Ed. Resources G. Alexander Graham Bell Association for the Deaf G. Alexander Graham Bell Association for the Deaf

and Hard of Hearingand Hard of Hearingwww.agbell.orgwww.agbell.orgAn organization centered on providing support and An organization centered on providing support and advocacy for the parents and professors of student’s with advocacy for the parents and professors of student’s with some form of a hearing loss.some form of a hearing loss.

H. Language & Literacy Development in Children H. Language & Literacy Development in Children Who Are Deaf.Who Are Deaf.This book provides theories, models, and strategies that This book provides theories, models, and strategies that educators can use to best educate students who are Deaf.educators can use to best educate students who are Deaf.(Shirmer, R. B., (2000). Language and literacy (Shirmer, R. B., (2000). Language and literacy development in children who are deaf. Massachusetts: A development in children who are deaf. Massachusetts: A Pearson Education Company.)Pearson Education Company.)

I. Deaf Ed. Resources I. Teaching Students with Special Needs in Inclusive SettingsI. Teaching Students with Special Needs in Inclusive Settings

This book explains who to meet the needs of every child in you class according to their This book explains who to meet the needs of every child in you class according to their special needs not the needs of the classroom.special needs not the needs of the classroom.(Dowdy, A. C., Patton, R. J., Polloway, A. E., & Smith, C. E. T., (2001). Teaching (Dowdy, A. C., Patton, R. J., Polloway, A. E., & Smith, C. E. T., (2001). Teaching students with special needs in inclusive settings. Massachusetts: A Pearson Education students with special needs in inclusive settings. Massachusetts: A Pearson Education Company.)Company.)

J. Starting With Assessment: A Developmental Approach to Deaf Children J. Starting With Assessment: A Developmental Approach to Deaf Children LiteracyLiteracyThis book describes the different assessment methods that can be used to find a students This book describes the different assessment methods that can be used to find a students individual learning needs.individual learning needs.(French, M. M., (1999). Starting with assessment: A developmental approach to deaf (French, M. M., (1999). Starting with assessment: A developmental approach to deaf children literacy. Washington D.C.: Pre-College National Missions Programs Gallaudet children literacy. Washington D.C.: Pre-College National Missions Programs Gallaudet University.)University.)

K. Building a Writing Community: A Practical GuideK. Building a Writing Community: A Practical GuideThis book is dedicated to showing educators how they can make their classroom one This book is dedicated to showing educators how they can make their classroom one that supports, nurtures, and promotes a positive learning environment for their student’s that supports, nurtures, and promotes a positive learning environment for their student’s to write.to write.(Freeman, S. M., (1999). Building a writing community: A practical guide. Florida: (Freeman, S. M., (1999). Building a writing community: A practical guide. Florida: Maupin House Publishing.) Maupin House Publishing.)

I. Deaf Ed. Resources L. Creating Inclusive Classrooms: Effective and Reflective PracticesL. Creating Inclusive Classrooms: Effective and Reflective Practices

This book discusses each possible varying disability, how to accommodate This book discusses each possible varying disability, how to accommodate each into your class, according to those how to teach to those students learning each into your class, according to those how to teach to those students learning needs.needs.(Saland, J. S., (2001). Creating inclusive classrooms: Effective and reflective (Saland, J. S., (2001). Creating inclusive classrooms: Effective and reflective practices. New Jersey: Prentice Hall Inc..)practices. New Jersey: Prentice Hall Inc..)

M. It’s Your Turn Now: Using Dialogue Journals With Deaf StudentsM. It’s Your Turn Now: Using Dialogue Journals With Deaf StudentsThis book through examples and description explain how to effectively and This book through examples and description explain how to effectively and successfully carry out the journal writing process in your classroom.successfully carry out the journal writing process in your classroom.(Bailes, C., Searls, S., Slobodzian, J., & Straton, J., Ph.D., (1986). It’s your (Bailes, C., Searls, S., Slobodzian, J., & Straton, J., Ph.D., (1986). It’s your turn now: Using dialogue journals with deaf students. Washington D.C.: Pre-turn now: Using dialogue journals with deaf students. Washington D.C.: Pre-College Programs Gallaudet University.) College Programs Gallaudet University.)

N. Manual Communication: Implications for EducationN. Manual Communication: Implications for EducationThis book serves as a guide to better inform someone of the many different This book serves as a guide to better inform someone of the many different ways the Deaf can communicate manually.ways the Deaf can communicate manually.(Bornstein, H., (1990). Manual communication: Implications for education. (Bornstein, H., (1990). Manual communication: Implications for education. Washington D.C.: Gallaudet University Press.)Washington D.C.: Gallaudet University Press.)

I. Deaf Ed. Resources O. Choices in Deafness: A Parent’s Guide to Communication O. Choices in Deafness: A Parent’s Guide to Communication

OptionsOptionsThis book through description and personal real life stories gives This book through description and personal real life stories gives an unbiased approach to helping individuals choose what an unbiased approach to helping individuals choose what methodology is best for their child.methodology is best for their child.(Schwartz, S., Ph. D., (1996). Choices in deafness: A parent’s (Schwartz, S., Ph. D., (1996). Choices in deafness: A parent’s guide to communication options. Maryland: Woodbine House.)guide to communication options. Maryland: Woodbine House.)

P. Student’s With Mild Disabilities in General Education P. Student’s With Mild Disabilities in General Education Settings: A Guide for Special EducatorsSettings: A Guide for Special EducatorsThis book helps to explain how to teach students with a mild This book helps to explain how to teach students with a mild disability in a regular education setting effectively. disability in a regular education setting effectively. (deBettencourt, U. L., Vallecorsa, L. A., & Zigmond, N., (2000). (deBettencourt, U. L., Vallecorsa, L. A., & Zigmond, N., (2000). Students with mild disabilities in general education settings: A Students with mild disabilities in general education settings: A guide for special educators. New Jersey: Prentice-Hall Inc..)guide for special educators. New Jersey: Prentice-Hall Inc..)

I. Deaf Ed. Resources SummarySummary In conclusion this part of my portfolio will never be In conclusion this part of my portfolio will never be

officially closed. For I am consistently coming into contact officially closed. For I am consistently coming into contact with vital information and resources to add to this section. with vital information and resources to add to this section. These resources like the “Frequently Asked Questions” These resources like the “Frequently Asked Questions” website, can be used as a valuable instruction in the website, can be used as a valuable instruction in the classroom. It relates to assessment tests that most students classroom. It relates to assessment tests that most students have to take in some form. By having the students go to have to take in some form. By having the students go to this site they will be able to read about and explore the test this site they will be able to read about and explore the test they are about to take. They can look at questions or ask they are about to take. They can look at questions or ask their own, this may begin to help them feel a little better their own, this may begin to help them feel a little better and more comfortable about taking the test.and more comfortable about taking the test.

J. Representative Instructional Unit

IntroductionIntroduction With the help and guidance from my practicum teacher together we With the help and guidance from my practicum teacher together we

decided on the topic of “The Heart”. It was an organ in the body that decided on the topic of “The Heart”. It was an organ in the body that we both felt was important for the students to learn. In correction we both felt was important for the students to learn. In correction with the regular education curriculum of learning the five major with the regular education curriculum of learning the five major organs of the body, we decided that the heart would be the most organs of the body, we decided that the heart would be the most beneficial for the instructional level of the students. The purpose of beneficial for the instructional level of the students. The purpose of this unit is to introduce the heart, where it is located in the body, and this unit is to introduce the heart, where it is located in the body, and what it does. By creating these lessons in a hands on manner I will be what it does. By creating these lessons in a hands on manner I will be addressing the students best means of learning. These lessons will be addressing the students best means of learning. These lessons will be very student centered as well as discovery based. The students will very student centered as well as discovery based. The students will be given the opportunity to learn through interactions and be given the opportunity to learn through interactions and cooperative learning will also be incorporated. The room will display cooperative learning will also be incorporated. The room will display many pictures and model of the heart and of the students work, to many pictures and model of the heart and of the students work, to reinforce my beliefs of a print rich learning environment. reinforce my beliefs of a print rich learning environment.

* Due to the length of the Instructional Unit the rest of the lessons * Due to the length of the Instructional Unit the rest of the lessons including the Summary will be presented following the Reference including the Summary will be presented following the Reference List of this portfolioList of this portfolio

“I will never forget that while I cannot teach my students everything that they need to know, I can teach them how to be better learners.” Dr. Harold Johnson (Dr. Harold Johnson,

Personal Communication, September, 5 2000) K.

Reflections From working on this project as well as others this From working on this project as well as others this semester I now understand how important it is to semester I now understand how important it is to teach students how to become better learners. I teach students how to become better learners. I know that as a teacher one is always judged on how know that as a teacher one is always judged on how much information their students retain. By much information their students retain. By resorting to the idea that it is impossible to teach resorting to the idea that it is impossible to teach students everything they need to know, I will be students everything they need to know, I will be able to focus my teaching on providing my students able to focus my teaching on providing my students with the skills needed to become independent with the skills needed to become independent learners. I believe that a successful teacher is one learners. I believe that a successful teacher is one that is capable of teaching their students to adapt that is capable of teaching their students to adapt the curriculum to fit their own personal needs. the curriculum to fit their own personal needs.

K. Reflections

I have learned that there are countless I have learned that there are countless attributes that a teacher must possess in attributes that a teacher must possess in order to be an effective educator. One of order to be an effective educator. One of which is patience, without it teachers will which is patience, without it teachers will never see the true potential of children. never see the true potential of children. Patience is not something that comes Patience is not something that comes naturally, but with time can be a naturally, but with time can be a distinguishing characteristic of a master distinguishing characteristic of a master educator.educator.

K. Reflections

Acceptance in another characteristic of a master Acceptance in another characteristic of a master educator. I feel that that without the willingness to educator. I feel that that without the willingness to accept children, teachers are incapable of truly accept children, teachers are incapable of truly assessing there students abilities. As a teacher assessing there students abilities. As a teacher another important factor in education is the ability another important factor in education is the ability to accept what one does not know. By doing this to accept what one does not know. By doing this teachers provide themselves with the opportunity teachers provide themselves with the opportunity to learn from their students. Accepting the role as to learn from their students. Accepting the role as a collaborator in education is one of the first steps a collaborator in education is one of the first steps towards becoming a master teacher. towards becoming a master teacher.

K. Reflections

From doing this project I now understand that From doing this project I now understand that researching your own beliefs and goals are required researching your own beliefs and goals are required in becoming an effective teacher. Before this in becoming an effective teacher. Before this project I knew a lot of information pertaining to project I knew a lot of information pertaining to education. This project made me sit down and education. This project made me sit down and generate my own beliefs and then produce generate my own beliefs and then produce substantial information to back them up. From substantial information to back them up. From doing that I realized that I really did not know what doing that I realized that I really did not know what I believed in. As a result of this project I am now I believed in. As a result of this project I am now able to project what I believe to be the attributes able to project what I believe to be the attributes that will make me a master educator.that will make me a master educator.

K. Reflections

Throughout this course one theme has evolved “Their topic, Throughout this course one theme has evolved “Their topic, your task.” (Dr. Harold Johnson, Personal Communication, your task.” (Dr. Harold Johnson, Personal Communication, 2000, September 9) As a result of this underlying theme I 2000, September 9) As a result of this underlying theme I have gained a better understanding into how I want to teach. have gained a better understanding into how I want to teach. Allowing my students to present information they are Allowing my students to present information they are interested in will insure that I will be addressing their interested in will insure that I will be addressing their linguistic, social, and cognitive needs. Before this project I linguistic, social, and cognitive needs. Before this project I was unaware of how crucial it is to make your students feels was unaware of how crucial it is to make your students feels as if they are apart of the classroom. By incorporating the as if they are apart of the classroom. By incorporating the concept of the students topics being my task presents me concept of the students topics being my task presents me with the challenge. This challenge of creating a student with the challenge. This challenge of creating a student centered environment ensures that both my students and centered environment ensures that both my students and myself will prosper. myself will prosper.

“Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your

mind young.” Henry Ford (Brownlow, 1995, p.19) L. Reference List

Bailes, C., Searls, S., Slobodzian, J., & Straton, J., Ph.D., (1986). It’s Bailes, C., Searls, S., Slobodzian, J., & Straton, J., Ph.D., (1986). It’s your turn now: Using dialogue journals with deaf students. Washington your turn now: Using dialogue journals with deaf students. Washington D.C.: Pre-College Programs Gallaudet University.D.C.: Pre-College Programs Gallaudet University.

education. Washington D.C.:Gallaudet University Press.education. Washington D.C.:Gallaudet University Press. Bredekamp, S. & Copple, C. (Ed.). (1997). Developmentally appropriate Bredekamp, S. & Copple, C. (Ed.). (1997). Developmentally appropriate

practice in early childhood programs. (Revised ed.). Washington, D.C.: practice in early childhood programs. (Revised ed.). Washington, D.C.: National Association for the Education of Young Children.National Association for the Education of Young Children.

Brown, B. L. (1997). New learning strategies for generation x. ERIC Brown, B. L. (1997). New learning strategies for generation x. ERIC Digest [Online], 184, 1-5. Available: ED411414. Digest [Online], 184, 1-5. Available: ED411414. www.ed.gov/databases/ERIC_Digests/ed411414.html. [2000, November www.ed.gov/databases/ERIC_Digests/ed411414.html. [2000, November 10].10].

Brownlow Publishing Company. (1997). Dear teacher: 101 words of Brownlow Publishing Company. (1997). Dear teacher: 101 words of encouragement. Texas: Author.encouragement. Texas: Author.

Brummitt, Wendy., Personal Communication, April 11,2001Brummitt, Wendy., Personal Communication, April 11,2001

L. Reference List

Chauncey, C. T. (1999). Creating a peaceful program with school-age adventures in Chauncey, C. T. (1999). Creating a peaceful program with school-age adventures in peacemaking. (Fall). Massachusetts: Educators for Social Responsibility. peacemaking. (Fall). Massachusetts: Educators for Social Responsibility.

Dietel, R. J., Herman, J. L., & Knuth, R. A. (1991). What does research Dietel, R. J., Herman, J. L., & Knuth, R. A. (1991). What does research say about assessment [Online]. Available: NCREL, Oak Brook. say about assessment [Online]. Available: NCREL, Oak Brook. www.ncrel.org/sdrs/areas/stw_esys/4assess.htm [2000, December 12].www.ncrel.org/sdrs/areas/stw_esys/4assess.htm [2000, December 12].

Florida School-to-work. Learning and teaching: The unique Florida School-to-work. Learning and teaching: The unique perspective of applied technology strands [Online]. Available: perspective of applied technology strands [Online]. Available: www.flstw.fsu.edu/Online64/lrnteach.htmwww.flstw.fsu.edu/Online64/lrnteach.htm

Forte, I., & Schurr, S. (1995). Portfolios, products, and performances. Forte, I., & Schurr, S. (1995). Portfolios, products, and performances. New York: Houghton Mifflin Company.New York: Houghton Mifflin Company.

Hoffman, D. (1999). Coalition news for Ohio schools (Autumn). Ohio: Hoffman, D. (1999). Coalition news for Ohio schools (Autumn). Ohio: Ohio Coalition of Essential Schools.Ohio Coalition of Essential Schools.

L. Reference List Johnson, H. Dr. Personal Communication, 2000, Johnson, H. Dr. Personal Communication, 2000,

September 9.September 9. Katz, L. G. (2000). What should young children be Katz, L. G. (2000). What should young children be

learning. ERIC Digest, 1-14. Available: ED 411414. learning. ERIC Digest, 1-14. Available: ED 411414. www.ed.gov/databases/ERIC_Digests/ed290554.htwww.ed.gov/databases/ERIC_Digests/ed290554.html. [2000, November 10].ml. [2000, November 10].

Kennedy, A. M. Personal Communication, 2000, Kennedy, A. M. Personal Communication, 2000, November 2.November 2.

Kirk, S. A., Gallagher, J. J., & Anastasiow, N. J. Kirk, S. A., Gallagher, J. J., & Anastasiow, N. J. (1997). New York: Houghton Mifflin Company.(1997). New York: Houghton Mifflin Company.

L. Reference List Lane, H., Hoffmeister, R., & Bahan, B. (1996). A journey into the deaf-Lane, H., Hoffmeister, R., & Bahan, B. (1996). A journey into the deaf-

world. San Diego, CA: Dawn Sign Press.world. San Diego, CA: Dawn Sign Press. McGarry, Melissa (McGarry, Melissa ([email protected]@ASBD.STATE.AZ.US). (2000, ). (2000,

November 30). Cyber Mentor. E-mail to Nancy Sutherland (November 30). Cyber Mentor. E-mail to Nancy Sutherland ([email protected]@kent.edu).).

North Central Regional Educational Laboratory. (no date). Learning North Central Regional Educational Laboratory. (no date). Learning areas or centers [Online]. Available: areas or centers [Online]. Available: www.ncrel.org/sdrs/areas/issues/students/earlycld/ea1lk19.htm. [2000, www.ncrel.org/sdrs/areas/issues/students/earlycld/ea1lk19.htm. [2000, November 10].November 10].

Orlich, D. C., Harder, R. J., Callahan, R. C., & Gibson, H. W. (2001). Orlich, D. C., Harder, R. J., Callahan, R. C., & Gibson, H. W. (2001). Teaching strategies: A guide to better instruction (6Teaching strategies: A guide to better instruction (6 thth ed.). New York: ed.). New York: Houghton Mifflin Company. Houghton Mifflin Company.

Review of Four Types of Assessment Instruments Used With D/HH Review of Four Types of Assessment Instruments Used With D/HH Students: Academic/Readiness Assessment. (no date). [Online]. Students: Academic/Readiness Assessment. (no date). [Online]. Available: Available: www.gri.gallaudet.edu/~catraxle/reviews.htmlwww.gri.gallaudet.edu/~catraxle/reviews.html. [April 23, . [April 23, 2001].2001].

Slyh, Debbie,. Personal Communication, February 28, 2001Slyh, Debbie,. Personal Communication, February 28, 2001

L. Reference List Strum, B. (no date). Let’s pretend….The importance of dramatic Strum, B. (no date). Let’s pretend….The importance of dramatic

play: Child and family canada [Online]. Available: www.cfc-play: Child and family canada [Online]. Available: www.cfc-efc.ca/docs/00000053.htm [2000, November 10]. efc.ca/docs/00000053.htm [2000, November 10].

Sturomski, N. (1997). Teaching children with learning disabilities Sturomski, N. (1997). Teaching children with learning disabilities to use learning strategies. NICHCY News Digest, V 25, 1-14. to use learning strategies. NICHCY News Digest, V 25, 1-14. Available: August 1997/ Interventions for students with leaning Available: August 1997/ Interventions for students with leaning disabilities. disabilities. www.parentpals.com/5.0newsletter/5.3addldnews/5.3.5addstrat.htmwww.parentpals.com/5.0newsletter/5.3addldnews/5.3.5addstrat.html. [2000, November 2].l. [2000, November 2].

Williams, L. V. (1986). Teaching for the two-sided mind: A guide Williams, L. V. (1986). Teaching for the two-sided mind: A guide to right brain/left brain education. New York: A Touchstone Book.to right brain/left brain education. New York: A Touchstone Book.

The Virtual Field-trip Site. [Online]. Available: www.field-The Virtual Field-trip Site. [Online]. Available: www.field-guides.com [2000, Novemberguides.com [2000, November 2]. 2].

J. Representative Instructional Unit Cont.

Unit OrganizationUnit Organization a) a) Academic SubjectAcademic Subject- Science- Science b) b) Unit ObjectivesUnit Objectives- -

Students will correctly name and locate the heart in a human body- Students will correctly name and locate the heart in a human body- Students will correctly identify at least two activities that make their Students will correctly identify at least two activities that make their heart beat fast and slowheart beat fast and slowc) c) Curriculum MaterialsCurriculum Materials- - Practicum teacher, Houghlin Millflin Unit organizers on the body, Cow’s Practicum teacher, Houghlin Millflin Unit organizers on the body, Cow’s heart, encyclopedia’s online (Encarta and Britannica), “How will they get heart, encyclopedia’s online (Encarta and Britannica), “How will they get that heart down your throat: A child’s view of transplants”, “The Heart: that heart down your throat: A child’s view of transplants”, “The Heart: Our Circulatory System”, “Hear Your Heart (Let’s Read and Find Out Our Circulatory System”, “Hear Your Heart (Let’s Read and Find Out Science)”, “The magic School Bus: Inside the Human Body”, Sports Science)”, “The magic School Bus: Inside the Human Body”, Sports Illustrated magazines, Teen Sports Illustrated magazines, The Human Illustrated magazines, Teen Sports Illustrated magazines, The Human Body Online Tour- Body Online Tour- www.education-world.comwww.education-world.com

J. Instructional Unit Cont.

d) d) # of classes, length of classes and number of students in the # of classes, length of classes and number of students in the classesclasses- - Everyday for 8-9 days, each class lasting 40-50 minutes, with six Everyday for 8-9 days, each class lasting 40-50 minutes, with six students in the classstudents in the class

e)e)Language and Cognitive goalsLanguage and Cognitive goals- - -The student will spontaneously mature from using gestures or -The student will spontaneously mature from using gestures or home signs to formal signs that are understood by the teacher and home signs to formal signs that are understood by the teacher and peers, on or about one to three names, activities, or experiences peers, on or about one to three names, activities, or experiences that are centered around her school work (these signs are that are centered around her school work (these signs are evaluated and judged as being formal signs by the teachers) evaluated and judged as being formal signs by the teachers) -When the student asks the teacher a question and the teacher -When the student asks the teacher a question and the teacher does not have time to respond, the student will try one of the does not have time to respond, the student will try one of the following choices to help her become a more independent thinker following choices to help her become a more independent thinker and learner (Deaf Aid, Preserves teacher, Print material)and learner (Deaf Aid, Preserves teacher, Print material)

J. Instructional Unit Cont.Lesson #1Lesson #1

Unit segmentUnit segment- Introduction- IntroductionAcademic ObjectivesAcademic Objectives--

-Students will spontaneously ask questions concerning the object -Students will spontaneously ask questions concerning the object in front of themin front of them-Students will use past experiences as well as other peers -Students will use past experiences as well as other peers experiences to help identify the object and it’s location in the experiences to help identify the object and it’s location in the bodybody-Students will use other peer’s experiences to help relate to their -Students will use other peer’s experiences to help relate to their own ideas on what the object isown ideas on what the object is-At the end of the lesson students will identify the object as being -At the end of the lesson students will identify the object as being a heart and will be able to give it’s location in the human bodya heart and will be able to give it’s location in the human body

Curricular materialsCurricular materials--Practicum teacher, Cow’s Heart, Books on the heartPracticum teacher, Cow’s Heart, Books on the heart

J. Instructional Unit Cont.Student’s ActivitiesStudent’s Activities--

Begin by placing the cow’s heart in the middle of the table before the students Begin by placing the cow’s heart in the middle of the table before the students arrive.arrive.When the students walk in act as if you are busy, paying no attention to the students When the students walk in act as if you are busy, paying no attention to the students or the object on the table.or the object on the table.Allow the student’s to talk to each other, as they try to figure our what the object is Allow the student’s to talk to each other, as they try to figure our what the object is and why it is on the table.and why it is on the table.Stay active until the students acknowledge that they need your help in figuring out Stay active until the students acknowledge that they need your help in figuring out what the object is.what the object is.Allow students to ask you questions concerning the object. Try to prompt them to Allow students to ask you questions concerning the object. Try to prompt them to answer their own questions or see if others can help.answer their own questions or see if others can help.If the students start to have problems ask them what they think the object is? Write If the students start to have problems ask them what they think the object is? Write down their ideas on the board. Ask them where they think it is from? What do they down their ideas on the board. Ask them where they think it is from? What do they think it does? think it does? See if they can realize what it is not. Is it alive? Is it an animal? Can you eat it?See if they can realize what it is not. Is it alive? Is it an animal? Can you eat it?Ask them if they have ever seen one before? Using their stories and experiences to Ask them if they have ever seen one before? Using their stories and experiences to help prompt the class to say what the object is.help prompt the class to say what the object is.

J. Instructional Unit Cont.Student Activities ContStudent Activities Cont Once at least one student has identified that he object is a heart, have them explain where they Once at least one student has identified that he object is a heart, have them explain where they

have seen one or how they figured out it was a heart.have seen one or how they figured out it was a heart.Encourage other students to explain their stories. If a student has never seen or heard of a heart Encourage other students to explain their stories. If a student has never seen or heard of a heart before encourage them to self-advocate for themselves. Allow other students to help them.before encourage them to self-advocate for themselves. Allow other students to help them.Encourage the students to work together to help each other understand that the object lying on Encourage the students to work together to help each other understand that the object lying on the table is a heart.the table is a heart.For students who are having trouble give them a number of printed materials with pictures of For students who are having trouble give them a number of printed materials with pictures of hearts in them. See if the students can find the pictures that are similar to the object on the hearts in them. See if the students can find the pictures that are similar to the object on the table.table.Once they have come to a conclusion on what the object is, write the word on the board. Once they have come to a conclusion on what the object is, write the word on the board. Fingerspell the word together as a class.Fingerspell the word together as a class.Then ask the class what they think the sigh should be? Discuss the student’s reasons behind Then ask the class what they think the sigh should be? Discuss the student’s reasons behind their guesses. their guesses. Explain that all of their ideas are right, but there are a couple ways to sign heart. Have the class Explain that all of their ideas are right, but there are a couple ways to sign heart. Have the class pick which sign they prefer. pick which sign they prefer. Repeat going over the sign and the fingerspelling of the word.Repeat going over the sign and the fingerspelling of the word.Once they have agreed on a name of the object go through the same procedure to identify Once they have agreed on a name of the object go through the same procedure to identify where they would predict the object to be located (in a tree, in a car, in a human?).where they would predict the object to be located (in a tree, in a car, in a human?).


Students EvaluationStudents Evaluation--Were the students able to make a generalization between what they have Were the students able to make a generalization between what they have seen and heard about before and what way lying on the table? Were the seen and heard about before and what way lying on the table? Were the higher objective students able to explain their experiences in a way that higher objective students able to explain their experiences in a way that helped other students relate to the object? Were the students able through helped other students relate to the object? Were the students able through stories and experiences able to conclude as a whole that the object is a stories and experiences able to conclude as a whole that the object is a heart? Were the students able to use there past generalizations to predict heart? Were the students able to use there past generalizations to predict where the heart is located in the human body.where the heart is located in the human body.Student HomeworkStudent Homework--Have the students while they are home to identify one object in their Have the students while they are home to identify one object in their house that has a heart and one object that does not have a heart. They are house that has a heart and one object that does not have a heart. They are to draw a picture of each object.to draw a picture of each object.


Lesson #2 Unit Segment- ExplorationAcademic Objectives-

As a whole student will identify where the heart is located on the human body.

Students will be able to identify activities that make their heart beat fast and slow.

Students will be able to identify certain activities and will measure the heartbeats

Students will be able to locate their heart and will describe if the heart is beating slow or fast. Curriculum Materials-

Practicum teacher, books on the heart, outline of the human body, two heart charts, computers ready with heart websites

J. Instructional Unit Cont.Student ActivityStudent Activity--

When the student’s come in have prepared a number of printed material on the When the student’s come in have prepared a number of printed material on the heart laid out on the table. As well as the computers available with websites on heart laid out on the table. As well as the computers available with websites on the heart. In each picture available showing the location of the heart in the the heart. In each picture available showing the location of the heart in the human body.human body.Allow the students time to look at each picture and website and discuss with Allow the students time to look at each picture and website and discuss with each other what they see.each other what they see.Begin by recapping what they learned previously about the heart.Begin by recapping what they learned previously about the heart.Show them a picture of just the heart and ask them what it is? Discuss what it is Show them a picture of just the heart and ask them what it is? Discuss what it is and how they knew that.and how they knew that.Next hold up a cut out outline of the human body, ask the students where they Next hold up a cut out outline of the human body, ask the students where they think the heart is located. The high objective students should use the printed think the heart is located. The high objective students should use the printed material in front of them to help identify the location. material in front of them to help identify the location. Have the students raise their right hands and place them on their hearts. Check Have the students raise their right hands and place them on their hearts. Check for their reactions to see if they can really feel their hearts beating.for their reactions to see if they can really feel their hearts beating.

J. Instructional Unit Cont.Student Activity Cont.Student Activity Cont.

Next have the students run in place for 60 seconds, and then do 30 jumping jacks. Then have them Next have the students run in place for 60 seconds, and then do 30 jumping jacks. Then have them feel their heart again. feel their heart again. Record their reactions. Their hearts are beating FAST.Record their reactions. Their hearts are beating FAST.Now have them put their heads down on the table for two minutes, tell them to relax. Then have Now have them put their heads down on the table for two minutes, tell them to relax. Then have them feel their hearts again.them feel their hearts again.Record their reactions. Their hearts are beating SLOW.Record their reactions. Their hearts are beating SLOW.Discuss and have the students explain why they think their hearts were beating fast after they ran Discuss and have the students explain why they think their hearts were beating fast after they ran and slow after they sat for a while.and slow after they sat for a while.Place two charts on the board labeled: “This makes my heart beat fast!” “This makes my heart Place two charts on the board labeled: “This makes my heart beat fast!” “This makes my heart beat slow!” beat slow!” Begin by having the student’s list all of the activities they can that would make their hearts beat Begin by having the student’s list all of the activities they can that would make their hearts beat fast and slow. List their ideas on a separate piece of chart paper.fast and slow. List their ideas on a separate piece of chart paper.Next explain that they are to pick one activity that they think would make their hearts beat slow Next explain that they are to pick one activity that they think would make their hearts beat slow and one that they think would make their hearts beat fast.and one that they think would make their hearts beat fast.Explain the procedure, some students will perform the activity then they will locate their heart and Explain the procedure, some students will perform the activity then they will locate their heart and show another student where it is. Another group of students will feel the student’s heart beating show another student where it is. Another group of students will feel the student’s heart beating and they will tap with their foot the number of times they feel the person’s heart beating. The last and they will tap with their foot the number of times they feel the person’s heart beating. The last group will mark the number of times the persons hear beat.group will mark the number of times the persons hear beat.Once it has been documented how many times the heart beat for each activity, fast or slow, the Once it has been documented how many times the heart beat for each activity, fast or slow, the students are to place that activity on the right chart for either fast or slow.students are to place that activity on the right chart for either fast or slow.Continue this activity until each chart has at least three activities under it.Continue this activity until each chart has at least three activities under it.


Student EvaluationStudent Evaluation--Were the students able to conclude which activities made the heart beat fast and Were the students able to conclude which activities made the heart beat fast and slow? Were the students able to locate the placement of the heart in the human body? slow? Were the students able to locate the placement of the heart in the human body? Were the lower objective students able to identify an activity and perform it Were the lower objective students able to identify an activity and perform it successfully? Were they able to locate their heart and show another student? Were successfully? Were they able to locate their heart and show another student? Were the mid objective students able to find the beating heart and tap with their foot the the mid objective students able to find the beating heart and tap with their foot the number of times the heart beat. Were the high objective students able to place a mark number of times the heart beat. Were the high objective students able to place a mark next to the activities name, in correlation with the number of times the person tapped next to the activities name, in correlation with the number of times the person tapped their foot of the floor.their foot of the floor.

Student HomeworkStudent Homework--While the students are home they will list as many activities that they perform at While the students are home they will list as many activities that they perform at home that makes their hearts beat fast and slow. For low objective students they can home that makes their hearts beat fast and slow. For low objective students they can draw a picture of themselves doing the activity. The next days have them identify the draw a picture of themselves doing the activity. The next days have them identify the activity and whether their heart was beating fast or slow. activity and whether their heart was beating fast or slow.

J. Instructional Unit Cont.Lesson Design #3Lesson Design #3

Unit SegmentUnit Segment- Application- ApplicationAcademic ObjectivesAcademic Objectives--

Students will work together to make a game about the heart.Students will work together to make a game about the heart.Students will look through printed material and on the Internet to find Students will look through printed material and on the Internet to find pictures that show activities that make a person’s heart beat fast and pictures that show activities that make a person’s heart beat fast and slow.slow.Students will name the different activities on a separate sheet of paper.Students will name the different activities on a separate sheet of paper.Students will glue the picture of the activity on one piece of paper and Students will glue the picture of the activity on one piece of paper and will place the word and the picture together.will place the word and the picture together.

Curriculum MaterialsCurriculum Materials--Practicum teacher, magazines, websites on fitness and exercise, Practicum teacher, magazines, websites on fitness and exercise, scissors, glue, paperscissors, glue, paper

J. Instructional Unit Cont.Student ActivityStudent Activity--

It will be explained to the students what they are going to make a heart It will be explained to the students what they are going to make a heart memory game. They will split up into groups and each group will have a memory game. They will split up into groups and each group will have a job to do.job to do.Group one will be in charge of looking though magazines and on the Group one will be in charge of looking though magazines and on the Internet to find pictures of the activities that make a person’s heart beat Internet to find pictures of the activities that make a person’s heart beat fast and slow. As they find each activity they are to cut it out and pass it fast and slow. As they find each activity they are to cut it out and pass it to group two.to group two.Group two will then look at the picture, identify the activity, and then will Group two will then look at the picture, identify the activity, and then will write it on a separate sheet of paper.write it on a separate sheet of paper.For example, group one cut out a picture of a person on a bike. Group two For example, group one cut out a picture of a person on a bike. Group two will then write on the paper PERSON ON A BIKE.will then write on the paper PERSON ON A BIKE.Once that is completed group two will give their picture and the piece of Once that is completed group two will give their picture and the piece of paper to group three. Their job is to glue the picture of the activity on a paper to group three. Their job is to glue the picture of the activity on a square piece of paper. square piece of paper. This method will be repeated though the entire class. Provide more This method will be repeated though the entire class. Provide more examples if needed.examples if needed.

J. Instructional Unit Cont.Student EvaluationStudent Evaluation--

Were the students able to work together? Were they able Were the students able to work together? Were they able to follow my directions, did I give them a clear example? to follow my directions, did I give them a clear example? Should I have given them more examples? Were my Should I have given them more examples? Were my three groups able to carry out their own set of directions? three groups able to carry out their own set of directions?

Student HomeworkStudent Homework--Have the student’s identify their favorite T.V. show. Tell Have the student’s identify their favorite T.V. show. Tell them that they have to watch that show tonight. They are them that they have to watch that show tonight. They are to each find one activity from their T.V. show that is not to each find one activity from their T.V. show that is not been used in their game that makes a person’s heart beat been used in their game that makes a person’s heart beat fast or slow. They are to draw a picture of the activity fast or slow. They are to draw a picture of the activity and then on a separate sheet of paper they are to label it.and then on a separate sheet of paper they are to label it.

J. Instructional Unit Cont. Summary of Unit Summary of Unit This unit was an eye opening experience for me. I found This unit was an eye opening experience for me. I found

out how very difficult it is to keep the attention and out how very difficult it is to keep the attention and interest of a first grader during a lesson. I learned how to interest of a first grader during a lesson. I learned how to relate the deaf education curriculum to that of the regular relate the deaf education curriculum to that of the regular education class. I found it interesting on how different it education class. I found it interesting on how different it was to actually teach the lessons you create. It was a lot was to actually teach the lessons you create. It was a lot harder than I imagined it to be. I over anticipated the harder than I imagined it to be. I over anticipated the level of my students and for that my first lesson was a level of my students and for that my first lesson was a total flop. I learned a great deal from that situation, and I total flop. I learned a great deal from that situation, and I am sure I will make many more similar mistakes in the am sure I will make many more similar mistakes in the future.future.

student portfolio by: nancy sutherland may 2001. table of contents 1. introduction 7. assessment...

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