Carpool

Hello everyone!
Logan Burris here! Just letting y’all know that I can carpool four people in my Jeep tonight for the class tonight. All who wants to ride with me, let’s meet in front of Sullivan Hall at 5:30. I will be waiting on the porch. If y’all need instructions to Sullivan, let me know!
Thank You!

NAD-RID Code of Professional Conduct

Class Offsite

What are your thoughts regarding having class offsite on Thursday, April 25th?  What are things we need to consider if we move class?  

Based on your interest and the discussion here we'll make a final decision on Tuesday night.

I attended the panel

https://www.youtube.com/watch?v=_BuP5XuMZGA

That is the link to the video I mentioned in class. It’s about 10 minutes

Pizza restaurant owned, operated by the deaf expanding

I attended the panel

The Science of Drawing and Memory

Interesting article.  Feel free to add any additional thoughts along with your drawings!

The Science of Drawing and Memory

Panel

I had attended the panel this past Thursday

The Daily Moth 4-1-2019

Kobe Bryant Surprises This Inspiring Deaf Basketball Coach Who Went Viral

Grab your Kleenex!

Speaking from the Margins: EKU Deaf and Hard of Hearing Community

Sign Language ASL - Deaf Reading Strategies - Find words you know

Deaf Child Early Reading ASL English

Carpool to KSD

Our class will meet at KSD on Tuesday.  Please arrive at Brady Hall between 5:45 and 6:00 in order to sign in and get your name tag.  If you want to carpool with others in the class, please leave a comment.  Note if you can drive and how many others you can take with you.  OR Note that you need a ride.  I will meet you at KSD as I will be driving there directly from Frankfort.  Also, feel free to leave any questions about the trip here in the comments.

Last Thursday

I would like to clear up something said Last Thursday. When I mentioned that my Hearing DHH teacher taught and pushed me to read, and that the Deaf mentor taught me to enjoy the stories in ASL. I in no way was trying to say that Deaf teachers can't teach students to read fluently. I didn't have a deaf teacher, I wasn't a residential school student, I went to KSD for their activities and summer camp program, there were adults there that were teachers during the year, but they weren't teaching more than reviewing what we already knew and providing us engaging activities during the summer. This is why I mention deaf adults as Mentors not Teachers, because I didn't get that experience. I think that deaf teachers and hearing teachers can teach the content equally. My point that I was making, is that I prefer to learn form a mix and diverse set of people. My comment was this: I learned to improve my reading and learned to love reading to my self (quietly) because of one teacher (who happened to be a hearing DHH teacher), while I learned to love the visuals of ASL storytelling from deaf mentors.
I use BOTH in my life, this is one reason I love being bilingual. I can read a text by myself without help and comprehend it all on my own, or I can enjoy a book for fun; however, if i want to see it visually I also, have that opportunity. Or if I am struggling to comprehend something in a text I can sign it to myself to see if it makes better sense to me when I try translating it in sign language (my version of hearing people's reading out loud, similar to an ESL person reading a text in their first language instead of in English, if they struggle).

Also, on the topic of education settings, as I said I was mainstreamed my whole life. In elementary school I had resource room time I think the amount of time varied each day, honestly hard to remember, because a child's time tracking isn't always the greatest. In elementary and middle school I also, had speech therapy that I was pulled out of class for. In 4th-highschool grade level, I was only pulled out of class to resource room if I struggled with a lesson, or there was some work on expanded curriculum, or deaf interactive activities going on (the deaf students got to take deaf only field trips). I had a the same DHH teacher from K-3rd grade, then a different one for 4th and 5th, but I knew this teacher because she worked with the the other group of D/deaf students while mine worked with my group, and sometimes they would flip classes or teach or do activities together. I had couple different DHH teacher in middle school, and a few High School. I was close and connected to all my DHH teachers except for high school, there's a reason for that, I won't go into unless asked. I was also, close to my interpreters, but no they did not follow me around all day. Did I have any interpreters I wasn't close to? yes, there were some interpreters that I personally struggled with, and to me they weren't good interpreters, maybe they were good for someone else, but they didn't match me. It happens.

If anyone has any questions, feel free to ask!

The Caribbean Christian Centre for the Deaf

Sharing some personal news...although related to our topic of "educational settings."  This is where I will be the last two weeks of May!

A Strategy Explained

I appreciate the feedback I've received relative to, "but "how" do we teach DEAF students."  I attempt to model several aspects of the in each of our classes.  I'll attempt to be more explicit regarding those practices.  Here are some details regarding the beginning of Tuesday night's class

Activate Background Knowledge

·        Made direct connection between what you had previously learned about Clerc and Thomas Gallaudet. 

Use Visual Prompts, Cues, Supports

• ·        I showed a video with specific pictures

Provide connection between ASL & English – or Focus on the Constructs of the written text & vocabulary

·       Video had sign and caption

·       EVERY lesson MUST BE a LANGUAGE lesson and strengthen students comprehension and use of their receptive skills and expressive skills. 

Model for students what you want them to do

I wanted you to deepen your understanding and ability to identify what people or laws do and the impact of those.  I attempted to model that for you with what Clerc did and his impact.  I then asked you to do that with laws.

Allow for Student Talk (This builds language)

I had you discuss the video of the National Laurent Clerc Center.  -  Deaf students need time to process new information. Partnering them up or breaking into small groups. Give them time to put concepts in their own words. Have them come back together as a whole group and share any what they discussed, questions they have. 

Check for Student Understanding

·       Ask Questions - Throughout this session I asked you questions.

·       Allow students to ask questions (You may need to teach students how to ask questions.  How do we ask questions that are probing or truly thought provoking questions?  How do we get to those questions that make someone answer, “Hmmm…I’ve never thought about that before?”

SITE VISIT OPPORTUNITIES

Are you looking for possibilities for doing your site visit?  You can volunteer to help at one of the events that the KSD Outreach Consultants sponsor.  These events are for the local school districts' deaf and hard of hearing children to come together with other DHH students, socialize and learn in fun ways.  I will be volunteering at the one on March 8th in Morehead (and perhaps others).  I'd love to have you join me.  If you are going to volunteer you have to have a background check on file with EKU.

Here is the link where you will register to volunteer.  Feel free to ask any questions in the comment section below.

Deaf Ninja

https://www.facebook.com/deafninjakyle/posts/2201316606627308?sfnsw=cl

I don't know if you all know, but there is a Deaf American Ninja Warrior and I saw this video on Facebook and thought it was super cool!

Chuck Baird and John Brewster Jr. Group 3

•John Brewster Jr.

~1766-1854~

*He was born in Hampton, Connecticut but painted throughout the New England states.

*Was taught how to paint by his pastor, Reverend Joseph Steward

*At age 51 he was one of the first students to enroll at the American School for the Deaf.

*In 1805, Moved to his brothers house in Buxton, Maine, this is when his painting career takes off

*Painted portraits for wealthy and merchant class families

*He left a legacy on portraiture that speaks for itself. 

 

 

•Chuck Baird

•~1947-2012~

•He was born February 22, 1947 in Kansas, MO.

•Incorporates American Sign Language into his paintings.

•He attended the Kansas School for the Deaf and then to Gallaudet, followed by Rochester Institute of Technology, where he obtained a BFA in painting.

•He had his first major exhibition at the World Federation of Deaf Conference in D.C.

•He joined the National Theatre of the Deaf in 1980, where he was an actor and set designer.

•He then worked DawnSignPress. (They produce ASL books)

•He was famous for changing the hearing world through his genre of painting (De’Via).

•Was dedicated to Deaf community events. He led art workshops for children at art festivals, schools and summer camps

•Traveled to different paint murals  

 

 
 *The first painting is Chuck Baird and the second is John Brewster Jr.)

*Remember that Chuck incorporates American Sign Language within his paintings and John painted portraits for wealthy families.

 

 

 

Teaching ASL in Schools

https://www.teenvogue.com/story/why-asl-should-count-as-a-language-requirement

Historical Figure Essay

What questions do you have about your essay?  Here is the rubric that will be used to score your paper.  Make sure you address these criteria.

	Exemplary 5	Accomplished 3	Developing 2	Ineffective 1
Content Focus	The paper is well focused and demonstrates significant connections to deafness. Main ideas are clear and are included for both individuals. They are well supported by detailed and accurate information.	The paper is focused and demonstrates connections to deafness. Main ideas are clear and are included for both individuals. They are supported by detailed and accurate information.	The paper provides information about both individuals. It contains general connections to deafness with few main ideas and details.	The paper provides limited information about both individuals. It lacks clarity in demonstrating significant connections to deafness. The ideas in the paper lack overall cohesiveness.
Voice	The author engages the reader with interesting facts. There is strong evidence of attention to the individual's accomplishments and influence. The author’s knowledge and/or new learning of the individuals is/are evident.	The author engages the reader with interesting facts. There is evidence of attention to the individual's accomplishments and influence. The author’s knowledge of the individuals is/are evident.	The paper is written as a statement of a series of facts. It includes the individual's accomplishments and influence.	The paper is a restatement of facts of the individuals. It includes a list of the accomplishments of the individuals.
Organization	The introduction is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong.	The introduction states the main topic and provides an overview of the paper. A conclusion is included.	The introduction states the main topic. A conclusion is included	There is no clear introduction, structure, or conclusion.
Grammar Mechanics	All sentences are well constructed. They have varied structure and length. The author makes no errors in grammar, mechanics, and/or spelling.	Most sentences are well constructed. They have varied structure and length. The author makes a few errors in grammar, mechanics, and/or spelling, but they do not interfere with understanding.	Most sentences are well constructed, but they have a similar structure and/or length. The author makes several errors in grammar, mechanics, and/or spelling that interfere with understanding.	Sentences sound awkward, are distractingly repetitive, or are difficult to understand. The author makes numerous errors in grammar, mechanics, and/or spelling that interfere with understanding.

Historical Figure Activity

Here is the updated rubric that will be used to score each group's activity.  Feel free to add questions or comments in the Comment section.

	Exemplary 10	Accomplished 7	Developing 4	Ineffective 2
Knowledge Presented	Through the activity the student demonstrates strong knowledge and understanding of historical figures’ contributions to the field of Deaf Education or the accomplishments as a d/Deaf individual.	Through the activity the student demonstrates a knowledge of basic facts of historical figures’ contributions to the field of Deaf Education or the accomplishments as a d/Deaf individual.	Activity demonstrates a limited knowledge of the historical figures.	Activity demonstrates little to no knowledge of the historical figures.  The emphasis is more on the activity rather than on communicating information about the individuals’ lives.
Student Interaction	Students were engaged throughout the activity.  Every student showed an interest and remained open throughout the presentation.  All students put forth their best effort to be involved and learn information presented in the activity.	Students were engaged throughout the activity.  Students attempted to be involved and learn information presented in the activity.	Students were not always engaged in the activity.  They did attempt to be involved and learn information presented in the activity.	Students struggled to be involved or did not participate in the activity.  It was mainly information being shared one way.
Accuracy of Content	All information made for the activity was correct	All but one of the facts used in the presentation and activity was correct.	All but two of the facts used in the Presentation and activity was correct.	Several facts were unclear or incorrect.
Activity	The emphasis of the activity was on content. The activity enhanced the opportunity to learn. Materials contributed to the learning and did not detract from the time or distract from the learning. Directions for playing or participating in the activity were clearly explained in a timely, efficient manner.	Some thought went into making the activity interesting and fun to play. The materials used enhanced the learning.	Most of the focus was on the activity rather than the content. The activity overshadowed learning the necessary information. Materials contributed to the activity but detracted from the learning. Directions were unclear or were not explained in a timely manner.	More focus was on the activity than the content. The activity overshadowed learning the necessary information. Materials contributed to the activity but detracted the learning. Directions were unclear or for playing or were not explained in a timely manner.
Creativity	Significant thought went into making the activity interesting and fun to play as shown by creative questions, activity pieces and/or a board.	Students put time and thought into the activity. It was both interesting and fun. .	Student tried to make the activity interesting and fun. However, aspects of the activity made it difficult to understand and enjoy the activity.	Little thought was put into making an activity. It lacked creativity and wasn't fun
Conducting Activity	The student spoke clearly using proper grammar. The design of the presentation matched the identified Intended audience. The student maintained a flow throughout the presentation using a variety of engaging techniques such as transitions.	The student spoke clearly and had few grammatical errors. The presentation was designed for a specific audience other than a college class. The student maintained a flow throughout the presentation.	At times the student rushed or stumbled over what they were saying. There were few grammatical errors. Difficult to determine what age group or audience was intended. The presentation seemed disjointed with facts rather than a flow of information	The student spoke clearly but the Presentation was disjointed and did not flow.