Download ACC TEC ACC SpringDev_1_11_2013

Austin Community College-DeafTEC
Spring Development Day 2013
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Introduction and Goals
Class Act Website
Plan
Views
Teaching/Learning Experience
Strategies and Approaches
Panel
Wrap Up
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Presenters
Panelists
Participants
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NSF award
Texas Sub-Award
Partners
What is available to you
Overall goal of the grant activities
1. Learn about Deaf/ASL Culture
2. Understand the student’s perspective of access
3. Learn about potential pitfalls and perils while
lecturing in the classroom
4. Create a personal plan for classroom strategies
5. Learn about classroom support services
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www.rit.edu/classact
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Its purpose is to provide techniques and strategies to enhance
access to instruction for students who are deaf or hard of
hearing and are in a mainstream classroom
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Site Includes:
Challenges faced by faculty members and strategies for
addressing the challenges
A discussion board for teachers
A page of additional links to short videotapes with direct
comments from students who face issues daily
A page of videos of faculty with comments on their
experiences
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Guiding Questions
◦ Which of my current teaching strategies makes
access for deaf/hard of hearing students in my
classes more difficult?
◦ How might I modify strategies on improving access
to learning?
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Describe the area(s) you plan to work on this
year
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Describe the goals for change(s)
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Describe strategies to achieve the goal(s)
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Describe methods/tools you will use to
document and evaluate your progress
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Hearing loss (types)
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Physiology
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Deafness
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Audiogram
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Deaf Culture
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ASL
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Communication
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Behavior
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Identity-Deafhood and ASL
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Contributions and Deaf Gain
BIOL 1406
Spring 2013
. . .are very large molecules found in all living organisms.
There are four major classes of biomolecules, known as
the carbohydrates, the lipids, the proteins and the nucleic
acids. The carbohydrates include foods such as rice,
wheat and corn; the lipids include butter, cholesterol and
other steroids as well as the phospholipids of plasma
membranes; the proteins serve many functions in
organisms including hormones, enzymes, transport and
contractile molecules; and the nucleic acids are the DNA in
the nucleus of eukaryotes and the nucleoid region of
prokaryotes, the ribonucleic acid and often the hydrogen
acceptors and energy molecules such as adenosine
triphosphate. These four categories of macromolecules
are essential components of cells and present in the food
groups that we ingest.
Monomers are small molecules that combine
together by dehydration, the removal of water, to
make the carbohydrates, lipids and proteins of
cellular macromolecules. The dehydration
reaction is also called a condensation reaction, a
similar concept to the condensation of water that
forms on the outside of glasses of iced drinks in
the summer time. In a condensation reaction the
hydroxide is removed from one monomer and
the hydrogen from another, producing water and
establishing a single covalent bond between the
monomers; this continues until a large molecule
is produced. The exception is that nucleic acids
to not undergo a dehydration reaction.
A prevalent monomer of many carbohydrates is
glucose, an aldohexose with the functional
groups of an aldehyde carbonyl and five
hydoxyls. When dry glucose is a linear molecule;
in solution glucose forms a hexagonal
hemiacetal. The hydroxyl of Carbon 1 of one
glucose molecule is removed and the hydrogen
of Carbon 4 of another glucose molecule is
removed in a condensation reaction to make the
acetal structure of the disaccharide.
Occasionally, there is a 16 condensation
reaction to produce a branch point along the
polysaccharide.
In both plants and animals, carbohydrates are used as
energy storage, with plants using starch as long term
energy storage to fuel the growth of the seedling and
animals using glycogen as short term energy storage.
glycogen
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Discuss
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Communication is vital to success of any
endeavor
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Communication takes two
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People need to work together
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Ask- “What can I do to make it easier for the two
of us to communicate?”
Group versus one on one
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Eye contact
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Topic of discussion
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Gestures, body language, facial expressions
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Environment conductive to communication
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Agenda
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Visual Aids
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Layout of room = good communication
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Vital information
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Minutes or notes for references
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Line of vision
PowerPoint Usage
-pacing yourself
-less is more
Lag time
referencing text
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Ask the student
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Speak with another teacher who has worked with the student
or other students who are deaf or hard of hearing
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Be available for consult with service providers
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Work as a team
1- Use a document camera to make textbooks
and handouts visible to all students
2- Have PowerPoint and lecture notes available
to the students before class
3- Treat all students equally
4- Have a positive/flexible attitude
5- Interpreters are not always an accurate
reflection of students when voicing for them
6- Be aware of “process time,” which is the
time required to process information into
another language. Slow down! It may be
beneficial to take small pauses or a short
break
7- While using PowerPoint slides, overheads, or
other similar material, give students time to
read before moving on
8- Allow Deaf students to have access to the
first few rows in class on the first day
9- Don’t force groups of deaf/hard of hearing
students to work together. Well before you
establish groups, ask students privately for
their preferences in group assignments
10- If you are using a laser pointer, allow the
pointer to remain on the object for an
extended period.
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ASL- American Sign Language
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Sign Language Transliteration
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Oral Interpreting
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Cued Speech
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Deaf Blind Interpreting
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Confidentiality
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Render the message faithfully
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Neutrality
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Discretion
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Mannerism appropriate to the situation
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Preparation
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Professionalism
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Facilitate communication
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Sight Lines
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References
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Turn Taking
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Environmental Considerations
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Lighting
Position
External Noise
Amplification
Importance of Student Feedback to the
Interpreting Process
◦ Head Nod/Manual Feedback
◦ Facial Expression
◦ Student Participation
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Meet with the interpreter before the first class
to share outlines, texts, agenda, technical
vocabulary, class syllabus, and other
background information that would be
pertinent
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Speak naturally at a reasonable, modest pace
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Use I and you
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Avoid use of ‘this’ and ‘that’
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Look directly at the person
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Avoid talking while students are focused on
written class work
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Strategic breaks
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Captioned films and videos
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Testing modifications and accommodations
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Organized thoughts
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Changes in Instruction
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Prep Materials
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Group Presentations
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Traditional Labs vs. Outdoor Labs
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Computer Labs
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Group discussions/seminars
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Participation- part of grade?
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Multiple students per group
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Safety: student and interpreter
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Pacing:
◦ Slow and fast paced lectures
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Pausing:
◦ Micro-breaks
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Physical Demands:
◦ Mind and Body
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What is it like to communicate in groups with
hearing students?
What are some of the challenges you face
when the teacher’s content and ideas are
being expressed through an interpreter?
Describe a challenging class that you have
experienced and the strategies you have used
to be successful in that class.
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What do you do on the first day of class to
help deaf/hard of hearing students feel
welcome?
What are the the challenges of having
deaf/hard of hearing students in the
classroom?
How has having deaf/hard of hearing
students in your classroom enhanced your
teaching experience?
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What are some ways that you have seen
instructors make good modifications for
interpreters to equally include deaf students?
What is the interpreter role?
Are interpreters experts in the subject areas
they interpret? Why is their background
important? Does it vary?
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The most common areas where a change in
instructional strategy would benefit the deaf
students
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Use of projected images
Use of whiteboard or blackboard
Responding to student questions
Questioning by professor
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Equitable Use: Design is useful for All
Flexible Use: Design accommodates a wide range
of preferences and abilities
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Guiding Questions
◦ Which of my current teaching strategies makes
access for deaf/hard of hearing students in my
classes more difficult?
◦ How might I modify strategies on improving access
to learning?

Describe the area(s) you plan to work on this
year
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Describe the goals for change(s)
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Describe strategies to achieve the goal(s)
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Describe methods/tools you will use to
document and evaluate your progress
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Questions?
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Evaluation sheet
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Thanks!
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Paul Bernella
◦ [email protected]
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Caroline Koo
◦ [email protected]
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Alice Sessions
◦ [email protected]
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Erika Shadburne
◦ [email protected]