Ideal Deaf Classroom, Advanced-Mid, ASL 301, Lab 06 0
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1. Use the Activity as is:
Before you begin:
- Most activities are 30 minutes in duration, unless otherwise specified.
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Ideal Deaf Classroom, Advanced Mid
Description:
Students will have a fingerspelling quiz, both from the lab assistant and from other students in the lab. For the main activity, students will be designing their ideal classrooms fit to their learning styles, then comparing and contrasting their designs to an ideal classrooms for the Deaf.
Proficiency Level:
Advanced Mid
Keywords:
Ideal classroom, Fingerspelling, Learning styles, Teaching styles, Deaf education
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.1 Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2 Students comprehend and interpret live and recorded American Sign Language on a variety of topics.
- Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture.
Idaho State Content Standards:
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
- CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
NCSSFL-ACTFL Can-Do Statements:
- In my own and other cultures, I can describe the cultural influences on the design of classrooms.
- I can consider the needs of those in a different culture than my own in an educational setting.
- I am knowledgeable about the resources available to improve my language skills.
Materials Needed:
- Fingerspelling sheet, one copy (Warm up)
- Whiteboard, one for each student (Main Activity)
- Dry erase marker, one for each student (Main Activity)
- Whiteboard eraser, one for each student (Main Activity)
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and explain the Warm Up using the prompt below. The lab assistant will have one printed fingerspelling sheet where the students cannot see the words. After the lab assistant fingerspells one set of words, they will pull over sticky notes to cover all other words except the second set.
"To start off this lab, we're going to be doing some fingerspelling practice. Please take out a scratch piece of paper and a pencil. I will be fingerspelling one 'set' of words which you will write down. Each set has two words. Once I'm done, I'll cover up all the other words except the next set, call on someone, and that person will fingerspell their set of words. Once that person is done, I will come up and cover up all the other vocabulary except the next set and so on. Any questions?"
2. Have a student come up to the front where the lab assistant started the lab and have them fingerspell the second set. Once they are done, have the student return to their seat and the lab assistant will arrange the sticky notes where the only visible words are the third set.
3. Have another student come up to fingerspell the visible words.
4. Repeat.
5. After all the words are complete, ask students how they felt about that using these guiding questions:
"What was your experience reading everyone? Were some people easier to read than others? Why?"
"What was your experience coming to the front and fingerspelling for everyone?"
"What practices can you do to improve your fingerspelling receptivity and expression?"
Main Activity
1. The lab assistant will hand out whiteboards, markers, and erasers to each student.
"For right now, I'd like you all to think of your learning styles. Some of you may be visual learners, auditory learners, maybe you learn best when you're moving around or in groups, etc. Taking this into consideration, I'd like for you to draw your preferred classroom. For an example, I'll draw and explain my preferred classroom."
2. The lab assistant will draw their preferred classroom on the whiteboard. After each step, they will give a short explanation of why they chose that modification. Examples:
• Draw: Seats in a circular pattern.
• Why: I prefer discussion-based classes and feel more connected to the topic if I can see the person speaking.
• Draw: Yoga ball chairs.
• Why: I tend to bounce my legs in class and would like to get that energy out.
3. Students will take turns describing their ideal classroom to the group. Follow up with the question below:
"Good! Now that you've made a classroom ideal for your learning styles, how would your classrooms change if it was a Deaf classroom?"
Wrap-up
Ask the following questions to finish the lab:
1. "Would your performance in a class dramatically improve if you were placed in your ideal classroom setting? Why or why not?"
2. "What are some advantages and disadvantages to your ideal classroom?"
3. "What was one vocabulary term you learned today and how would you use that in your life?"
End of lab:
• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!
NCSSFL-ACTFL Can-Do Statements:
- In my own and other cultures, I can describe the cultural influences on the design of classrooms.
- I can consider the needs of those in a different culture than my own in an educational setting.
- I am knowledgeable about the resources available to improve my language skills.
Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...