This project was completed for EDU250, Teaching in the Community Colleges. The assignment for this project was:
This week you reviewed chapters 11-17 [in Nilson, 2010], exploring ways to choose and use the right tools for teaching and learning.
You read that it begins with the learning outcomes/objectives. So for this project, you will select 1-3 learning objectives for the class that you identified in the syllabus project that you would cover in an hour long class period.
Using the techniques and information that you learned in the readings, identify the teaching and learning techniques that you would use to engage your students in the content during that hour long period.
Submit a plan for that hour including:
- The learning objectives to be covered
- Agenda for the hour
- The format for the class
- Teaching methods to be used
- Teaching moves to be used
- A description of why you chose the format, each method and each move and how they relate to your learning outcomes/objectives.
- Apply the ability to initiate, conduct, and terminate a short specific conversation in ASL. (XIII)
- Apply receptive and expressive mastery of grammatical features of ASL— pronouns, verbs, tense indicators, negatives, adjectives, adverbs, classifiers in specific commands, questions, and statements. (II-IX)
- Engage in a first-meeting conversation
- Ask and respond affirmatively or negatively to yes/no questions
- Know what questions Deaf people are likely to ask you when you first meet them, and know how to respond appropriately
- seminar as students learn the language as written in the textbook and modeled on the DVD before class, and prepare in pairs to role-play the conversations in front of the class. Why I chose this: so that students learn through group work and modeling/teaching.
- lecture/discussion: instructor will lecture students to explain what needs to be clarified, depending on students’ misunderstanding; students will discuss the nature of introductory conversations. Why I chose this: so that students engage in critical thinking and instructor guides the students toward competence.
- skill activity: students practice the conversations with each other. Why I chose this: so that students develop competence in using the language and engaging in common discourse routines.
- All three class formats relate to all course competencies and learning objectives.
Noon–12:10: Students 1 & 2 will demonstrate Conversation 1 from Homework 2:1. Students 1 & 2 will teach the grammatical features, sign production, and sign order to the class.
12:10–12:15: Instructor will lead class discussion of whether students executed conversations correctly. Instructor will guide Q & A between the classmates and Students 1 & 2.
12:15–12:20: All students will practice Conversation 1 with each other, with Students 1 & 2 split up and working paired with other students in the class. Instructor will supervise and correct students as necessary, also being available for Q & A.
12:20–12:25: Instructor will give general notes and corrections of manual and nonmanual production errors, will guide discussion and general Q & A.
12:25–12:35: Students 3 & 4 will demonstrate Conversation 2 from Homework 2:2. Students 3 & 4 will teach the grammatical features, sign production, and sign order to the class.
12:35–12:40: Instructor will lead class discussion of whether students executed conversations correctly. Instructor will guide Q & A between the classmates and Students 1 & 2.
12:40–12:45: All students will practice Conversation 1 with each other, with Students 1 & 2 split up and working paired with other students in the class. Instructor will supervise and correct students as necessary, also being available for Q & A.
12:45–12:50: Instructor will give general notes and corrections of manual and nonmanual production errors, will guide discussion and general Q & A.
12:50–1:00: Instructor will lead students in a discussion of “Insight: Making Connections” about what Deaf people commonly ask when they first meet hearing ASL students.
- role plays as students play the roles of people first meeting each other and exchanging introductory information
- recitation as students recite the phrases they have learned
- directed discussion as instructor leads students in discussing the execution of the role plays and the typical questions people ask each other when they first meet
- classroom assessment techniques as instructor walks around the classroom while students are practicing the conversations they are learning and makes corrections as needed
- student-peer feedback as students will critique role players on their execution of the conversations to be recited
- just-in-time teaching as instructor notes and corrects the common errors seen among the students during classroom assessment
Instructor will “suggest prior knowledge to which students can link new and future information and knowledge” and students will “recognize and identify information” (Nilson, 2010, p. 111). Why I chose this: During the last discussion, instructor will ask students to tell what questions they would ask of a student learning English as a second language, and will guide students to seeing how these questions are the same as or different from the questions Deaf people ask of students learning ASL as a second language.
Instructor will “explain with examples how factors such as culture, experience, desires, interests, and passions, as well as systematic thinking, influence choice and interpretations” and students will “detect mistakes, false analogies, relevant versus irrelevant issues, contradictions, and faulty predictions” (p. 111). Why I chose this: During final discussion, instructor will ask students how they thought the questions Deaf people would ask them are the same as or different from the questions the students would ask students of English as a second language. Instructor would explain why or why not the two lines of questioning were the same, informing the students of the values of Deaf culture so they know what to expect from their interactions with Deaf people.
Godot13 (2013). “Czech 2013 Prague Astronomical Clock Face.” Wikimedia Commons. Retrieved from http://commons.wikimedia.org/wiki/File:Czech-2013-Prague-Astronomical_clock_face.jpg
Maricopa Community College District Official Course Competencies for SLG101. Retrieved from Center for Curriculum & Transfer Articulation, http://www.maricopa.edu/academic/ccta/
Nilson, Linda B. (2010). Teaching at its best: A research-based resource for college instructors. Wiley. Kindle Edition.