Shroyer- Grade 9th to 12th/ASL Instructional Strategies by Matthew Shroyer https://padlet.com/matthewdwain/2fyft728nscz The diverse student population, teacher-student relationship, learning preferences, and so forth. en-us 2018-07-08 22:47:41 UTC 2018-07-09 03:14:57 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Send.png Basic to complex. matthewdwain https://padlet.com/matthewdwain/2fyft728nscz/wish/269682562 Students may learn better by starting what they already know, and then move on to the next steps which may be more challenging. This strategy for students’ engagement is called “scaffolds” and that “may be tools, such as cue cards or checklists, that complete part of the task for the students” (Rosenshine, 2012, p. 18). Accordingly, students need to recheck themselves if they are on the right track, because if not then they may lose interesting in learning. I believe that staying interesting is part of the motivation.  Students are engaged in learning because of basic, familiarity information from previous lessons, then they would be prepared the next advanced tasks (Rosenshine, 2012, p. 18). 

In American Sign Language class, one must be ready for a silent classroom since voice is turned off during signing practice. Not just only voice off but maintained eye contact for visual learning, body movement, and especially working with a Deaf teacher. Students need time to get used to this kind of communication approaches. The teacher should start with basic such as introduction conservation that only requires a few sign words. Then a teacher and students will move on to the next steps such as using more words and phrases to warm up their body movement and eye contact. This method should occur with every lesson in sign language courses. 

Reference

Rosenshine, B. (2012). Principles of instruction- research-based strategies that all teachers should know [Web log post]. Retrieved from https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

]]> 2018-07-09 00:45:51 UTC https://padlet.com/matthewdwain/2fyft728nscz/wish/269682562 Visual image. matthewdwain https://padlet.com/matthewdwain/2fyft728nscz/wish/269682641 Students may feel more entertained by seeing things that help with learning. I believe pictures are more explicit for the mind to comprehend the concept taught in the delivered lessons. Therefore, the graphical images are a quick way “to understand the interrelationships between the aspects of what you have taught them,” for example (Killian, n.d., “Evidenced Based Teaching,” para. 1). When something is understood quickly, then the process of learning would continue, and that is what the goal of students’ engagement is all about. 

In American Sign Language class, a teacher would always use such as Venn diagrams to compare two different ideas. For example, students try to compare phonemes and morphemes or other linguistic terms may not be easy tasks to comprehend. Graphical images or Venn diagrams are ideal for teaching a complicated concept to lure students’ attention and to save times with the delivered lessons. Another example of visual learning is with stimulus pictures of people, places, or things to understand sign language without a voice. Students would give up quickly if they do not understand sign language or what being asked of them. 

Reference 

Killian, S. (n.d.). Top 10 evidence based teaching strategies [Web log post]. Retrieved from www.evidencebasedteaching.org.au/evidence-based-teaching-strategies/ 
]]> 2018-07-09 00:47:08 UTC https://padlet.com/matthewdwain/2fyft728nscz/wish/269682641 School outlook. matthewdwain https://padlet.com/matthewdwain/2fyft728nscz/wish/269682738 Students may be living in another world if the school environment does not provide a room for them to be themselves. Almost every part of the world is now packed with a diversity of people, so there should be a room with diverse background setting that matches their personality. The unfamiliar environment is distracting for the student, so they would not engage in learning. The goal is for students to “feel they are accepted and affirmed” in school (Weimer, 2012, “Ensure that institutional,” para. 1). 

In American Sign Language class, a teacher should modify or accommodate students’ learning preferences to enable their participation. For example, one of the students may learn sign language as his or her third language, so there will need an interpreter to assist him or her first language. The background setting in the classroom should be friendly and religiously neutral,  such as not including Christmas decoration since some do not believe in Jesus’ birth date. 

Weimer, M. (2012, July 26). 10 ways to promote student engagement [Web log post]. Retrieved from https://www.facultyfocus.com/articles/effective-teaching-strategies/10-ways-to-promote-student-engagement/

]]> 2018-07-09 00:48:38 UTC https://padlet.com/matthewdwain/2fyft728nscz/wish/269682738 Time zone. matthewdwain https://padlet.com/matthewdwain/2fyft728nscz/wish/269682798 Students may feel burned out from learning all day at school. Give some time for students to cool up their brains to help continue their participation in class. One of the strategies is “for every 10 minutes of instruction allows the students 2 minutes to process and respond to the instruction” (Hurst, 2013, “Use the 10:2 method,” para. 1). I believe students would appreciate this effort to give some time to refresh themselves for the next educational activities. 

In American Sign Language class, a teacher should know that students would be overwhelmed by learning sign language in next 30 minutes because of using their body movement and maintained eye contact. Thus, students may be bored out quickly with their mouth wide opened to stretch up their brains. The students should have a few minutes to refresh themselves for the next educational activities. I believe students feeling refreshed would boost their energy for more concentration so they can continue participating in the class. 

Hurst, S. (2013, September 18). Seven ways to increase student engagement in the classroom [Web log post]. Retrieved from https://www.readinghorizons.com/blog/seven-ways-to-increase-student-engagement-in-the-classroom

]]> 2018-07-09 00:49:53 UTC https://padlet.com/matthewdwain/2fyft728nscz/wish/269682798 Welcome mat. matthewdwain https://padlet.com/matthewdwain/2fyft728nscz/wish/269683676 Students may be coming from other classes with teachers who give them a hard time or not feeling comfortable. I know students need friends or “they come to school, in most cases, looking forward to seeing their teachers and friends” (Lynette, 2015, “Greeting Students,” para. 1).  Lynette (2015) suggested greeting at the classroom door where students come in before class starts. “If a student has a new hair style, I make sure to notice” to show him or her that a teacher does care about them (Lynette, 2015, “Greeting Students,” para. 3). That idea of greeting is brilliant since I believe students can become motivated for the class. Motivation helps students’ engagement. 

In American Sign Language class, I think it is a good idea for a teacher to use sign language by saying HELLO or HOW YOU when students come in. That should help students know that their teacher is ready to work with them. The positive attitude can influence students’ attitude and their participation. Also, a teacher greets students at the door can give a warm-up interaction since sign language requires students and teacher work together. 

Reference 

Lynette, R. (2015, March 1). Positive behavior management strategies for the primary classroom [Web log post]. Retrieved from https://minds-in-bloom.com/positive-behavior-management-strategies/

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