Expert Project 2 by https://padlet.com/west4150/cflzf5cqdooc Christina Jones & Lindsey Westerfield en-us 2017-10-23 05:04:26 UTC 2025-12-23 08:04:10 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Growing.png Language, Writing, & Reading in Social Studies west4150 https://padlet.com/west4150/cflzf5cqdooc/wish/199445501 Learning strategies:
-Reading strategies (summarization, paraphrasing, word identification, self-questioning, and visualization)
-Studying and remembering (mnemonics, paired associates, and LINCS vocabulary strategies)
-Writing (sentence writing, paragraph writing, theme writing, error monitoring, and editing)
(Goeke, 2009)
 
The academic challenges are seen not only in math and reading, but also across content areas (such as social studies). 

These challenges can be attributed to:
-Under use of metacognitive strategies
-Decreased visual attention to information
-Lack of language skills to understand written information
-Lack of background content and world knowledge
-Infrequent exposure to problem solving activities
(Spencer and Marschark, 2010)
 
Possible effects of hearing loss on skill development in History/ Social Studies
-May lack the general and specific language and vocabulary to understand the concept of time (past, present, and future)
-Communication challenges/ break downs that hinder discussion
-A delay in cognitive development
https://ttaconline.org/differentiated-instructional-strategies-deaf-history (October 22nd, 2017)
 
Strategies to gain access to History/ Social Studies Content
-Adequate language models
-Partnership with parents
-Enriched learning environment
-Use of multimedia approaches to provide visual representation of the content
-Use a variety of modes of presentation of content
-When using visuals, allow student to look at visual, get the explanation needed, then respond
-Pre-teach vocabulary
-Use the correct conceptual sign
-Relate content to student’s personal lives
-Emphasize Deaf people in history
-Encourage higher level thinking through questioning
https://ttaconline.org/differentiated-instructional-strategies-deaf-history (October 22nd, 2017)

]]> 2017-10-23 05:07:24 UTC https://padlet.com/west4150/cflzf5cqdooc/wish/199445501 Assessing/Evaluating Progress west4150 https://padlet.com/west4150/cflzf5cqdooc/wish/199445593 -Pre and Post Assessment (obtaining present levels and functional performance)
-Informal Assessment
-Formal Assessment
-Standardized Assessment
-Questioning (gradually increasing the complexity of the questions)
-Portfolios
-Rubrics
-Demonstration of Skills
-Observation
- Access to Instruction Checklist
-Mediated Communication: Student Readiness Checklist
- Including general education curriculum, skills and objectives, in the IEP 
(Anderson and Arnoldi, 2011)
 
Possibility, If we as teachers implement Universal Design Learning Framework; we would be able to see growth and progress in the end product of our teaching and student artifacts. The framework was developed to ensure that all student’s needs were met. If all student’s needs are being addressed and met, we are better able to appropriate assess their progress.

]]> 2017-10-23 05:08:25 UTC https://padlet.com/west4150/cflzf5cqdooc/wish/199445593 Bibliography west4150 https://padlet.com/west4150/cflzf5cqdooc/wish/199445895 Anderson, K. & Arnoldi, K. (2011). Building Skills for Success in the Fast-Paced Classroom: Optimizing Achievement for Students with Hearing Loss. Hillsboro, OR: Butte Publications, Inc.

Goeke, J. L. (2009). Explicit Instruction: Strategies for Meaningful Direct Teaching. Pearson Publications.

Hall, T., Strangman, N., and Meyer, A. Differentiated Instruction and Implications for UDL Implementation. NCAC.

Newmann, F. M. (1990) Higher order thinking in teaching social studies: a
rationale for the assessment of classroom thoughtfulness. Journal of Curriculum
Studies. 22(1), 41-56.

Poulos, T. H. (1954). Planning a social studies program for the deaf. Volta Review, 56443-446.

Sievers, A. (2005). The social studies classroom: attitudes and perspective from the deaf and hard of hearing students through literature.

Spencer, P. E. & Marschark, M (2010) Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students. Oxford University Press.
 
Woolsey, M. L., Herring, T. J., & Satterfield, S. T. (2009). SOCIAL STUDIES INSTRUCTION IN SIGNING PROGRAMS FOR DEAF AND HARD OF HEARING STUDENTS: AN ECOBEHAVIORAL ASSESSMENT. American Annals Of The Deaf, 154(4), 400-412.
 
https://texasdeafed.org/professionals/classroom-tools/social-studies

 https://ttaconline.org/differentiated-instructional-strategies-deaf-history (October 22nd, 2017)
]]> 2017-10-23 05:11:29 UTC https://padlet.com/west4150/cflzf5cqdooc/wish/199445895 Websites/Resources west4150 https://padlet.com/west4150/cflzf5cqdooc/wish/199447050 http://handsandvoices.org/articles/articles_index.html#education
 
https://texasdeafed.org/professionals/classroom-tools/category/social-studies
 

https://ttaconline.org/differentiated-instructional-strategies-deaf-history

 
http://www.brighthubeducation.com/special-ed-hearing-impairments/
 
http://www3.gallaudet.edu/clerc-center/info-to-go/educational-resources.html

]]> 2017-10-23 05:22:39 UTC https://padlet.com/west4150/cflzf5cqdooc/wish/199447050 Value of Social Studies for DHH Students west4150 https://padlet.com/west4150/cflzf5cqdooc/wish/199830637 Shockingly enough, "no research exists on social studies instruction for students in
deaf education" (Woolsey et al., 2009). However, after Woolsey's study, it was shown that the areas of social studies are often lacking for DHH students. Part of this is in part to lacking time in instruction of social studies, which needs to be reformed by teachers, and by a lack of access to background information for students. Both of these considered, we must be diligent in our instructional practices for Social Studies to help our students to be well-rounded, fully informed members of society.]]> 2017-10-24 02:03:33 UTC https://padlet.com/west4150/cflzf5cqdooc/wish/199830637 Methods of Instruction west4150 https://padlet.com/west4150/cflzf5cqdooc/wish/199830838 The National Council for the Social Studies (1994) suggests that social studies
instruction center on 10 themes:
1. culture
2. time, community, and change
3. people, places, and environments
4. individual development and
identity
5. individuals, groups, and institutions
6. power, authority, and governance
7. production, distribution, and
consumption
8. science, technology and society
9. global connections
10. civic ideals and practices

Specifically for DHH students, the time allotted for Social Studies is lacking in both residential schools and self-contained classrooms. This is the biggest deficit, not only are students not being instructed well, but they're not being instructed with sufficient time.]]> 2017-10-24 02:04:52 UTC https://padlet.com/west4150/cflzf5cqdooc/wish/199830838 Materials and Technology west4150 https://padlet.com/west4150/cflzf5cqdooc/wish/199830892 There are multiple websites and resources to help present social studies visually, like Texas Deaf Ed, which has signing videos of important stories.

Two of the guiding principles of instructions of social studies are:
 - "Social studies teaching and
learning are powerful when they
are meaningful," 
Create connected
networks of knowledge,
skills, and beliefs that can cross
from school to home to community. Teach a few topics well. The depth of development of ideas is critical to understanding and learning how to solve problems.
-  "Social studies teaching and
learning are powerful when they
are integrative." Integrate social
studies with other subjects, and
do so across time and sj")ace.
Technology can be an integral
component as students develop
their points of view and projects.
Integrate citizenship and
attitudes and provide opportunities
for action.

Using technology, like the resources shown, DHH teachers are able to make integrative and meaningful connections, which will add value to the learning.

]]> 2017-10-24 02:05:17 UTC https://padlet.com/west4150/cflzf5cqdooc/wish/199830892