Beruflich Dokumente
Kultur Dokumente
“I believe that the image is the great instrument of instruction. What a child gets out of any
subject presented to him (sic) is simply the images, which he himself forms with regard to it. I
believe that if nine-tenths of the energy at present directed towards making the child learn
certain things, were spent in seeing to it that the child was forming proper images, the work of
instruction would be indefinitely facilitated.” -- (John Dewey, My Pedagogic Creed; 1897)
DESCRIPTION/OVERVIEW:
This course critically examines research about teaching English to deaf* students at the
secondary level. Students will investigate and analyze the intersections of historical and
contemporary theories and practices related to curriculum, pedagogy, and materials
used in English instruction with deaf learners. Course goals are achieved through active
participation with critical thinking in reading, writing, discussion, and microteaching.
Students will design lesson and unit plans and evaluate curricula toward understanding,
demonstrating, and applying methods and theories related to English language
curriculum and pedagogy for deaf learners. The course is organized by two broad fields:
(1) Reading —English as Language Arts, and (2) Writing — Composition and Rhetoric.
*Throughout the syllabus the term “deaf” with lower case is used as ‘shorthand’ to denote a wide range of students who consider
themselves or are considered to be Deaf, deaf, hard of hearing, or have other related language disabilities.
standards, (e.g. “Common Core Curriculum”). (2) Analyze and evaluate relationships
between core elements of teaching English, including: content of curricula, teaching and
instruction methods, educational philosophy, classroom discourse modality, curriculum
standards, formative/summative assessment, and student-centric learning activities. (3)
Understand evidence-based practices and demonstrate the thoughtful design and
evaluation of curricula, pedagogy, and assessment. (4) Identify and employ professional
teaching resources, including professional databases, organizations, and tools.
PROGRAM OUTCOMES:
The experiences, philosophies, and methods included in this course are designed to: (1)
Acculturate MSSE students to the thought processes, values, and practices of highly
qualified educators. (2) Assist teacher-candidates in becoming self-reflective deaf
educators who are lifelong learners. (3) Synthesize evidence-based practices, content-
specialized pedagogies, and instructional technology in preparation for student teaching
and early-career teaching. (4) Develop an educational knowledge base that supports the
social, academic, and communication needs of diverse deaf students in various
educational environments. Post Semester Conversion document here.
The course design provides a participatory problem space where you can critically
examine real-world issues pursuant to teaching English to deaf learners. There are many
opportunities to practice, experiment, and reflect upon your teaching practices. This
class is grounded in deaf knowledge, culture, language, learning, and thinking; it is
centered upon the lived experiences of deaf people and deaf educators, including social,
cultural, linguistic, political, philosophical, and technological dimensions. Activities and
readings are explicitly or implicitly connected to contemporary issues in deaf education
(deaf people, their languages and cultures, technologies of deafness, deaf ontology, and
deaf epistemology) in a world that is increasingly interconnected through the English
language. Considerable effort has been made to select readings and design activities
that assist teacher candidates understand how curricular design and pedagogical
practices are created, synthesized, and evaluated in the real world. This class is designed
to be constructivist, student-centric, and to encourage “learning by doing.” The broad
theme for this course is: translating theory into practice.
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2. TEXTBOOKS/READINGS/RESOURCES All textbooks are required and available
on reserve at the Wallace Library, some available in e-book format, or for rent. Contact NTID’s
Librarian, Joan Naturale or the Wally Circulation Desk for details.
• Beers, K. (2003). When Kids Can’t Read, What Teachers Can Do: A Guide for
Teachers 6-12. Heinemann Publishers, Portsmouth, NH. B&N Link
• Fisher, D., Frey, N., Hattie, J. (2016). Visible Learning for Literacy: Implementing
Practices that Work Best to Accelerate Student Learning. Corwin/SAGE:
Thousand Oaks, CA/London, UK. B&N Link
• Whitaker, T., Whitaker, M., & Whitaker, K., (2016). Your First Year: How to Survive
and Thrive as a New Teacher. Routledge: New York/London. B&N Link
Additional readings will be provided in PDF format, available on MyCourses. In addition to course texts,
students may independently research selected topics and retrieve articles, texts and other information
from databases pertaining to their assignments. Supplementary reading lists, along with bibliographic
inquiry will complete the reading process, these include (but are not limited to) MSSE Library Resources,
RIT Databases, Google Scholar, and Gallaudet University’s Visual Learning and Language Lab.
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4. GRADES1
1 NOTES: Homework, including readings, are due prior to the start of class. Late work is not accepted, unless
accompanied by a valid, documented excuse. Students who are microteaching and have another assignment
due simultaneously have a one-week extension for the other assignment, excluding readings. All assignments
are articulated in the syllabus, described in class, distributed with and evaluated by rubrics. All assignments are
posted online to a secure, private MyCourses discussion area. Portions of some assignments are based on peer-
review. At any time, you can use this worksheet or MyCourses gradebook to self-assess your progress and
determine your approximate grade. All feedback will be returned within two weeks of assignment due date.
Feedback will be returned to you in hard copy, on MyCourses, or via email. Concerns about grades/feedback
should be addressed promptly and professionally. For plagiarism policy, see Sections 6-8 of this syllabus.
2 Each class, each student has a target of one high-quality comment or question per class/assignment. If absent
from class, you may “make up” partial credit posting online. Online-only participation counts as ½ participation.
3 Each strategy sourcebook (SS) can be revised once for a one-point grade increase.
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5. ASSIGNMENTS Great care has been taken to design complex, authentic assessments to help
you succeed as an early-career educator. Assignments rubrics are based on clear, observable actions (bold),
corresponding to Bloom’s Taxonomy. Yellow highlighting (pp. 5-11) = duration /volume/word limits.
Attendance and participation are required and graded. To learn well you need to attend
and participate in discussions, activities, and homework. Being prepared means coming
to class having done the required readings, having homework complete (posted online,
in some cases), and being willing to contribute. Each class, all students will participate
and contribute constructively, in class, online, or both. You are required to demonstrate
active learning, which facilitates social learning in both English and ASL (See Section 6:
Expectations for Professional Conduct & Academic Rigor, for details).
Strategy Sourcebooks (“SSs”) will occur throughout the course and will culminate with a
Seminar wherein you will share your best work in class. All SSs must evaluate
pedagogical strategies from course readings, form a practical plan to apply them in your
teaching, and use APA format to cite sources and claims. The form and structure of this
assignment are modeled after the edTPA exam. SSs can be written texts (~3 pages total)
or signed video documents (~15m total). You will select two (2) strategies for each SS
assignment. For each, include: (1) Strategy, (2) Praxis, and (3) Citations (see below).
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PRAXIS Analysis (SS PART 2a, 2b): PLANNING, APPLICATION, & REFLECTION
After you select and define two strategies (part 1a and 1b), for each, (2a) write a plan to
use, apply, and reflect on each strategy. Here, you should unpack the strategy, develop
a plan to put it into action in your classroom, then (2b) infer, hypothesize, or predict the
functions or consequences of the strategy. Your end product should form a specific plan
of action and describe how each teaching strategy would affect the operation of your
classroom. Your praxis analysis may involve creative ideation, you may reflect on
teaching practices you have used or experienced in the past, or explore possible
problems you may encounter. If you plan on teaching a certain grade or setting be sure
to describe it, then, describe how you will adapt or modify the strategy for that group or
context. The praxis section will be the longest part of each SS (~1 full page, or 5m, each).
The praxis section is a flexible tool that encourages you to envision yourself using and to
reflect upon research-supported practices now and throughout your career. The overall
goal is to demonstrate your critical thinking about planning for, applying, and reflecting
upon research-supported strategies for teaching English to deaf students.
As we read texts and engage in discussions of methods and curriculum through the
semester, students will take turns demonstrating their knowledge with simulated
lessons and reflecting using feedback. Each microteaching requires that the student will
write a lesson plan, enact it in class, and extend the lesson with a learning activity.
Following the enacted plan, all members of the class will engage with a debrief session
to discuss the merits and detriments of the approach. Writing and enacting the lesson
plan helps you think about, plan for, engage with and reflect upon the process of
teaching, including designing and implementing lesson plans. You are strongly
encouraged, though not required, to meet with your professor prior to your
microteaching lesson. Each microteaching has four primary components: (1) Written
Plan, (2) Enacted Plan, (3) Learning Activity, and, (4) Debrief. Including all four parts,
each microteaching will take one hour (although times may vary).
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The assignment design helps you enact your knowledge on deaf education by practicing
teaching. It also assists you in building a portfolio of lesson plans for student teaching
and your career (See also: Extra Credit, below). Microteaching lesson plans must employ
the “Standard edTPA-MSSE Format Lesson Plan,” herein called the “Standard Format”
and each lesson must identify New York State Education Department’s English Language
Arts Learning Standards, herein called “New York Standards”. Using the Standard
Format and New York Standards prepares you for writing the edTPA certification test,
for writing lesson plans for your student teaching, and in your career. Before your
appointed day for microteaching, you must post a Dossier of materials online and
provide printed copies of materials to all members of class. The Dossier will include the
written plan, any PPTs, additional materials, videos with captions, etc. (see also p. 16).
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THE LEARNING ACTIVITY (Microteaching Part 3):
Following direct instruction, you will lead a carefully planned learning activity, where
your students demonstrate to you that they have acquired new knowledge. Learning
Activities [20 minutes] should support the needs and abilities of deaf learners (include
adaptations for strengths and weaknesses). The activity should apply observable skills
for assessment. Microteachers must also demonstrate good classroom management
skills (e.g time management, staying on task). Bear in mind that the learning activity and
lesson plan should support each other synergistically. The activity can be creative, use
games, immersive technology, digital video, or other interactive events. Take advantage
of the opportunity to experiment with ideas explored in your SS assignment.
The Learning Activity must be based on literacy research from course readings
(evidence-based practices from the research literature). Examples: 1) for a reading
about teacher modeling (Beers, 2003), microteachers can demonstrate editing in peer-
to-peer writing workshops. 2) Starosky and Pereira’s (2013) research shows that deaf
students learn well through game-based instruction; a corresponding learning activity
may use role-playing games to teach narrative structures. 3) Visual media (like drawing)
promotes visualizing text structures, (Kress, 2010), a useful skill for all deaf educators.
Finally, the professor will lead a discussion to critique technique and content [10-15
minutes]. This time period encourages metacognition and reflection about the teaching
process. Using our rules (See: Section 6), members of class will ask questions that unpack
the lesson. Microteachers will to respond to feedback and defend their positions.
Debrief questions will include: How can you describe your rationale for microteaching?
What went well? What could be improved or changed? In debrief, all class members
should ask reflective questions, discuss, or otherwise constructively critique the lesson
plan and learning activity. Microteachers will have the opportunity to respond to
challenges or questions. All students should explicitly connect, clarify, or challenge
ideas from the lesson/activity to course readings and deaf education research. Students
are expected to articulate the overall rationale used for selecting and creating the
materials/activities.
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➢ COLLABORATIVE UNIT PLAN: UNIFYING TEACHING & LEARNING ACROSS TIME
(Midterm & Final Exams) ––
For the Midterm and the Final Exam, you will collaborate with your classmates to plan
and compose a Unit Plan—a complex outline linking 10 Lesson Plans. The Unit Plan
assignments ask you to demonstrate critical collegiality and apply the skill of teamwork.
One major criterion is demonstrating your ability to work collaboratively with other
teachers—you will show that you can use constructive feedback and be a “team player.”
Successful Unit Plans must also demonstrate overall cohesion—the lessons should be
sequenced well, evidence of planning, organization, and unity between the parts should
be shown (e.g. NYS standards and pedagogical rationale are connected, and reference
materials are cited). Good Unit Plans are comprehensive—any substitute teacher should
be able to read a thorough Unit Plan and have no problems jumping into the fray. This
teaching-for-transfer assignment is designed to be process-oriented. You will learn
individual skills throughout the course then apply them in a new context. Likewise, your
skills in collaborative Unit writing will improve over time, with practice and feedback.
Unit Plans are exams conducted during class time (Class 7 and 15). Your team will have
two hours and fifty minutes to cooperatively compose the Unit. After two hours (2/3 of
the exam), your team will submit a “First Draft” Unit Plan, and take a ten-minute break.
During the break, your professor will read the Unit Plan then provide two (2) pieces of
actionable, constructive feedback. During the final hour (final 1/3 of the exam), you will
be tasked with responding to the feedback and improving your Unit Plan. Both Midterm
and Final Unit Plan assignments are similar to each other and are modeled on real world
curriculum planning but differ regarding the “who, what, and where” (below).
One week prior to each assignment (Classes 6 and 14) you will be provided with:
The Where: Grade-level, school setting, school language-use policy (e.g. Mainstream,
self-contained classroom with a developmental bilingual framework)
The What: The literacy topic that you will teach. MIDTERM = Reading (e.g. comparing
narrative structures in short stories), FINAL = Writing (e.g. writing an
argumentative or expository essay about current events in your city)
To solve the problem, you will collaboratively plan for and construct a cohesive Unit.
Your task is to determine what to do with the students and how to teach them. Below
are the essential criteria (in bold) and supporting questions (in italics) that will be
included in both exams. This outline provides the structure for your written Unit Plan.
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MIDTERM & FINAL EXAM UNIT PLAN: Key Features and SWBAT Essentials
1. Standards, Goals, & Purposes –What standard/s support the provided literacy topic?
What are the unit-level standards and lesson-level standards? How do your goals link
hierarchically? What is the point of doing the unit? (Cite specific NY ELA Standards)
2. Introduction – What background knowledge can you activate to get students ready
for learning a large volume of content? How are you creating an engaging classroom
right from the start? What will grab your students’ attention and gets them excited
for learning new content? What do you need to review or pre-teach?
3. Subjects, Lesson Contents, & Learning Outcomes – What subjects and skills will you
need to teach? What are the main topics and skills and subordinate topics and skills?
How do the big and small concepts align? What will “SWBAT” do? How are you
linking/sequencing Bloom’s Taxonomy? Do learning outcomes link hierarchically?
How do surface, deep, and transfer literacy support one another?
5. Daily Instructional Design, Student Learning Activities, & Materials – What are the
procedures for your daily practice? What are the small-scale daily questions? What
are the long-term ‘big’ questions? What are the learning activities–daily and
cumulative–that foster learning? What are the necessary items, equipment,
structures, things, or materials that you and your students will require?
7. Rationale – What citations support your choices? What scientific research backs your
overall approach? How does the literature provide context for your daily lessons?
What are the major deliverables on this Unit Plan and how do they link to your
standards, goals, purpose, etc.? How can you demonstrate your deep understanding
of research by unpacking theories and practices? (cite specific research studies)
8. Closure & Self-Evaluation – At the end of the unit, how will you know it worked?
How will you foster enrichment projects that extend critical thinking or transfer?
How is your teaching motivating? What did you learn through this process? How can
you demonstrate your self-reflective thought process about unit planning? How did
your analytic praxis of the overall assignment compare to your collaborators?
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Resources on lesson and unit planning and their relation to teaching methods and
assessing learning will be discussed and shared throughout the course. You will also
have a rubric and examples to guide you.
THE PORTFOLIO REVIEW: Educational job interviews often require Teaching portfolios
to show example Lesson and Unit Plans. Likewise, your edTPA certification test, requires
you to demonstrate a cogent analysis of your approach to teaching. Microteaching and
the Unit Plan assignments provides guided practice that assists you in planning for and
reflecting on your pedagogical practice in preparation for the certification tests and
your career. You may elect to extend these completed projects by creating a teaching
portfolio for Extra Credit. This assignment is an extended opportunity to prepare for
Student Teaching and your career. This assignment is recommended but not required,
available to all students to begin developing and defending your teaching portfolio. The
assignment also simulates a formal interview for a teaching position, both are excellent
practice for interviews. Thorough resources on teaching portfolios can be found here
and here. Your portfolio can take two forms: (1) Physical—a tangible binder or artists
portfolio containing printed materials, or (2) Digital—a website or repository of .PDF or
.DOC materials, hosted online. You may schedule an appointment to discuss your
portfolio prior to final evaluation. This assignment is worth one-half letter grade (5
points added your final average) and is awarded as PASS/FAIL. To earn these points, you
must independently develop all of the items below and present them in a scheduled
face-to face meeting during finals week. For either format (Physical or Digital), you will
accumulate, organize, and present your teaching qualifications. Included in the
portfolio should be (at minimum):
a) Current Resume or Curriculum Vitae – This is a well-organized document that lists and
categorizes important achievements related to teaching, including: contact information,
references, education, work and other relevant experiential knowledge, research,
publications, awards, recognitions, and related items. Resources can be found here.
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6. PROFESSIONAL CONDUCT, ACADEMIC RIGOR, & RESPONSIBILITY:
➢ STANDARDS OF ACADEMIC DISCOURSE (For English AND ASL): Students will use
clear and ethical discourse and use appropriate vocabulary, terminology, and tone,
in writing, speaking, signing, in-class and online. Students will write sophisticated
academic prose that follows conventions of Standard Academic English, using APA
citation format. Likewise, students will express themselves clearly and cogently in
American Sign Language. Students will compose well-organized responses
employing appropriate topics, tone, purpose, and audience. Students will select and
apply apt strategies for introducing and concluding, contextualizing, questioning,
and answering. Students will control overall cohesion using appropriately complex,
cited statements or questions and will provide support for ideas with details (critical
reflections, quotes from source materials, paraphrasing, etc.). Students will revise
their own writing and ASL in substantive ways (for clarity, coherence, grammar,
word usage, and mechanics, etc.). All students will always avoid plagiarism and
academic dishonesty (discussed in Sections 6 - 8) by incorporating source materials and
correctly citing references at all times, in English and ASL, in class, out of class, and
online. Students will learn and apply general APA citation rules and have access to
resources for achieving APA competency. Students will improve the quality of their
critical thinking skills through active reading strategies, classroom discussions, group
and individual presentations, and through critical writing and reading, and revision.
➢ OFFICE HOURS: Use of Office Hours: Students are encouraged to take advantage of
office hours as a resource for improvement, discussion, and feedback. Office hours
are subject to availability. Email 48 hours in advance to ensure availability. Come
prepared. Do not wait until the last minute. 1) Successful MSSE students take
advantage of Office Hours. 2) Students conducting microteaching should use office
hours at least a week prior to your presentation.
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➢ ACADEMIC RIGOR: Teachers are lifelong students. To succeed in teaching, early-
career educators need to be independent learners, apply appropriate critical reading
comprehension strategies, read and understand, analyze and summarize, and
evaluate and critique scholarly and academic concepts. Students will design effective
presentations that communicate well and demonstrate knowledge and
understanding. Our course exercises open inquiry—it encourages asking good
questions and finding justifiable answers. You will read a large variety and volume of
academic research in this course, you will read, write, reflect, discuss, analyze,
interpret, and construct authentic responses based on established goals. Due to the
intellectual rigor of this course, and the profession of teaching, we must conform to
the following standards at all times:
o Provide context for your ideas, be clear and concise while expressing your
stance; respect different stances from all members of class.
o Adapt your words to your audience and purpose.
o Create claims that are explicit and supported by research.
o Cite your sources (use APA format).
o Think before you respond. Proofread and edit before submitting work,
always revise work based on feedback, respond appropriately to all
feedback (instructor and peer).
Use of Note-taking & Study Skills: Always take notes. And use your notes often in
studying. Some MSSE students have the (bad) habit of not taking notes on their
readings, or during class lectures/activities. Avoid this poor habit. Take good notes.
Recent research shows that digital note-taking is significantly less effective than
physical writing; likewise, significant gains in learning occur through active use of
notes, especially in collaborative study groups (Fisher, Frey, & Hattie, 2016). Take
notes and annotate as you read. Use those notes in class and while completing
assignments, or in study groups.
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7. RIT REGULATIONS, RESOURCES, and PROTECTIONS
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scholars:
Plagiarism includes students caught copying or falsifying any material without proper
citations or references and will be subject to immediate disciplinary action. Plagiarism
also includes self-plagiarism. Students caught plagiarizing will automatically fail the
assignment, have a required disciplinary meeting with the professor, and have one
opportunity to correct the work. Any student caught plagiarizing a second time will have
a disciplinary meeting with the Department Chairperson and the professor, which may
result in a formal academic hearing, results of which include failure from the course or
possible expulsion from the University (c.f. RIT University Policies, Sec. 08, Pt. V, VI).
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11. CLASS SCHEDULE of READINGS, HOMEWORK DUE DATES, ACTIVITIES
All readings are due prior to class beginning on the date listed. Bring readings to class. Annotate
your readings or take notes on what you read. Be prepared to use your annotated readings and
notes during class. All non-textbook readings are found on MyCourses > Content > Readings.
Microteaching dossiers containing all materials used in class must be posted online prior to class.
Microteaching team must supply sufficient printed copies for all class members (including copies
for the professor and interpreters, if necessary). Dossiers includes a digital archive of any other
physical materials/handouts during class, hyperlinks to videos, PPT materials, etc). Students who
are microteaching have an automatic one-week deferral for any HW writing assignment (SS, etc).
4. FOCUS QUESTIONS = Indicates common ‘threads’ for readings, discussion, HW, etc.
Use the questions while actively reading, studying, and for review. If absent from class, you may
earn partial credit by posting a 3-5 paragraph response to the FQs to the appropriate discussion
board. Online-only participation counts as ½ credit (.5 pts) toward class participation.
Some activities span multiple classes. Some have associated homework components. In general,
if we do not finish the activity, completing is your responsibility. Participating in activities counts
toward participation grades.
Not required but highly recommended. Use these to delve deeper into concepts or methods.
Some referenced in class or are associated with assignments, others are not. Archive if not using.
Post writing assignments to MyCourses online to corresponding Discussion Board before class
begins. Please plan your work by reviewing what is due the following week.
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Class 1 – August 28th
READINGS:
VLL Chap. 1 – Laying the Groundwork (33 pages).4)
AA #1 – Swanwick & Marschark (2010) – Enhancing Deaf Education (19 pages).
AA #2 – Marschark, Lang, & Albertini (2002) – Teaching and the Curriculum (28 pages).
(70 pages total)
HW DUE PRIOR TO CLASS 2: 1) Re-read Syllabus. Sign Contract. 2) Teacher Blurb, Part 1
posted to MyCourses discussion board.
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Class 2 – September 4th
READINGS:
Syllabus: 714:01 (Fall, 2018) (33 pages).
WKCR Chap. 1 – A Defining Moment (8 pages)
AA #3 – Easterbrooks & Stoner (2006) Using a Visual Tool (15 pages).
AA #4 – American Psychological Association (2015) 20 Principles (23 pages).
AA# 5 – Cunningham (2009) Lesson Plans and Unit Plans (16 pages).
(95 pages total)
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Class 3 – September 11th
READINGS:
WKCR Chap. 2 – Creating Independent Readers (8 pages)
VLL Chap. 2 – Surface Literacy Learning (34 page).
YFY Chaps. 1 - 6 – Before Your Students Arrive (33 pages).
AA #6 – Kuntze, Golos, & Enns (2014) – Opportunities for Visual Learners (23 pages).
(84 pages total)
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Class 4 – September 18th
READINGS:
WKCR Chap. 5 – Learning to Make an Inference (12 pages)
YFY Chaps. 7 & 8 – The Students Are Here (24 pages).
VLL Chap. 3 – Deep Literacy Learning (32 pages).
AA #7 – Sutton-Spence (2014) – Deaf Gain and Creativity in ASL (15 pages).
(83 pages total)
IN-CLASS ACTIVITIES: 1) “The Red Pen” Activity – Part 1 Curricula and Expectations
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Class 5 – September 25th
READINGS:
WKCR Chap. 4 & 6 – Explicit Instruction in Comprehension & Frontloading (53 pages)
VLL Chaps. 4 – Teaching for Transfer (26 pages).
YFY Chaps. 12 & 14 – Don’t be Afraid to Repair and Mid-Flight Corrections (13 pages).
(92 pages total)
IN-CLASS ACTIVITIES: 1) “The Red Pen” Activity – Part 2 – Feedback and Affect
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Class 6 – October 2nd
READINGS:
WKCR Chap. 3 – Assessing Dependent Readers (17 pages)
VLL Chaps. 5 – Determining Impact (33 pages).
YFY Chaps. 9, 10, 11, 13 – Working with Teachers, Principles, and Parents (17 pages).
SLL Chaps. 1 & 2 – Introduction; A Strange Fact on Not Learning How to Read (20 pages).
(87 pages total)
MICROTEACHING: _______n/a____________
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NO CLASS MEETING OCTOBER 9th
READINGS:
WKCR Chap. 7 & 14 – Constructing Meaning & Finding the Right Book (55 pages)
SLL Chaps. 3 & 4 – Language and Identity; Simulations and Bodies (36 pages).
YFY Chaps. 15, 16, 17 – Working with Adults, On your Journey (24 pages).
(115 pages total)
MICROTEACHING: _______n/a____________
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Class 7 – October 16th
READINGS:
SLL Chaps. 7 & 8 – Shape Shifting Portfolio People; A Final Word (28 pages).
REE Foreword (Kris Gutierrez); Preface; Chap. 1 Fed Up with Tinkering (23 pages).
AA #8 – Seessel (2013) – Listening for Silenced Voices (18 pages).
(69 pages total)
MICROTEACHING: _________n/a__________
HW DUE PRIOR TO CLASS 9: 1) Consider 1-3 questions for Sheila Puzio, our guest
speaker who is a high school English teacher at Rochester School for the Deaf.
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Class 8 – October 23rd
READINGS:
WKCR Chap. 8 – Extending Meaning (37 pages)
SLL Chap. 5 – Learning and Gaming (18 pages).
AA #9 – Starosky & Pereira – Role Playing Game as Pedagogical Proposition (17 pages).
AA #10 – Burgstahler (2015) – Opening Doors or Slamming Them Shut? (12 pages).
(84 pages total)
IN-CLASS ACTIVITIES: 1) “Gaming and Role Play in Deaf Education” Activity. 2) “Halfway
there” student feedback collection. 3) Sheila Puzio Guest Lecture: “Reading and Deaf
High School Students”
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Class 9 – October 30th
READINGS:
REE Chaps. 2 & 3 –Equitable Starting Place, Toward Different Ends (34 pages).
WKCR Chap. 12 – Spelling: How Words Work (14 pages)
SLL Chap. 6 – Affinity Spaces (14 pages).
AA #11 – Ranciere (1991) – An Intellectual Adventure (18 pages).
AA #12 – Komesaroff (2008) – Power, Politics, and Deaf Education (10 pages).
(89 pages total)
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Class 10 – November 6th
READINGS:
WKCR Chap. 9 – Vocabulary: What Words Mean (28 pages)
REE Chap. 4 – Curriculum, Instruction, and Assessment (30 pages).
AA #13 – Albertini & Schley (2003) – Writing Characteristics (14 pages).
AA #14 – Wilson (2014) – Teach the How: Critical Lenses and Critical Literacy (8 pages).
(80 pages total)
HW DUE PRIOR TO CLASS 11: 1) Strategy Sourcebook #3, reply post. 2) Prepare for
Strategy Sourcebook Seminar. 3) Consider 1-3 questions for Pamela Kincheloe, our guest
speaker who is a University English teacher at Rochester Institute for the Deaf.
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Class 11 – November 13th
READINGS:
WKCR Chaps. 10 & 11 – Fluency and Automaticity & Word Recognition (41 pages)
REE Chap. 5 – Imagine We Climb the Mountain (8 pages).
AA #15– Toscano et al. (2002) – Deaf Success with Academic English (20 pages).
AA #16 – Fernandes & Myers (2010) – Inclusive Deaf Studies (13 pages).
(82 total pages)
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Class 12 – November 20th
READINGS:
AA #17 – Kress (2010) – Multimodality: Social Communication (Ch. 2 & 3) (35 pages).
AA #18 – Hunter (2015) – Deaf Gain and Multimodal Composition (10 pages).
AA #19 – Freire (2007) – Pedagogy of the Oppressed (26 pages).
AA #20 – Paris (2012) – Culturally Sustaining Pedagogy (5 pages).
(76 total pages)
MICROTEACHING: ________n/a___________
HW DUE PRIOR TO CLASS 13: 1) Select one Microteaching lesson plan assignment for
revision, bring relevant visual materials (such as PPT slides or illustrations) to class 13.
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Class 13 – November 27th
READINGS:
WKCR Chaps. 13 – Creating the Confidence to Respond (22 pages)
AA #21 – Kusters (2017) – Intergenerational Responsibility in Deaf Pedagogy (20 pages).
AA #22 – de Alba et. al (1999) – Curriculum and Postmodernity (38 pages).
AA #23 – Wilmot (1999) – Graphicacy as a form of communication (5 pages).
(85 pages total)
MICROTEACHING: ________n/a___________
HW DUE PRIOR TO CLASS 14: 1) Strategy Sourcebook Final Revisions, either revisit and
refine SS1-3 (or as a way to boost a low grade.), or write a new SS#4 – (e.g. as a “make-
up” for a low-scoring SS.
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Class 14 – December 4th – FINAL CLASS
READINGS:
AA #24 – Raike, Pylvanen, Raino (2014) – Co-design from divergent thinking (17 pages).
AA #25 – Cherryholmes (1999) – Reading pragmatism (39 pages).
AA #26 – Dewey (1929/2009) – My Pedagogic Creed (8 pages).
AA #27 – Apple (2009) – Controlling the Work of Teachers (14 pages).
(75 pages total)
MICROTEACHING: ________n/a___________
HW DUE PRIOR TO “CLASS 15”: 1) Prepare for Final Exam. Review Cunningham (2009);
2) [EXTRA CREDIT] Teaching Portfolio, make appointment, compile materials.
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“Class 15” – FINALS WEEK –
32
References:
de Alba, A., Gonzalez-Gaudiano, E., Lankshear, C., & Peters, M. (2000). Curriculum in
the postmodern condition. New York: Lang.
Apple, M. (2009). Controlling the work of teachers (1986), In Flinders, D.J. & Thornton,
S.J. (Eds), The curriculum studies reader (p. 199-213). New York: Routledge.
Banner, A., & Wang, Y. (2010). An analysis of the reading strategies used by adult and
student deaf readers. Journal of Deaf Studies and Deaf Education, preprint.
Beers, K. (2003). When Kids Can’t Read, What Teachers Can Do: A Guide for Teachers
6-12. Heinemann Publishers, Portsmouth, NH.
Berent, G.P., Kelly, R., Schmitz, K., & Kenny, P. (2008). Visual input enhancements via
essay coding results in deaf learners’ long-term retention of improved English
grammatical knowledge. Journal of Deaf Studies and Deaf Education, 14 (2)191-
204.
Burgstahler, S. (2015). Opening doors or slamming them shut? Online learning practices
and students with disabilities. Social Inclusion, 3(6), 69-79.
Cunningham, G. (2009). The new teacher’s companion: Practical wisdom for succeeding
in the classroom. ASCD Publishing, Alexandria, VA.
Easterbrooks, S.R. & Stoner, M. (2006). Using a visual tool to increase adjectives in the
written language of students who are deaf or hard of hearing. Communication
Disorders Quarterly, 27(2), 95-109.
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Fisher, D., Frey, N., Hattie, J. (2016). Visible Learning for Literacy: Implementing
Practices that Work Best to Accelerate Student Learning. Corwin/SAGE:
Thousand Oaks, CA/London, UK.
Gee, J.P. (2004). Situated Language and Learning: A Critique of Traditional Schooling.
Routledge: New York, NY.
Henner, J., Cladwell-Harris, C.L., Novogrodsky, R., & Hoffmeister, R. (2016). American
sign language suntax and analogical reasoning are influenced by early acquisition
and age of entry to signing schools for the deaf. Fronteirs in Psychology, 7(1982),
1-14.
Hernandez, F.A., Franklin, K.D., Washburn, J., Craig, A.B., Appleford, S.J. (2014).
Education in the age of extreme digital exploration, discovery, and innovation. In
M.A. Peters, T. Besley, and D. Araya (Eds). The new development paradigm:
Education, knowledge economy, and digital futures. Peter Lang Publishing: New
York, NY.
Hunter. L. (2015). The embodied classroom: Deaf gain in multimodal composition and
digital studies. Journal of Interactive Technology and Pedagogy 8, 1-19.
Knoors, H. & Marschark, M. (2014). Teaching deaf learners. New York, NY: Oxford
University Press.
Kuntze, M. Golos, D., & Enns, C. (2014). Rethinking literacy: Broadening opportunities
for visual learners. Sign Language Studies, 14(2), 203-224.
Marschark, M., Albertini, J. & Lang, H. (2002). Educating Deaf Students. New York,
NY: Oxford University Press.
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Meuwissen, K. (2015). Syllabus for EDU-523: “Theory and Research on Teaching,”
University of Rochester.
Morrell, E. (2008). Critical literacy and urban youth: Pedagogies of access, dissent, and
liberation. London: Routledge.
New York State (2017) Next Generation English Language Arts Learning Standards.
Curriculum and Instruction. PDF retrieved from:
http://www.nysed.gov/curriculum-instruction/new-york-state-next-generation-
english-language-arts-learning-standards
Raike, A., Plyvänen, S., & Rainò, P. (2014). Co-design from divergent thinking. In H-D.
L. Bauman & J. J. Murray (Eds.) Deaf gain: Raising the stakes for human
diversity. (pp. 402-420). University of Minnesota Press: Minneapolis, MN.
Seessel, J. (2013). Listening to silenced voices: Teaching writing to deaf students and
what it can teach us about composition studies. TETYC, (May), 399-415.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one.
Educational Researcher, 27(2), 4-14.
Skyer, M. & Cochell, L. (2016, January). Biocultural deaf aesthetics: A critique for a new
21st century deaf education model. NTID Scholarship Symposium, January, 21st
2016, National Technical Institute for the Deaf, Rochester, NY. Retrieved from:
https://www.academia.edu/20440528/
Snoddon, K. (2008). American sign language and early intervention. The Canadian
Modern Language Review, 64(June), 581-604.
35
Sutton-Spence, R. (2014). Deaf gain and creativity in signed literature. In H-D. L.
Bauman & J. J. Murray (Eds.) Deaf Gain: Raising the stakes for human diversity.
(pp. 457-477). University of Minnesota Press: Minneapolis, MN.
Swanwick, R. & Marschark, M. (2010). Enhancing education for deaf children: Research
into practice and back again. Deafness and Education International, 12(4) 217-
235.
Toscano, R.M., McKee, M., & Lepoutre, D. (2002). Success with academic English:
reflections of deaf college students. American Annals of the Deaf, 147(1), 5-23.
Wilson, B. (2014). Teach the how: Critical lenses and critical literacy. English Journal,
103(4), 68-75.
Whitaker, T., Whitaker, M., & Whitaker, K., (2016). Your First Year: How to Survive and
Thrive as a New Teacher. Routledge: New York/London.
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APPENDIX 1:
Curriculum Content and Methods of Instruction (MSSE 714-01)
Professor Michael E. Skyer
Syllabus Contract
Please read the syllabus, and then sign the following statement, if you agree to its
terms. This contract will be collected during the second class.
I understand all of the content, and I have had an opportunity to ask questions
regarding its contents. I hereby consent and agree to abide by the rules of the course.
I understand that a failure to follow these explicit rules [especially w/r/t academic
honesty] will result in serious consequences, up to and including failure of the course, or
removal from the university.
I understand that all of my written work will be posted online to a secure and private
forum. I understand that my peers, my professor, his assistants (if any) and I will be the
only people who have access to digital work. I understand that my peer’s feedback on
drafts does not affect my grade, but is a required component of the course.
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