Presenters:
1- Martin O’Brien
Assistant Director Maryland School for the Deaf / USA
Coordinator of International Education Programs
2- Carol Allen
Advisory Teacher for ICT and SEN, North Tyneside Local Authority (UK)
Topic:
Evidence Based Practice
methods and ideas in planning and teaching deaf students
IEFE Forum 2014
Dr.Martin o’brien & Carol Allen - Evidence Based Practice methods and ideas in planning and teaching deaf students - IEFE Forum 2014
1. February, 2014
Evidence Based Practice
methods and ideas in planning and teaching
deaf students
Presenter:
Martin O’Brien
Assistant Director Maryland School for the Deaf / USA
Coordinator of International Education Programs
martin.obrien@msd.edu
www.msd.edu
4. 2 to 3 children
out of 1000 are
born deaf in the
US each year
EARLY
INTERVENTION
Today 95% of
babies are tested
before leaving
the hospital
90% of those
children are born
to hearing
families
In the year 2000
the age for
identification was
2 ½ years old
EARLY
IDENTIFICATION
5. Early Intervention Program
What Does it Include?
• Special Note: when you
start addressing the needs
of the child and the family
as immediate as possible
helps to prevent your child
from falling behind
• Home visits by a
professional
• Provide family support
• Helps the family decide
which services are the best
• Helps families learn how to
communicate to the child,
with gestures, body
language and signs
• Encourages play to support
the development of
communication and
language
• Teach the family how to
include the child in family
activities
• Helps the child learn how to
use hearing aids
• Helps the child learn how to
be understood by others
• Transition: There must be a
plan for moving the child
out of early intervention
services and into an
educational program by the
time your child reaches 3.
7. Common Core Standards
The Common Core Standards is a series of consistent and
clear set of standards to indicate what students should know
and what students are expected to learn at each grade level
throughout their educational life in Reading, Writing, and in
Math.
The Common Core Standards is not a curriculum. States
develop their own curriculum to be aligned with the Common
Core Standards.
These standards were designed by teachers, parents, and
community leaders and were designed to be relevant to the
real world, reflecting the knowledge and skills that students
need for success in college and careers
8. Common Core Standards (con’t)
The Common Core standards were developed in 2009 and
released in 2010.
Within a matter of months, these standards had been
endorsed by 45 states.
As a result publishing companies are aligning their materials
with the Common Core Standards
technology companies are creating software and curriculum
which are aligned with the Common Core
on line tests are being created to assess student achievement
it will take 12 years before we know if the Common Core
Standards are effective
What does this have to do with educating the deaf?
10. What is High Expectations?
any effort to set the same high educational standards for all
students in a class, school, or in an educational setting
a failure to hold all students to high expectations effectively
denies them access to a high-quality education
educational achievement of students tends to rise or fall in direct
relation to the expectations placed upon them
students who are expected to learn more or perform better
generally do so, while those held to lower expectations usually
achieve less
12. Haphazard vs. Systematic
• Deaf children do not learn well with a
haphazard instructional plan or
approach.
• Haphazard instruction is when the
educational plan is developed
disconnected chunks or pieces of
information, knowledge, and
experiences.
• Haphazard instruction leads to
educational confusion where little
progress is made.
13. Haphazard vs. Systematic (cont’d)
• A systematic approach to education is when the
educational plan is not viewed as a collection of
independent parts but instead is viewed and
developed as a web of relationships.
• a web of interconnecting knowledge and experiences
tied together to where education, where learning,
and where a sense of the world begins to emerge.
How do we provide a systematic educational system?
16. Scaffolding
• Scaffolding is the ability as a
teacher to provide students
with academic support which
guides them through a
learning task.
• This academic support
requires the teacher to provide
students with information in
small pieces.
• This information is built on
previous knowledge and skills
until competency is acquired.
17. USE OF A COMPUTER
GOAL: TO DEVELOP A
POWER POINT
PRESENTATION
COPY PICTURES THE INTERNET
INSERT PICTURES
INSERT SHAPES
CHANGE THE FONT COLOR
HIGHLIGHT
COPY AND PASTE
TYPE
DELETE
CHANGE FONT
18. Scaffolding
What does this mean?
• Model or demonstrate new skill
• Present manageable steps
• Teach one task at a time
• Make expectations clear
• Provide background knowledge
(background knowledge is the key to
scaffolding).
23. Thematic
Collaborative
Practice
Thematic
Collaborative
Practice may explore
various broad
subjects such as
communities, rain
forests, rivers,
friendship, the use of
energy, and so on -
Thematic Collaborative
Practice is the organization of
a lesson around a larger
based theme.
Thematic Collaborative
Practice integrates basic
subject areas such as
reading, math, writing, and
science.
Deaf students learn better when
education is less fragmented.
www.funderstanding.com/educators/thematic-instruction/#sthash
24. Basic Elements of Thematic
and Collaborative Practice
Thematic Collaborative Practice is based on the idea
that deaf children acquire knowledge best when
learning within a coherent whole rather than in
fragmented parts
Thematic Collaborative Practice is also based on the
idea that deaf children acquire knowledge best when
what they are learning is connected to the real world.
Thematic instruction seeks to put the teaching of
cognitive skills such as reading, mathematics, science,
and writing in the context of a real-world subject
Teachers collaborate as a team to design instruction
methods, and assessment around a preselected theme.
http://www.funderstanding.com/educators/thematicinstruction/#sthash.UokFEtJQ.dpuf
26. Elements of Thematic
Collaborative Practice
Choose
Theme
Design
Instruction
Presentation
Research and
Writing
RIVERS
Reading
Math
Calculate river flow
Compare length and
width of rivers
Science
Weather and floods
Animal habitats
Social Studies
Rivers around the world
River communities
27. Elements of Thematic
Collaborative Practice
Math
Science
Tectonic Plates
Angles
Cones
Environmental
Changes
Volume
Effects of Pressure
Triangles
Measurement
Layers of the Earth
Creation of New
Land
Language Arts
VOLCANOS
Social Studies
Non-fiction
reading
Latitude and
Longitude
Research
Landforms
Note taking
Mapping
Sequencing
events
Ancient Rome
Writing
Current Events
29. Hands-On / Mind-On
• Activity: Students are given a problem-solving activity based
on a real-life or authentic situation real-life situation.
• Hands-On: Students perform a task as they built, make, design
something as they gain meaning and understanding of the
concept being taught.
• Minds-On: Activities focus on a main concept where students
are encouraged to question, to collaborate with others, to
dialogue, and to seek answers.
Inquiry Based
Learning
Problem Based
Learning
31. Inquiry Based / Project Based
• The teacher’s role is to set up challenges that
require students to observe, test, record
evidence, and reflect on meaning. These are the
practices that lead to solving problems and
understanding the situation presented.
• When students are fully engaged in a task, they
are actively doing and actively thinking. While
hands are engaged, minds should be questioning
and making connections.
32. Inquiry Based
Learning
Students explore a
question in-depth and
ask further questions to
gather knowledge.
Problem Based
Learning
Students investigate and solve a realworld problem. Students must identify
what they already know and what they
need to learn, and then they find and
apply knowledge.
42. Think-aloud can be
used when reading,
writing, solving math
problems, or when
responding to
questions.
Effective teachers
think out loud on a
regular basis to
model the thinking
process for students.
The think-aloud
strategy asks
students to say
out loud what
they are thinking
43. We like the
same things
nice
What Makes a
Good Friend
We like to talk
funny
Elyas
Good listener
We like to
travel
45. Teachers reflect
on the thinking
process
Estimate the
number of people
in a crowd
Teachers
model how
to think
Predict the
outcome of an
experiment
THINK-ALOUD
Access prior
knowledge before
reading
The thinking
process
becomes
internalized
Become
independent
thinkers and
learners
Monitor
comprehension
when reading
47. GRAPHIC ORGANIZERS
CONCEPT MAPS
pictorial way of constructing knowledge
and organizing information
helps the student convert and compress
seemingly disjointed information into a
structured, simple-to-read, graphic display
the resulting visual display conveys
complex information in a simple-tounderstand manner
53. INTERESTING
THINK ABOUT
• Socrates was a proponent of
learning by doing. Socrates
modeled how to learn through
questioning, inquiry, and critical
thinking -- all strategies that
remain very relevant in education
today.
• To succeed in today’s complex,
dynamic, and globally connected
world, students need to have a
depth of understanding and
learning that is far more than
memorization and recollection of
facts and figures.
469 BC – 399 BC
54. INTERESTING
THINK ABOUT
• Lev Vygotsky believed that social
interaction plays a fundamental role in the
process of cognitive development. Every
function in the child’s development
appears first on the social level, and later,
on the individual level; first, between
people and then inside the child.
• Application: teacher and students
collaborate together in the learning and
practicing process. The teacher's role in
the process is reduced over time as the
child becomes a more independent
learner.
1896 - 1934
• Application: instructional concepts such as
scaffolding in which a teacher or more
advanced peer helps to structure or
arrange a task so that a novice can work on
it successfully.