SCC2011 - Diversifying your audience - working with deaf groups

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The document summarizes the work of the Science Signs Project in Scotland to develop new British Sign Language (BSL) signs for science vocabulary. The project has created over 700 new signs covering topics up to Intermediate 2 level science. It aims to increase deaf students' access to science education and exams by translating questions and concepts into BSL. The project involves a team of scientists, teachers and linguists and has launched a website to disseminate the new signs.

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Diversifying your audience Deaf people Dr Audrey Cameron Gary Quinn Scottish Sensory Centre Science Communication Conference 25 May 2011

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http://www.ssc.education.ed.ac.uk/bsl/list.html Website…

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Mass Weight Density Weight = Mass x Gravity Density = Mass / Volume Degree of Iconicity between form and meaning

Signing Exams in Scotland (SQA) Since 2004, deaf signing children in Scotland are entitled to have their SQA examinations delivered to them in BSL and also to respond in BSL. A teacher or interpreter translate the questions and the answers on behalf of the deaf pupils.

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The movement towards inclusion of persons who are deaf and hard of hearing emphasizes the use of Sign Language Interpreters (SLIs) who translates all verbal languages into visual languages. Sign language interpretations is a process of translating a spoken language using hand shapes, signs, body gestures and speech to an individual or group of individuals whose organ of hearing is nonfunctional. This process involves the dynamics and interactions between the individual with hearing loss, the speaker and the environment. The activities SLIs are challenging with the receiving, processing and relaying of information processes which occurs in milliseconds and its associated burnout and occupational risks. However, these risks and its associated psychosocial related stress affect the output of the SLIs and the optimum benefit to individuals who are deaf or hard of hearing. Acknowledging the various challenges of sign language interpretation, this paper projects the prospect and benefit of effective and all encompassing sign language interpretation to the psychosocial well being of the deaf and hard of hearing population in Nigeria and the entire Africa when Sign Language Interpreters are given optimum attention and priority by the government, society and even the deaf/hard of hearing community.

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Poster presented at the International Union of Physiological Societies' Quadrennial Conference 2013 (Birmingham, UK). Abstract: Calls for reform in science education (1) and physiology education in particular (5), have long argued for an emphasis on the development of key scientific thinking skills to prepare students for the complex, novel problems they will face in the 21st Century workplace. In Australia, these skills have been formalised as a set of national academic standards for scientific thinking (4). Inquiry-based curricula have been shown to facilitate the development of key scientific thinking skills such as experimental design and data interpretation (6). Currently, there is a lack of empirical evidence detailing what students actually do in inquiry-based classes and which aspects of the curricula implementation shape their actions and learning. We have developed a vertically-integrated set of inquiry-based practical curricula for large cohorts (500-900 students) of first and second year physiology students (2). Our findings over three semesters (3, 7) demonstrate that this curricula design facilitates the development of students’ skills in scientific thinking and communication. Video recordings of a 22 students participating in inquiry classes were analysed to determine how students engage with the curricula and discuss their scientific ideas. Students also annotated these videos of themselves to highlight instances of scientific thinking, and described the development of their critical thinking skills in relation to the Australian national academic standards for scientific thinking (4) in interviews. The majority of the scientific thinking events occured during development of the hypotheses and experimental plans, and during analysis and interpretation of the experimental data. In contrast, students rarely demonstrated scientific thinking during the execution of the experiments and collection of the data – an omission that several students lamented in interviews when they later realised inconsistencies in the data that might have been addressed with more timely critical evaluation of the data. References 1. Bybee RW, and Fuchs B. Journal of Research in Science Teaching 43: 349-352, 2006. 2. Farrand K, Kibedi J, Colthorpe K, Good J, and Lluka L. Third National Attributes Graduate Project Symposia. Griffith University, Queensland, Australia: 2009. 3. Farrand-Zimbardi K, Colthorpe K, Good J, and Lluka L. International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. Liverpool, UK: 2010. 4. Jones S, Yates B, and Kelder J. Learning and Teaching Academic Standards (LTAS) Project Final Report for the Second-Intake Discipline Groups, 2011. 5. Michael J. Advances in Physiology Education 30: 159-167, 2006. 6. Myers MJ, and Burgess AB. Advances in Physiology Education 27: 26-33, 2003. 7. Zimbardi K, Bugarcic A, Colthorpe K, Good JP, and Lluka LJ. Advances in Physiology Education 2013; 37 (4): 303-15.

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Page 1 of 11 Australian Government Higher Education (CRICOS) Registered Provider number: #00212K Unit Outline 2013 Faculty of Arts and Design Unit Title: Language Teaching Methodology G Unit Number: 8095 Page 2 of 11 Australian Government Higher Education (CRICOS) Registered Provider number: #00212K This Unit Outline must be read in conjunction with: a) UC Student Guide to Policies, which sets out University-wide policies and procedures, including information on matters such as plagiarism, grade descriptors, moderation, feedback and deferred exams, and is available at (scroll to bottom of page) http://www.canberra.edu.au/student-services b) UC Guide to Student Services, and is available at (scroll to bottom of page) http://www.canberra.edu.au/student-services c) Any additional information specified in section 6h. 1: General Information 1a Unit title: Language Teaching Methodology PG 1b Unit number: 8095 1c Teaching period and year offered: Semester 1, 2013 1d Credit point value: 3 1e Unit level: PG 1f Name of Unit Convener and contact details (including telephone and email) Dr Jeremy F. Jones. Office: 20C6, Ph: +61 2 6201-2907 Email: [email protected] 1g Administrative contact details (including name, location, telephone and email) Heather Mueller, 20C4, Ph: +61 2 6201-2475, email: [email protected] Page 3 of 11 Australian Government Higher Education (CRICOS) Registered Provider number: #00212K 2: Academic Content 2a Unit description and learning outcomes This unit is an introduction to the principles of language learning and teaching. The unit introduces students to different contemporary approaches to language learning. It engages students in a discussion of the cultural and social contexts of language learning and teaching. It focuses on the teaching of the macroskills: speaking, writing, listening and reading, and the sub-skills: functions, grammar, vocabulary and pronunciation. On completion of the unit students will have: (1) developed an understanding of the key concepts and terminology in the field of language teaching methodology; (2) achieved important insights into the learning and teaching of the macroskills and subskills in different teaching contexts; and (3) developed a range of effective workplace skills including problem-solving, team work, and lifelong learning. 2b Generic skills In addition to meeting the specific academic requirements of a particular degree, all graduates are expected to acquire a range of generic skills or graduate attributes through their program of study. Employers value these highly, and it is important for your future career that you are able to identify your generic skills, and point to the learning experiences that produced them. The table at 5a indicates which of the generic skills in the University's complete list this unit addresses. The full description o.

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