Professional Development Skills for Inerant Teachers · Junie B. Jones books. Have a good year!”...
Transcript of Professional Development Skills for Inerant Teachers · Junie B. Jones books. Have a good year!”...
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Professional Development Skills for I8nerant Teachers
Using Evidence Based Prac8ce
Malinda Eccarius, Ph.D.
Associa8on of College Educators: Deaf/Hard of Hearing February 17, 2012 WHAT CHANGES?
Let’s brainstorm:
Allow me to Introduce Myself
• Malinda __________ • Me‐‐‐‐‐‐@access.k12.‐‐.us • Cell – 000‐000‐0000 • Office – 000‐000‐0000 • I travel around to 5 different schools and service 14 students with hearing loss.
• I will be in this building every Thursday morning throughout the school year.
• I look forward to working with all of you throughout the year.
Allow me to Introduce Myself
• Malinda E‐‐‐‐‐‐ • Me‐‐‐‐‐‐@access.k12.‐‐.us • Cell – 000‐000‐0000 • Office – 000‐000‐0000
I will be here at Crockett school every
Wednesday morning throughout the school year.
(picture of you)
WHAT DO WE TEACH? UNL Teacher prepara8on:
VISUAL INSTRUCTION PRINCIPLES Let’s look at the evidence
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Principle one: We have limited cogni8ve space.
Principle one: We have limited cogni8ve space.
Picture
We have limited cognitive space.
Cognitive Space
Text
Text
Picture
Picture
PictureText
Principle Two: We start organizing what we see before we look consciously.
Principle Two: We start organizing what we see before we look consciously.
Principle Two: We start organizing what we see before we look consciously.
Items in each frame will belong together.
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Principle Two: We start organizing what we see before we look consciously.
Principle Two: We start organizing what we see before we look consciously.
Look at the brightest color first.
Principle Two: We start organizing what we see before we look consciously.
(((0)))))))(((((
Look at the unusual shape first.
Principle Two: We start organizing what we see before we look consciously.
(((0)))))))(((((
Look at the unusual shape first.Look at the unusual shape first.
Principle Three: We learn more new informa8on from words and pictures
than from words alone or pictures alone.
Principle Three: We learn more new informa8on from words and pictures
than from words alone or pictures alone.
T h e w a t e r c y c l e consists of evaporation, where liquid water becomes a gas. The gaseous form (vapor) rises into the air until it condenses, or cools, and forms drops of liquid that fall back to earth.
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Principle Three: We learn more new informa8on from words and pictures
than from words alone or pictures alone.
Principle Three: We learn more new informa8on from words and pictures
than from words alone or pictures alone.
Principle Four: We are easily distracted, so we must select each part of the
picture to focus viewer a^en8on on the content .
Principle Four: We are easily distracted, so we select each part of the picture
to focus viewer a^en8on on the content .
When people look at supportive visuals:
•They can concentrate on the meaning.
•They focus on the most important points.
• They remember and understand the content.
This slide has used a picture to focus attention, but it has some problems. Can you identify any?
Principle Four: We are easily distracted, so we select each part of the picture
to focus viewer a^en8on on the content .
When people look at supportive visuals:
•They can concentrate on the meaning
•They focus on the most important points.
• They remember and understand the content.
APPLICATION TO PROFESSIONAL DEVELOPMENT
Let’s look at the evidence:
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ADULT LEARNING PRINCIPLES Let’s look at the evidence
Interac-ons, Friend and Cook: ( 2007)
1) Adults already have many experiences and skills.
Recommenda@on
This is par8cularly true of teachers, even if they do not have experience with children with hearing loss.
Make use of these experiences and skills as part of your presenta8on.
2) Adults learn best if they know what to expect to learn.
Recommenda@on
They also have their own expecta8ons and we need to know what those are, so that we can meet them.
Tell the par8cipants your expecta8ons and ask them about theirs, not necessarily in that order.
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APPLICATION TO PROFESSIONAL DEVELOPMENT
Project components
Assignment: Rough Draes, Feedback, and Final Draes
Hearing Aid Care Kit
• Hearing Aid Disinfec8ng Wipes • Brush, Magnet, and Wire Wax Loop • Earmold and Tube Blower • Hearing Aid Stethoscope • Ba^ery Tester • Size 13 Zinc Air Ba^eries
Hearing Aid Care Kit
• Hearing Aid Disinfec8ng Wipes
• Brush, Magnet, and Wire Wax Loop
• Earmold and Tube Blower
• Hearing Aid Stethoscope
• Ba^ery Tester
• Size 13 Zinc Air Ba^eries
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The FM Transmi^er
• Uncoil the cord and a^ach the lapel microphone 6 inches from your mouth.
• Use your thumb and pinky to measure 6 inches from your mouth.
• Make sure the transmi^er is turned on. • Stand within 2 feet of Tommy and push “sync”. • You will hear two beeps from Tommy’s hearing aids. Do each
ear separately so that you are sure to hear two beeps from each ear.
• If you do not hear the beeps, the aids are not synced to the transmi^er. Check the hearing aid ba^eries.
• IF THE FM TRANSMITTER IS ON TOMMY CAN HEAR YOU!
Tommy Wears a Personal FM System
Your handout has step by step instructions, or you can find them at:
http://facstaff.uww.edu/bradleys/radio/fm/
Let’s Try Out The Personal FM System • FM receiver
• Tommy’s aids with the FM receiver
• FM transmi^er
Let’s prac8ce with the pieces on the table.
Short Handouts
PRACTICUM AND SEMINAR
Assignment:
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PUTTING TOGETHER THE PIECES Shadowing and Online Discussion
Sample Pieces:
Adult and Child In‐Service
• Introduc8on Slide • Listening Opportunity Slide
• Quotes from Siblings Slide
• Sample Slide Script • Handout • Evalua8on • Children’s Classroom Script
Seminar Discussion of In‐service Experience
Who is Coco-Marie?
• In-Service Presented by (student name)
Picture Of
Child
What is a Moderate‐Severe Hearing Loss?
Let’s Listen:
http://www.cdc.gov/niosh/mining/
topics/hearingloss/hlsoundslike.htm
How many of you wear glasses or contacts? • Not the same as hearing aids!
What her Siblings Say about Her
• “Coco is an artistic genius. I think that you will have a good time with Coco and I hope Coco makes a lot of friends. If you have any difficulties just tell me. Have a great year with Coco!” –Lucie
• “Coco is nice, smart, and a good singer.” Dashell • “Coco is a sweet young lady. She is very shy. She is
sensitive, so go easy on her. She loves, loves, loves Junie B. Jones books. Have a good year!” -Livia
Discussion Quotes (from handout)
Mentor: …I have had the best luck changing teacher behavior by crea8ng "aha" moments and lots of real‐life examples. …Adults glaze over just as much as kids when presented with generaliza8ons (See? I just did it. Can you feel yourself geong sleepy?) Student: …I found a website that showed what a hearing loss might sound like. They even had one with background noise and the teachers were in awe at how hard this must be for Coco and hearing aids do not magically cure her hearing loss.
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WHEN DO WE PROVIDE IN‐SERVICE?
Final Ques8on: