Posted in EDTC 300, Learning Project

Final Learning Project

Throughout this semester I have had the opportunity to learn American Sign Language (ASL) for my #LearningProject. I have learned so much more than just how to sign. I learned a lot about the deaf community that I did not know before starting this journey. Although this course has come to an end I plan to continue working on my signing and learning new signs.

I decided to learn ASL for several reasons. The main reason I decided to learn ASL is because it has always been a thing on my bucket list and I am more than happy to finally check it off of my bucket list. Secondly, I wanted to learn ASL to be able to communicate with children who are hard of hearing or deaf. I feel like people who are hard of hearing or deaf are not always represented and learning to speak this language helps to create an inclusive environment for all. Lastly, I wanted to learn ASL to learn more about the deaf community. I have never been able to interact with the deaf community but after learning so much about it I have so much respect for what the deaf community stands for.

Throughout my #LearningProject I decided to use a vlog to show my progress throughout the semester. I did this because ASL is a visual language and to be able to communicate using ASL you need to be able to see the other’s hands and facial expressions. I also decided to keep my videos mute with subtitles because this is how people who are hard of hearing or deaf watch videos. I wanted people to experience what people who are hard of hearing or deaf do when they watch videos.

So, lets recap what I have done:

  1. “My Eye is My Ear. My Hand is My Mouth”
    • I started off by learning my name and a few phrases.
  2. “ABC it’s Easy as 1-2-3”
    • I jumped in full force and learned the alphabet and numbers from one to twenty.
  3. “Every Day is a New Day”
    • I learned how to sign the days of the week and the months of the year.
  4. “Learning so Much More Than Colours and Clothes”
    • The title speaks for itself. I learned how to sign colours and articles of clothing, but in the process, I also learned the importance of hand positions when signing.
  5. “Ohana means family. Family means nobody gets left behind or forgotten”
    • I learned the importance of family and the different signs there are for different family members.
  6. “Sign Language 101”
    • I learned different verbs and more about the deaf community. I learned how people who are hard of hearing or deaf sign in the dark. I used the website Sign Language 101 and learned what it had to offer beginner signers.
  7. “Sign a Song”
    • One of my biggest accomplishments was being able to sign a song from scratch. This took a lot of time and effort but after a lot of practice I finally accomplished it.
  8. “Where to Go Next?”
    • This week I took it easy and went back to Sign Language 101 and learned directions.
  9. “Sharing My Knowledge With Others”
    • I was able to share my learning with my sister. I went back to my first two learning blogs and I was able to teacher her how to sign her name and the alphabet along with a few phrases.
  10. “Teaching Students Who Are Hard of Hearing or Deaf”
    • Lastly, I took my learning to the next level and researched about teaching students who are hard of hearing or deaf. I learned the difference between what it means to be hard of hear and deaf. I also leaned how to teach students who are hard of hearing or deaf and include them into the classroom.

I used several resources throughout my learning project such as:

Apps:

YouTube Videos:

Websites:

Books:

  • Hutchinson, Nancy Lynn. Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers. Pearson Canada Inc., 2017.
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Posted in EDTC 300

Summary of Learning

Throughout this semester I have learned so much about technology in my EDTC 300 class. I have all this to thank Katia Hildebrandt for, she has been an amazing instructor and brought many things that follow technology to my attention, such as how important it is not only to have a positive digital identity, but how important it is to have a digital identity of some sort at all. We learned how to blog and how to create a twitter account, and how we can use them for educational proposes.

This course has allowed me to check something off of my bucket list that I thought I would never be able to check of – learning American Sign Language (ASL). Being held accountable for learning ASL has caused me to grow as an individual and find a love for the deaf community I never knew I had.

For my summary of learning, I paired up with Sydney Wall, and we created a video that summarizes all areas of what we learned throughout in the semester through a little skit we put together.

Posted in EDTC 300, Learning Project

Teaching Students Who Are Hard of Hearing or Deaf – Update on my #LearningProject


oggin Flickr via Compfight cc

In order to be able to teach students who are hard of hearing or deaf it is important to understand what is the different between the two. According to Nancy Hutchinson’s textbook Inclusion of Exceptional Learners in Canadian School: A Practical Handbook for Teachers student with hearing impairments are students who, “… cannot hear well enough to use hearing as a primary channel for learning without significant assistance…” (Hutchinson 125). Deaf is the most profound level of hearing loss. There is a total of four level of hearing loss mild, moderate, severe, and profound of deaf (Hutchinson 125). The most significance between hard of hearing and deaf students is the severity of the hearing loss.

Teachers need to understand that students with a hearing impairment will likely be affected by their language and communication development (Hutchinson 125). Before this is able to happen, it is important for teachers to notice changes in student’s behaviour. For instance, you might notice, “… children failing to respond to their name, asking for directions to be repeated, turning their head to hear, and speaking too loudly or too softly” (Hutchinson 126). Being able to differentiate and accommodates all students into an inclusive classroom is crucial to give students to amount of treatment they deserve.

Parents play a huge role in how you will be able to differentiate for a student with hearing impairments. It is important to remember that all parents want the best for their children and will usually work along side the teacher to help achieve this goal. Depending on the path the parent has chose for their child and when the child started to witness hearing loss, whether at birth or later on in life, will depend on what path you will need to take as the teacher. For instance, if a parent has decided to teach their child American Sign Language (ASL) or develop a deaf identity through deaf culture you can put this into your lesson plans to teach other students. This will create a learning opportunity for you and your students.

Hutchinson also gives eight tips for teachers of students who are deaf or hard of hearing. These tips include using visuals, handouts, and outlines; and discussing things with the student such as seating arrangements and so on (Hutchinson 127). These are just a few ways to differentiate and accommodates for students who are deaf or hard of hearing.

References: 

Hitchens, Rebecca. “Teaching Students Who Are Hard of Hearing or Deaf.” EPSY400. (2018).

Hutchinson, Nancy Lynn. Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers. Pearson Canada Inc., 2017.

Posted in EDTC 300

Learning How To Code – BunnyBounce Game

Hour of Coding Certificate

When Katia told my class last week that for our next blog we needed to code something I felt overwhelmed. When I think of coding I think of the html code used for websites and blogs. The numbers and letters that are behind the screen that you see. I have had one experience with coding that ended up saving my entire USB. I was trying to do an assignment for school when my USB would not work and a box kept popping up saying, “USB unreadable or corrupted.” I went into panic mode because my entire university career was on that USB. After a meltdown, my cousin watched a YouTube video, which taught her how to recover my USB with html coding. After I felt like a hacker and it was nice to learn how computers work.

I decided to use the website Code.org mostly because I felt that I would be could do an hour of coding. This helped me feel less overwhelmed and allowed me to learn how to use coding in a fun creative way. Code.org gives students several different options to chose from for their hour of coding. I chose to code my own Flappy Game that eventually turned into my very own BunnyBounce Game. Once clicking on the game an introduction video pop us explain what coding is and how to use coding. I found this very helpful and it pointed me in the right direction before I even began.

I passed through the ten steps fairly quickly and it didn’t take me a full hour to make my BunnyBounce game. Next thing I knew I had finished and downloaded the game onto my IPhone. I obtained a certificate of completion for successfully completing an hour of coding.

Behind the Game: 

In the picture captioned “Behind BunnyBounce Game you can see the coding that I put into the game to create it. I had a lot of fun making and playing it. Feel free to click on the link and play. See how high of a score you can get!

Behind BunnyBounce Game

 

 

 

Posted in EDTC 300, Learning Project, Uncategorized

Sharing My Knowledge With Others – Update on my #LearningProject

My Sister and I

Last week I was struggling to find motivation/direction of where to go next with my #LearningProject. Learning how to sign a song was a huge milestone in my journey to learn #ASL. I started to think of different ways that I could integrate #ASL into my learning journey. I finally came up with idea to teach my little sister, Rose, how to sign. I chose her because she has never been subjected to #ASL before and I wanted someone who did not know a single thing about it. Also, when I began my #LearningProject my sister took interest in my journey with me and would be excited to see what I learned.

Now that I had someone in mind to teach #ASL to, I needed to think of something relatively easy to teach her. So I thought back to where I began learning #ASL. My first #LearningProject consisted of me signing, “Hello, my name is Rebecca. What is your name?” Since my sisters name is only four letters teaching her how to sign her name was pretty easy and she caught on quick. I got her to practice this several times over and over again.

I then had to decide what else I should teach her. I looked back to my second #LearningProject, which showed me learning the alphabet and numbers from 1-20. Rose and I started of by going through the alphabet a few time together. I noticed that she was struggling and decided that we would just focus on the alphabet rather than making her learning numbers 1-20 also.

The last step was to teach her simple words to make a sentence such as “sister,” “teach,” “sign,” “going,” and “my.” I showed Rose how to put the words together to create a sentence and explained that not all words are signed in #ASL.

After a lot of practice her I felt Rose was time for a video. Here is her progress!

NEXT WEEK: Teaching my sister to sign is very rewarding and got me thinking about my future students in my classroom. Next week I want to focus on how I can use #ASL in the classroom with my future students.

 

Posted in EDTC 300, Uncategorized

No Red Ink – App Review

As an English educator grammar lesson can be a bore and often leave students fast asleep in their desks. There is a website available to make these problems go away; the website is called NoRedInk. Teachers are able to make a profile and so are students. It is super easy to sign up for free! All you need is an email, username, and the name and location of the school you teach at.

As the teacher, you are able to create section for each of your classes. Once you have created a class it takes you to the dashboard of the website. On the left hand side there are four steps to get you started:

1.  Watch the welcome video.

2. Create a diagnostic.

3. View NoRedInk as a student.

4. Add students to your classes.

Watch the Welcome Video: 

This video walks you through step by step how to get started. It shows you what the four columns at the top are for (Assignments, Student Data, and Curriculum) and what you can find under each. For instance, under the Curriculum tab there are over 500 skills that you can teach your students from grammar and mechanics to argumentation and composition. Therefore, this website can be used for middle school – high school. The Curriculum tab is also linked to state standards to help teachers meet several different outcomes. Although, this is a site issued by the United States, but there are several outcomes that overlap. A lot of the concepts that are under the Curriculum tab are associated with lessons all students need to learn their English education career. The video highlights the importance of starting with a diagnostic assessment and then working towards summative assessment. It explains that the website is able to track student’s progress and collect data pertaining to the areas of struggles.

Create a Diagnostic:

When you click on “Create a Diagnostic” on the left-hand side of the screen it allows you to take pre-made diagnostics or create your own. There are three steps to creating an assignment:

  1. Select your assignment type:
    • There are three choices you can chose from on the free version and one for premium.
    • The three free assignments are diagnostic (diagnostic tools to gauge understanding at the start of a semester or unit), practice (Mastery-based, adaptive exercises that guide students through a scope-and-sequence), and quiz (Summative assessment to evaluate learning of the end of a unit).
    • The premium version is writing cycle (A four-step process where students draft and revise their own writing).
  2. Select Content:
    • You are to pick the topics/areas you want your students to learn such as active and passive voice, adjectives vs. adverbs, MLA Citation, etc.
    • You are then able to pick how many questions you want for each topic/area.
  3. Assign
    • You are able to assign the assignment to a particular class.
    • Pick a start date, due date, and due time.
    • Name the Assignment name and chose if you want to allow students to hand in late submissions.

View NoRedInk as a Student: 

At any time you can view NoRedInk through a student’s eyes by clicking the link on the left side of your home page. You are able to:

  • Preview any assignments you create.
  • Explore content, lessons, and tutorials.
  • View results and mastery.

Able to see the assignments that have been assigned to the students. The students are able to see the due date of the assignment and how many questions it focuses on. Shows how many topics the student has masters, the practice average, and quiz average.

Add Students to Your Class:

Lastly, you are able to add students to your class by sharing this a code with your students when they sign up or log in. You are also able to add students manually or give students a link for students to join with.

Strengths and Weaknesses: 

  • Strengths:
    • Diagnostic – Formative – Summative assessments
    • Authentic assessments
    • Collective date
    • Connected to the curriculum
    • Students can do at home or during class
  • Weaknesses:
    • Question based
    • United Stated curriculum standards

 

Posted in EDTC 300, Learning Project, Uncategorized

Where To Go Next? – Update on my #LearningProject

Good afternoon!

This week for my #ASL #LearningProject I’ve decided to take it easy and do part two of Sign Language 101, “Lesson 8 – Verbs & Directions.” I already mastered part one, which showed my progress with verbs. Now, I’ve decided to finish the video and learn directions and show my progress.

Learning directions was a little more difficult than I expected it to be. Verbs contained simple gestures and body language, whereas directions were harder to master. I also think that they were more difficult to learn because there were so many different directions to learn; whereas, the verbs there were less to learn.

NEXT WEEK: I want to find new motivation for where I want to go next.

Posted in EDTC 300, Uncategorized

The Price of Shame, Is It Worth It?

Jim Makos Flickr via Compfight cc

We live in a society where majority of people have a social networking account. There are multiple social media platforms such as Facebook, Twitter, Instagram, SnapChat, and many more. People live to be online and immerse themselves in this digital society that we now live in. The new generations are being born into a society where the majority of people rely heavily on the internet. This was not the case in the past and the dynamic of the internet has changed over the past decade. Monica Lewinsky goes on to talk about the change in the dynamic of the internet and what the price shame has to offer to individuals such as herself in her TED talk, “The Price of Shame.”

Monica was just like any other 22 year old and made a terrible mistake that she now regrets. Unfortunately, Monica’s mistake was falling in love with her boss, the President of the United States. This mistake cost her, her dignity and her privacy. The new age of the internet caused people to judge her based on the information they received and Monica was branded as a “tramp, trat, slut, whore, bimbo, and of course, that woman.” Monica states, “I was seen by many, but actually known by few,” which explains the disconnect people see between judging people online or cyber-bullying and not recognizing that someone actual lives behind the screen on the other side. Which brings me to talk about Amanda Todd’s story.

Many people might remember watching Amanda Todd’s YouTube video. This video goes on to explain the detrimental struggles and cyber-bullying that Amanda Todd went through from doing one mistake that ended up taking her life. Due to the change in the dynamic of the internet Amanda was not able to get away from her mistake, but rather it followed her. My EDTC 300 class had the opportunity to talk with Amanda’s mother, Carol Todd. She was able to talk with my class and give us a few tips on how to control the conversation and talk to our future students about internet safety. It was interesting to hear how Carol has used her daughter’s story to help others and instill kindness in this world of chaos. In this world where one photo took a teenagers life. Which brings me to Jon Ronson’s TED talk, “How One Tweet Can Ruin Your Life.”

This day in age it is so important that someone thinks before they post. In Jon’s TED talk he discusses how Justine Sacco tweeted a mindless Tweet that ended up costing her, her identity. What Justine thought was a harmless joke ended up igniting a Twitter frenzy. People started to take their social justice beliefs into their own hands and began to discriminate Justine for her mindless joke. It brought up the issue of white privilege and people made it their job to get Justine fired from hers. Although the joke that Justine made was not right neither is what happened to her.

We all need to understand that people make mistakes and once they are aired online it leaves a long lasting imprint on that person’s life. People need to be aware of the impact social media can have on others and realize that there is always someone on the other side of the screen.

Be kind always! (:

Posted in EDTC 300, Learning Project, Uncategorized

Sign a Song – Update on my #LearningProject

Good afternoon!

In my last post, I mention that Hayley posted a video, called “How I’m Learning Sign Language!” on Twitter that inspired me to learn to sign a song. The girl in the video suggests learning to sign a favourite song of yours to quickly learn how to sign. Needless to say it has been an adventure. I continue to struggle with the fluency of signing #ASL. I struggled with signing the words fast enough to be able to follow with the lyrics. Although I struggled I persevered and honestly if it weren’t for the website, “Signing Savvy” I would not have learned as much as I did.

Please see the video below for my progress. P.s. learning to sign a song is very difficult but also very rewarding!

NEXT WEEK: I am going to pick up where I left of last week and continue with Lesson 8 – Verbs & Directions from Sign Language 101 and learn directions.

Posted in EDTC 300

Cell Phone Use During Class


suzyhazelwood Flickr via Compfight cc

There has been a in-depth debate on whether or not children should be allowed to use their cell phones in class. There are many reasons to support it, and many reason to not support it.

I personally think that cell phones should be used within the classroom for educational purposes. I think that many teachers shy away from using cell phones and other social media platforms because of all of the risks technology brings into the classroom. Although, teachers should educate their students on the risks technology has rather than shying away from it. I believe that cell phones should be used to help differentiate for students and be seen as a tool rather than a hindrance. I believe that students should be allowed to listen to music if they feel it will help them focus.

My colleague and classmate, Sydney Wall, and I  created a video using Screencastify to show the different sides to the cell phone use in classrooms argument. The video encompasses a conversation between an upset parent, who has been told by their child that cell phones are never allowed in the class, and a teacher who doesn’t allow cell phones in the classroom unless they are being used for educational purposes.

This isn’t necessarily how a conversation would go, we are by no means stating all teachers are against technology in the class, nor are we saying this is how all parents would act.

Here is a list of the resources used within the video:

  1. Cell Phone Harassment
  2. Why you should listen to music while you work, according to scientific findings

  3. IS MULTITASKING BAD FOR STUDENTS?

Here is a list of extra resources for the ongoing debate about cell phone use in classrooms. Feel free to make your own opinion on whether or not cell phones should be used in the classroom.

Technology should be used:

  1. 4 Benefits of having mobile technology in the classroom
  2. Advantages of Using Cell Phones in the Classroom
  3. Pros of Cell Phones in School
  4. Cell Phones at School: Should They Be Allowed in the Classroom?

Technology should not be used:

  1. Cell Phones at School: Should They Be Allowed in the Classroom?
  2. Why Phones Don’t Belong in School

  3. Cell Phones Should Not Be Allowed In School