Teaching Strategies and models for deaf learners

BIDE 1206: TEACHING STRATEGIES AND MODELS FOR DEAF LEARNERS

Course Level: YEAR ONE: SEMESTER TWO

Course Credit: 3 CU

Contact Hours: 45

Course Description

This module focuses on the elements that can support the education of deaf/hard of hearing learners, while studying the latest developments in contemporary didactics (Marzano, 2003 & Hattie, 2012). During this course, the students will become aware of the heterogeneity of deaf/hard of hearing learners, their specific needs and the huge variety of challenges deaf/hard of hearing learners have to face during their school life. The students will therefore learn how to handle, how to act, how to behave in order to support the deaf/hard of hearing learners learn. Different teaching and learning strategies will be introduced and practically used by the students in their assignments. In addition, deaf/hard of hearing learners benefit from the contextualization of information and need repetition of the curriculum. Pre-teaching will give context and re-teaching will give repetition if applied appropriately. Additionally, the direct instruction (DI) model facilitates the learning of deaf/hard of hearing learners since it is teacher-directed and follows a definite structure with specific steps to guide learners toward achieving clearly defined learning outcomes. The teacher monitors learners' learning throughout the process and gradually releases responsibility.

 

COURSE OBJECTIVES

At the end of the course, students should be able to:

               i.         Explain the traditional and contemporary didactics according to Marzano and Hattie.

              ii.         Describe the most recent developments towards educating deaf/hard of hearing learners.

            iii.         Describe the specific needs of deaf/hard of hearing learners.

            iv.         Determine which specific adaptations or changes teachers have to make when there are one or more deaf or hard of hearing learners in our classroom (i.e. changes in teachers’ behavior, teachers’ didactics, communication, visibility, and organization of the classroom). 

              v.         Learn the need and apply pre-teaching and re-teaching in teaching deaf/hard of hearing learners.

            vi.         Apply the Direct Instruction teaching technique to optimally facilitate learning of deaf/hard of hearing  learners

 

Expected learning outcomes

At the end of this course, students will demonstrate ability to:

               i.         Differentiate between the traditional and contemporary didactics of teaching.

              ii.         Develop lessons and teach them using Marzano’s learning and teaching strategies and different instruction models

            iii.         Instruct an inclusive class with deaf/hard of hearing learners with necessary adaptations.

            iv.         Select appropriate teaching strategies to teach deaf/hard of hearing learners in different settings.

Course content

Topic	Sub-topic	Contact hours
Introduction	·       Classroom environments that positively or negatively influence learning opportunities for all learners. ·       Common methods of teaching that are not the best ways of teaching (traditional education). ·       Contemporary didactics (According to Marzano and Hattie)	4 hours
The deaf/ hard of hearing learners: Needs and challenges	·       Essential of teaching deaf/hard of hearing learners. ·       Hearing loss/being deaf/hard of hearing and learning. ·       Early intervention and learning. ·       Language development of deaf/hard of hearing children. ·       Cognitive profiles of deaf/hard of hearing learners ·       Social-emotional development and learning of deaf/hard of hearing learners ·       School achievement of deaf/hard of hearing learners. ·       Visual needs of deaf/hard of hearing learners. ·       Teaching deaf/hard of hearing learners in context (Ecological approach)	6 hours
Most recent developments towards educating deaf/hard of hearing learners	·       Multi-dimensional approach ·       Dimensions of learning (Marzano and Pickering) ·       Motivation and relationships ·       Achieve new knowledge ·       Increase existing knowledge ·       Explore,  practice your knowledge ·       Reflection ·       Most effective strategies of teaching (Marzano, Pickering, and Pollack, 2001; Hattie, 2012; Dean, Hubbell, Pitler and Stone, 2012 ·       Setting objective and providing feedback ·       Reinforcing effort and providing recognition ·       Cooperative learning ·       Question, cues, advance organizers ·       Non-linguistic presentation ·       Summarizing and taking notes ·       Assigning homework and providing practice ·       Identifying similarities and differences ·       Generating and testing hypothesis ·	10 hours
Application of the teaching strategies	·       Application of the different teaching strategies to classroom teaching ·       Lesson developing ·       Lesson teaching ·       Observation and reporting ·       Self-reflection ·       Setting objectives and feedback	10 hours
Instruction models in different teaching settings	·       Direct Instruction model ·       Gradual release of responsibility model. ·       Pre-teaching and re-teaching settings ·       Application of the models in classroom teaching. (presentations) ·       Application of the models and Marzano’s strategies in classroom teaching (presentations) ·       Application of the models and learning strategies in different teaching settings (presentations).	10 hours

 

Mode of Delivery

Powerpoint presentations, group discussions, class presentations, mind mapping, group assignments, and developing materials

Course evaluation
Coursework: Presentations, assignments, tests and quizzes    50%
Final examination       50%

References

Dean, B.C., Hubbell, E.R., Pitler, H. and Stone, Bj., 2012) Classroom instruction that works: Research-based strategies for increasing student achievement. 2rd Ed. USA: ASCD

Marzano, R. S. Pickering, D. J., And Pollot, J.E. 2001. Classroom instruction that works: Research-based strategies for increasing student achievement. 1^st Ed. USA: ASCD.

Marzano, R.S. 2003. What works in schools: Translating research into action. USA: ASCD.

Hattie, J. 2012. Visible learning for teachers: Maximizing impact on learning. London: ROUTLEDGE.

Marschark, M. 2007. Raising and educating a Deaf child (2^nd Ed.). New York: Oxford University Press.

Knoors, H. and Marschark, M. 2014. Teaching Deaf Learners: Psychological and developmental foundation. New York: Oxford University Press.

Knoors, H. and Marschark, M. 2014. Perspectives on deafness: Bilingualism and bilingual deaf education. New York: Oxford University Press

Knoors, H. and Marschark, M. 2015. Perspectives on deafness: Educating deaf learners. Creating a global evidence base. New York: Oxford University Press

Fisher, D. 2008.  Effective Use of the Gradual Release of Responsibility Model.