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Hard of Hearing Notes

Pair the students, quiet corner


Ciborowski and Graves
Use visuals, slides, charts
Keep face visiblepractice whole body listening
Encourage questions and clarification
Summarize discussions
Preview new vocabulary and concepts prior to using them in lecture personal
dictionary
Non-verbal sign on understanding (thumbs up)
Pre-reading strats: discuss vocabulary and concepts, predicting
During reading: making connections, questioning
Post reading strats: summarising

Reading Comprehension Strategies (http://www.readingrockets.org/article/sevenstrategies-teach-students-text-comprehension)


Research shows that explicit teaching techniques are particularly effective for
comprehension strategy instruction. In explicit instruction, teachers tell readers why
and when they should use strategies, what strategies to use, and how to apply
them. The steps of explicit instruction typically include direct explanation, teacher
modeling ("thinking aloud"), guided practice, and application.
Adapted from Adler, C.R. (Ed). 2001. Put Reading First: The Research Building
Blocks for Teaching Children to Read, pp. 49-54. National Institute for Literacy

BC Ministry of Education
Tip Sheet for Classroom Adaptation

Students with hearing loss need to see your face all the time to speechread and get meaning clues. Your non-verbal
communication is crucial. Use your smiles to encourage, invite, and include. Optimum natural lighting is important. Try not to stand
in front of lights or windows as they cause your face to go in shadow.

Speaking naturally is the most help to your student with hearing loss. Talking very loudly or over-enunciating does not help your
student, in fact it makes it harder for him/her.

You will need to discuss the best seating arrangement in the room with the student. Consideration must be given to the best place
for receiving maximum information within the normal flow of classroom activities.

Vocabulary lists with definitions of new terms and concepts to be used during the day help the student to develop a personal
dictionary of words learned.

An outline of the class agenda--just 3 or 4 points jotted on the board really helps the student get a sense of purpose, direction,
and timing for short term work which fits into the longer range planning.

Course or grade outline of the topics and kind of work to be done may be useful.

Provide an outline of a typical school day with the student's own timetable. Include room numbers and a list of people who can
assist (e.g. counsellor, school secretary).

If there is class discussion or group work, it is useful to summarize on the board or have the groups report their work on large
paper that can be read as a group.

Use of overheads, visuals, handouts and outlines may be helpful.

Other students in the class may be asked to volunteer as a buddy to take notes and help you watch for the need for more
clarification.

Rob Ritcharts Making Thinking Visible

thinking routine such as Think-Puzzle-Explore 3.

When teachers focus on making thinking valued and visible in


their classrooms, their questioning shifted away from
asking review or knowledge based questions to asking
more constructive questions

See-Think-Wonder routine into

Feel-Think-Wonder.

A proven program for enhancing students' thinking and comprehension abilities


Visible Thinking is a research-based approach to teaching thinking, begun at Harvard's
Project Zero, that develops students' thinking dispositions, while at the same time
deepening their understanding of the topics they study. Rather than a set of fixed
lessons, Visible Thinking is a varied collection of practices, including thinking routines?
small sets of questions or a short sequence of steps?as well as the documentation of
student thinking. Using this process thinking becomes visible as the students' different
viewpoints are expressed, documented, discussed and reflected upon.

Helps direct student thinking and structure classroom discussion

Can be applied with students at all grade levels and in all content areas

Includes easy-to-implement classroom strategies

Six key principles anchor Visible Thinking and characterize our approach in schools.
Learning is a consequence of thinking. Students' understanding of content, and even their
memory for content, increases when they think throughand withthe concepts and
information they are stdying. Thinking through issues is not a solo endeavor,
however. Team members often share and build on one another's knowledge. Notational systems,
specialized vocabulary, and various technological and other tools also free up memory for more
complex tasks.

Good thinking is not only a matter of skills, but also a matter of dispositions. Openmindedness, curiosity, attention to evidence, skepticism, and imaginativeness all make
for good thinking (Perkins & Ritchhart, 2004; Perkins, Tishman, Ritchhart, Donis, &
Andrade, 2000). Such characteristics concern not so much a person's abilities as how the
person invests those abilities. Children and adults often greatly underutilize their thinking
capabilities. Accordingly, besides nurturing relevant skills, education needs to promote
open-mindedness over closed-mindedness, curiosity over indifference, and so on. Several
studies support this dispositional view of thinking.

The development of thinking is a social endeavor. In classrooms, as in the world, there is


a constant interplay between the group and the individual. We learn from those around
us and our engagement with them. The sociocultural character of classrooms and schools
should ensure that thoughtful learning is pervasive, not sporadic.

Fostering thinking requires making thinking visible. Thinking happens mostly in our
heads, invisible to others and even to ourselves. Effective thinkers make their thinking
visible, meaning they externalize their thoughts through speaking, writing, drawing, or

some other method. They can then direct and improve those thoughts. Visible Thinking
also emphasizes documenting thinking for later reflection.

Classroom culture sets the tone for learning and shapes what is learned. We have
identified eight forces that shape classroom culture: (1) classroom routines and
structures for learning, (2) language and conversational patterns, (3) implicit and explicit
expectations, (4) time allocation, (5) modeling by teachers and others, (6) the physical
environment, (7) relationships and patterns of interaction, and (8) the creation of
opportunities. Depending on their form, these forces can support or undermine the
rhythm of thoughtful learning (Ritchhart, 2002, 2007).

Schools must be cultures of thinking for teachers. Professional learning communitiesin


which rich discussions of teaching, learning, and thinking become a fundamental part of
teachers' experiencesprovide the foundation for nurturing thinking and learning in the
classroom. Administrators need to value, create, and preserve time for teachers to
discuss teaching and learning, grounded in observation of student work.

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