Online Facilitation

Plan
Madison Nittinger
Timeframe and Topics:
Session 1: Deaf VS Hard of Hearing Initiative Description:
2 days, 1 hour each (Online)
These lessons are for fourth grade
Session 2: Lip reading and ASL
2 days, 1 hour each (Face-to-Face)
literature. The purpose is to prepare
the students for reading the novel “El
Session 3: Audiologists and Audiograms
2 days, 1 hour each (Online)
Deafo.” They will gain background
knowledge on American Sign
Session 4: Hearing Aids
Language, audiologists, audiograms
1 Day, 1 Hour (Face-to-Face)
and the author, Cece Bell!
Session 5: Who is Cece Bell? What is “El Deafo?”
1 day, 1 hour (Online)
 Course
Objectives
● Students will be able to determine the difference between deaf and hard of hearing.
● Students will be able to identify the purpose of audiologists and audiograms.
● Students will be able to explain the purpose of hearing aids.
● Students will be able to identify who Cece Bell is.
Session 1:
The student’s will complete the
Reading/Listening and Reflecting/
Writing sections for homework. The rest
will be done in class.

Introductions
Deaf and Hard of Hearing
How does one become deaf?

● Students will be able to compare and contrast the terms “deaf” and
Objectives: “hard of hearing.”
● Students will be able to identify ways a person can become deaf or hard
of hearing.
Day One
Resources Needed: Activities
Reading/Listening:
What is hearing loss? article: ● Read/Listen to the first section of the “What is hearing loss?”
https://kidshealth.org/en/kids/hearing-impairment.html article as well as the section titled “What causes hearing
loss?”
Video about the causes of hearing loss ● Watch the following video about the causes of hearing loss.
https://www.youtube.com/watch?v=iDVnVO803ao
Reflecting/Writing:
● In a Flipgrid video, students will introduce themselves and
Flipgrid for the students to introduce themselves
say one thing they do that may cause hearing loss later in
https://flipgrid.com/ life.
Displaying:
● The students will work on a group google doc that identifies
causes of hearing loss. They need at least 3 causes each.
(Formative Assessment)

Doing:
● The students will be creating a poster, infomercial, skit, etc.
using a tech tool of their choice to inform people of one
cause of hearing loss that could cause them to become deaf
or hard of hearing. (For an added challenge, come up with a
way to prevent the cause of hearing loss they identified.)
The students will be assigned to a group to work on this project.
(Formative Assessment)
Day Two
Resources Needed: Activities
Reading/Listening:
Deaf and Hard of Hearing Definitions ● Read the first paragraph of the following article, focusing on
http://deaftec.org/content/deaf-definitions the following terms: deaf, hard of hearing and hearing
impaired.
Padlet board for definitions of the terms deaf,
hard of hearing and hearing impaired Reflecting/Writing:
https://padlet.com/ ● Students will post on Padlet, in their own words, the
definition of the following terms: Deaf, Hard of Hearing and
Venn Diagram for students to compare and contrast terms Hearing Impaired.

Google slide for the students to define the terms

Displaying:
● Students will compare and contrast the terms Deaf and hard
of hearing using a venn diagram or organizer of their choice.
(Formative Assessment)

Doing:
● On google slides, create a PowerPoint to inform others
(outside of this class) of the difference between those that are
Deaf and hard of hearing. Include some causes as to why
people can become deaf or hard of hearing. (Summative Assessment)
 We will meet Monday and Thursday

Session 2:
for an hour each day.

Lip reading and ASL

Objectives: ● Students will be able to explain what lip reading is.

● Students will understand the difficulties that come with lip reading.
● Students will be able to explain what ASL is.
Day One
Resources Needed:
“What is lip reading?” Article
https://www.hearinglink.org/living/lipreading-
communicating/what-is-lipreading/
Lip reading video:
https://www.youtube.com/watch?v=3mAYqK0C4Vc
Online discussion board using Weebly
Chart for the students to display the challenges and benefits
of lip reading.
Activities
Reading/Listening:
• Read the following two parts in the article with a partner: “What is Lip
Reading?”: What is Lip Reading and Tips to Help You Lip Read.
• Try to lip read yourself!` Watch the video: Lip reading video.
Reflecting/Writing:
• Discuss the following prompts:
• How did you feel about lip reading?
• What was difficult about it?
• Why do you think people believe all Deaf people can lip read?
After class, write your response on the online discussion board and
respond to 2 classmates. (They will have a rubric to help them write
quality responses.)
Displaying:
• Independently, the students will create a chart that displays the
challenges and benefits that lip reading has. (This may be done on paper
or using an online mind mapping tool to help organize thoughts.)
(Formative Assessment)
Doing:
• The students will create a video of them telling a story but turn off the audio.
They will then have three different people watch the video to try and figure
out the story. They will then ask the people to explain how they felt and
what was hard about it. They will explain either in an audio comment or
written paper about how their experience was similar or different from the
people they interviewed and explain in their own words what lip reading is.
Day Two
Resources Needed: Activities
Reading/Listening:
Sign Language Explained ● Listen/Read the article about American Sign Language with partner.
https://newsela.com/read/lib-what-is-sign- ● Watch the video that’s titled “A Few Things to Know About Sign
Language”
language/id/34372/
Reflecting/Writing:
”A Few Things to Know About Sign Language” ● Students will respond to the prompts on a whole class google document:
https://www.youtube.com/watch?v=wa0nxppMJ-Q ● What is American Sign Language?
● What do you think would be difficult about learning a new
language?
A google document that has the prompts on the top and the ● If you were Deaf, would you rather learn to lip read or learn
students names going down the sides. American Sign Language? Why?

Displaying:
● Independently, the students will create a mind map using either Popplet
or Coggle that shows what ASL is and other facts they learned about
signed languages. (Formative Assessment)

Doing:
● The students will be broken up into groups, they will create a chart that
explains the differences of American Sign Language and Lip Reading as
well as giving specific examples of each. (They may use paper or google
documents.) (Summative Assessment)
 The student’s will complete the

Session 3:
Reading/Listening and Reflecting/
Writing sections for homework. The rest
will be done in class.

What is an audiologist?
What is an audiogram and how do you read it?

● Students will be able to explain what an audiologist is and what they do.
Objectives: ● Students will be able to determine what an audiogram is.
● Students will be able to explain the various symbols on an audiogram.
Day One
Resources Needed:
Hallux’s Help Desk- Audiologists
https://youtu.be/6giQf0hMlis
“Going to the Audiologist” -Article
https://kidshealth.org/en/kids/hearing-
test.html?ref=search&WT.ac=msh-k-dtop-en-search-clk
A fill in the blank notes sheet using Google slides.
Online discussion board using Weebly.
Activities
Reading/Listening:
• Watch Hallux’s Help desk about what audiologists do.
• Read the article about going to the audiologist. Only read the
sections: Problems Often Found in Babies and Now Hear
This!
Reflecting/Writing:
• The students will post on the online discussion board and
explain what an audiologist is and what they do.
• If the students have been to an audiologist before, describe
their experience in their response as well.
Displaying:
• The students will complete a fill in the blank notes sheet (on
Google Slides) about what an audiologist is and what they do.
(Formative Assessment)
Doing:
• The students will create a video demonstrating what a typical
visit to the audiologist looks like based on the information
they learned from the video and article. (Summative Assessment)
Day Two
Resources Needed: Activities
Reading/Listening:
• Watch the first two minutes of the video ”All about Audiograms.” Listen
All about Audiograms (Watch the first 2 minutes) for what an audiogram is, what the symbols mean and what the various
https://www.youtube.com/watch?v=bP-nJp3yBK4 Decibel levels mean.

Hearing Test Video

Reflecting/Writing:
• The students will answer the following questions on a Google Slide with a
https://youtu.be/VxcbppCX6Rk
partner:
• What is an audiogram?
A voice thread for the students to explain their experience • What does the red line mean on it?
using the hearing test video. • What does the blue line mean on it?
• The 0-20 dB range is considered normal, mild, or moderate hearing
loss?
A google slide with the questions about audiograms on it for • The 20-40 dB range is moderate, mild or severe hearing loss?
• What was one surprising fact you learned about audiograms?
the pairs.
Displaying:
• The students will be given a simple audiogram and will label the parts on
it. They will also determine if the person has hearing loss or not based on
the given audiogram. (Formative Assessment)

Doing:
• The students will take a hearing test online. (Use this video but only
watch the first 40 seconds.) In a voicethread, they will explain what
frequency they stopped hearing at and if they think that means they have
hearing loss or not based on what they have learned about audiograms.
Also, they should include how that test is different from one an
audiologist will give them. (Summative Assessment)
 We will meet on Monday for an

Session 4:
hour.

How do hearing aids work?

Objectives: ● Students will be able to explain why hearing aids are used.
● Students will be able to explain how hearing aids work.
Day One
Resources Needed: Activities
Reading/Listening:
How hearing aids work: • Watch the video clip about how hearing aids work.
https://www.youtube.com/watch?v=4vUHt4fL-tM • Listen to the audio clip from Vocaroo that the teacher created that will
explain why people use hearing aids.
A Vocaroo clip explaining why people use hearing aids
Reflecting/Writing:
Exit ticket (Paper or Nearpod) for the students to show their • The students will respond to the following prompt using Flipgrid: If you
knowledge of hearing aids had a hearing loss, would you be willing to try hearing aids to help hear
again? Why or why not?

Displaying:
• The students will complete an exit ticket that has them draw or write why
hearing aids are used and how they work. (This can be done on paper or
using Nearpod) (Formative Assessment)

Doing:
• The students will try to come up with their own version of a hearing aid.
They can use any resources available to them. (Summative Assessment)
Session 5:
The student’s will complete the
Reading/Listening and Reflecting/
Writing sections for homework. The rest
will be done in class.

Who is Cece Bell?

What is “El Deafo?”

Objectives: ● Students will be able to explain who Cece Bell is.

● Students will be able to determine why she wrote the novel, “El Deafo.”
Day One
Resources Needed: Activities
Reading/Listening:
Interview with Cece Bell about “El Deafo” • Watch the interview with Cece Bell and how she became an author.
https://www.youtube.com/watch?v=Cnj5STG0SZo • Watch the interview with Cece Bell discussing “El Deafo.”
Reflecting/Writing:
Interview with Cece Bell about how she became an Author • The students will turn and talk about who Cece Bell is and how she became
https://www.youtube.com/watch?v=0rPGRtB9HK0&list= an author.
• The students will turn and talk about what is the novel “El Deafo” about
PLLxDwKxHx1yKB8_pGEXQOwW-3e2fiKFBW and why she wrote it.
• Using Padlet, the students will answer the following prompt:
Padlet for the students to respond to the prompt. • What is one character trait you can think of for Cece Bell? Why?

Displaying:
Posterboard
• The students will work together to create a poster about Cece Bell.
(Formative Assessment)

Popplet or Coggle for the student’s brainstorms. • The poster should include the following:
• What career does Cece Bell have?
• Why she wrote the novel “El Deafo”
• Three fun facts they learned from both videos.
Doing:
• The students will brainstorm a novel they could write using an
experience from their past. They can use paper and pencil or
Popplet/Coggle.
Additional
Resources
Session 1
Reading/Listening- Image for frequent causes of hearing loss: https://www.starkey.com/blog/2016/10/causes-of-hearing-loss#
Session 2
Reading/Listening-6 (of many) assumptions about Deaf people: https://www.youtube.com/watch?v=C_SL53tdeH8 (This is more for middle school/high school
students)
Reading/Listening- What is hearing loss? article: https://kidshealth.org/en/kids/hearing-impairment.html (This has a few startegies deaf and hard of
hearing peolpe use to communicate.)
Reading/Listening- The story of American Sign Language: https://www.youtube.com/watch?v=betAZeKRpR8 (This is great if students what to know how ASL
became invented.)
Doing- Drills to help you lip read: https://www.lipreading.org/ (You can have the students determine if they believe the drills are beneficial or not)
Reading/Listening- A Few Thing to Know About Sign Language: https://www.youtube.com/watch?v=wa0nxppMJ-Q (This can be used to then do a doing
activity that the students can possibly respond to the points that were pointed out in the video.)
Session 3
Reading/Listening- What is hearing loss? article: https://kidshealth.org/en/kids/hearing-impairment.html (This has a wonderful little introduction
paragraph to what audiologists are and what they do)
Reading/Listening- PDF on the key things audiologists do https://www.audiology.org/sites/default/files/publications/resources/WhatIsAnAuD.pdf (This is
more for middle schoolers)
Session 4
Reading/Listening- Different types of hearing aids: https://www.youtube.com/watch?v=iWGYZfblqcE
Session 5
Reading/Listening- Cece Bell series about where she talks about how she got into writing and illustrating, how she comes up with her story ideas, etc.:
https://www.youtube.com/playlist?list=PLLxDwKxHx1yKB8_pGEXQOwW-3e2fiKFBW