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Teaching Portfolio By: Rachael Gowan Intended Audience: Teachers and PreService Teachers of Deaf and

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Title: Teaching Portfolio By: Rachael Gowan Intended Audience: Teachers and PreService Teachers of Deaf and


1
Teaching PortfolioBy Rachael GowanIntended
Audience Teachers and Pre-Service Teachers of
Deaf and Hard of Hearing Students
K-12.Goals/Objectives Demonstration of my
ability to effectively and professionally gather,
organize, identify, reflect upon and share what I
consider to be my educational beliefs, assessment
protocols, instructional strategies, and
curricular resources and effectively support the
information provided in the portfolio.
Abstract The information provided in my
teaching portfolio is a collection of by own
teaching beliefs and information that I have
gathered through my teacher education program and
through past educational experiences. The
information includes my story of how I became
involved in Deaf Education, Positive/Negative
Teaching Characteristics, my Educational Beliefs,
Assessment Protocols, Instructional Strategies
and Curricular Resources for Science, Math,
Social Studies, and Deaf Studies.
2
Table of Contents
  • My Story
  • Positive/Negative Teaching Characteristics
  • Educational Beliefs
  • Assessment Protocols
  • Instructional Strategies
  • Curricular Resources
  • Science Curriculum
  • Math Curriculum
  • Social Studies Curriculum
  • Deaf Studies Curriculum

3
My Story
  • My beginning interest in the field of Deaf
    Education is quite unremarkable. I became
    interested, as many others did, with a
    fascination of American Sign Language. I
    remember seeing Deaf people signing when I was
    little and thinking it was so beautiful how they
    communicated. Then in my seventh grade Language
    Arts class, we studied Helen Keller and learned
    the manual alphabet. I was hooked form this
    point on. For Christmas, my mother bought me an
    American Sign Language dictionary computer
    program. I used this every week for about a
    year. I wanted to learn as much as I could from
    it, yet not having any concept that this was a
    language of its own.
  • I left much of this at bay until I began my
    search of colleges to attend. I became confident
    that I wanted to have a career that used American
    Sign Language in some form, but was very unaware
    where to go with it. I met with the Kent State
    University Speech Pathology and Audiology
    Department to discuss what a career as an
    Audiologist entailed. This was definitely not a
    match, I am not sure what I was expecting to
    hear, but whatever they told me was not what I
    wanted to do with my life. They suggested that I
    talk to the Deaf Education Department, that this
    might be more what I was looking for. It was not
    until the end of my first semester as an
    exploratory major at Kent State that I finally
    went to talk with the Deaf Education Department.
    I declared my major that day and have been here
    ever since.

4
Positive/Negative Teaching CharacteristicsThe
positive and negative teaching characteristics
were taken from my own classroom experience as a
student and through observing other teachers.
  • Positive Teaching
  • Excited about what they teach and obviously enjoy
    their work.
  • Respect the students.
  • Organized
  • Do not show favorites and treat all students the
    same.
  • Teach through multiple modalities.
  • Use a variety of instructional strategies to
    reach a wide variety of students learning
    strengths and abilities.
  • Find at least one thing to like about each
    student.
  • Creative
  • Effective positive behavior management
  • Ready to try new things and take risks

5
  • Negative Teaching
  • Disrespectful to students
  • Always using the same teaching modality, like
    lecturing, never trying to reach those students
    who learn in a different manner.
  • Allow students to see which are the teachers
    favorite students.
  • Bored and unengaged in the material they are
    teaching
  • Unorganized
  • Uncreative
  • Poor behavior management skills
  • Dislikes their job

6
Educational Beliefs
7
Concrete to Abstract
  • Description The less sophisticated the learner,
    the more concrete the learning.
  • Rationale The less experience a student has
    with a topic, the less they are able to learn
    from others about that topic, and the less they
    are able to reflect upon or project future
    information pertaining to that topic, the more
    immediate and actual the learning must be.
    Therefore, the newer the topic, the more hands on
    the learning must be, going from hands-on actual
    experience and from there moving to more abstract
    representations of the topic e.g. Pictures,
    stories, etc.
  • Reference
  • Orlich, D., Harder, R., Callahan, R., Gibson,
    H. (2001). Teaching strategies A guide to
    better instruction (6th ed.). Boston Houghton
    Mifflin. (p. 46)
  • Laurent Clerc National Deaf Education Center.
    (1999). Language learning disability deafness.
    Retrieved November 5, 2001 on the World Wide Web
    http//clerccenter.gallaudet.eedu/SupportServicecs
    /series/6002.html
  • What is Montessori. Retrieved December 7,
    2002, from http//www.montessoricorner.org/whatis.
    htm

8
Learning Skill
  • Description Students must learn how to learn as
    well as what to learn.
  • Rationale If all that is gained through school
    is knowledge, then the students will be as
    dependent upon the teacher at the end of the year
    as they were at the beginning. The older
    students become, the more sophisticated and
    independent learners we expect them to be, but if
    we do not teach them to learn independently, they
    will rely on us as teachers for their knowledge.
    In schools, we measure such sophistication by the
    complexity of the problems tackled as well as the
    independence used to solve the problems.
    Therefore, students must be taught the skills
    needed to learn as well as the expected
    knowledge.
  • Reference
  • Hammonds, Bruce. (n.d.). School Teaching
    Beliefs Five points for schools to 'customize'.
    Retrieved December 6, 2002, from
    http//www.leading-learning.co.nz/quality-learning
    /teaching-beliefs.html
  • (Vivian Smith, Virtual Teaching Observation,
    October 21, 2002)

9
Excitement
  • Description If teachers are excited about what
    they teach, then students will be excited about
    what they learn.
  • Rationale If teachers are enthusiastic,
    interested, and engaged in what they are teaching
    then the students will see this content as worthy
    of investigation themselves. When teachers
    appear bored with the content then the students
    will not see this as being valuable or worth
    their time. Therefore, when teaching any content
    or material, I must be sure that I am engaged in
    the content myself before I can expect my
    students to become engaged.
  • Reference
  • Atwell, N. (1998). In the middle New
    understandings about writing, reading, and
    learning (2nd ed.). Portsmouth Boynton/Cook
    Publishers. (p. 83)
  • (Dr. Pamela Luft, Language and Literacy Class
    Notes, March 4, 2002)
  • (Vivian Smith, Virtual Teaching Observation,
    October 7, 2002 through November 21, 2002)

10
Multiple Intelligences
  • Description Learning can occur through a
    variety of modalities i.e. Verbal/linguistic,
    Body/kinesthetic, Intrapersonal,
    Logical/mathematical, Visual/spatial,
    Interpersonal, and Naturalist. Students prefer
    to learn new information through their best
    modality and are then able to refine their
    learning to increase their knowledge and
    sophistication through other modalities.
  • Rationale The effectiveness of a students
    ability to learn new material is directly related
    to the manner in which the material was
    presented. The better the match between the
    presentation style and the students learning
    style the more effective the learning.
    Therefore, when teaching a new topic or content,
    each students preferred modality should be
    addressed through the presentation of the
    material and the students should also be provided
    with the opportunity to express themselves
    through this preferred modality.
  • Reference
  • Eccarius, M. (1997). Educating children who
    are deaf or hard of hearing Assessment (Report
    Number EDO-EC-96-5). Reston Virginia ERIC
    Clearinghouse on Disabilities and Gifted
    Education. (ERIC Document Reproduction Service
    No. ED 414668)
  • Orlich, D., Harder, R., Callahan, R., Gibson,
    H. (2001). Teaching strategies A guide to
    better instruction (6th ed.). Boston Houghton
    Mifflin. (Pgs. 189-191)

11
Collaboration
  • Description Learning is more likely to occur
    when students can learn from and with other
    students.
  • Rationale The amount a student is involved in
    the learning process directly relates to the
    amount of learning that occurs. By students
    working together to discuss and solve problems,
    they will develop their own knowledge through the
    active involvement of interacting with other
    students. Therefore, I will establish numerous
    opportunities for student collaboration through
    group work, class discussions, and peer tutoring
    in order to support and encourage the extensive
    learning that occurs through this sort of student
    interaction.
  • Reference
  • Atwell, N. (1998). In the middle New
    understandings about writing, reading, and
    learning (2nd ed.). Portsmouth Boynton/Cook
    Publishers. (p. 69)
  • (Dr. Wendy Kasten, MCED Reading and Writing
    Class Notes, January, 22, 2002)
  • Parmley, Amanda. (2002). Amanda Online
    Teaching beliefs. Retrieved December 6, 2002,
    from http//www.amandaonline.net/Teaching_Beliefs.
    html

12
Assessment Protocols
13
Homework
  • Description Work to be completed by the
    students outside of class time to reinforce the
    content of the lesson from class, not done to
    learn new material on their own.
  • Rationale If the material the students learn in
    class is new to them, it should be done in a
    concrete manner. This new material then is
    reinforced by the students doing additional work
    outside of the class on the same information and
    can then be moved to a more abstract method of
    learning as is stated by my educational belief of
    Concrete to Abstract. Therefore, when I assign
    homework to students, it will be to assess the
    extent that they understood the material in class
    and where then able to apply it outside of the
    classroom with various abstract assignments.
  • Reference
  • (Dr. Harold Johnson, Curriculum for Deaf/HH
    Class Discussion, November 19, 2002)
  • (Vivian Smith, Virtual Teaching Observation,
    November 7, 2002)

14
Rubrics
  • Description A form created to assess student
    work by the teacher and to allow the students to
    know what exactly they are being graded on is
    developed through two components, criteria or the
    categories describing exactly what is being
    evaluated and standards or the level of
    achievement and the tasks required in reaching
    that level.
  • Rationale When students know the criteria and
    standards that they must accomplish through their
    assignment, they know exactly what to work on and
    perfect. Rubrics provide students with an inside
    view into what teachers tend to require out of
    student work and they can then apply this
    knowledge to future learning experiences.
    Therefore, this assessment relates to my
    educational belief of Learning Skill by informing
    the students on how their knowledge will be
    assessed and I will provide students with rubrics
    so that they will gain an insight into how they
    will continue to be assessed throughout their
    education.
  • Reference
  • Orlich, D., Harder, R., Callahan, R., Gibson,
    H. (2001). Teaching strategies A guide to
    better instruction (6th ed.). Boston Houghton
    Mifflin. (p. 370-371)

15
Portfolio Assessment
  • Description A collection of evidence
    documenting the work a student has created, and
    from that evidence observing how the student had
    grown.
  • Rationale Each student has a preferred modality
    for learning and expressing knowledge. Through
    assessing a student with a variety of work
    samples collected in a portfolio, the work done
    through the students preferred modality can be
    used. Therefore, I will address my educational
    belief of Multiple Intelligences by assessing
    students through portfolios in order to see the
    knowledge they are able to express through using
    a collection of work, including their work
    expressed in their preferred modality.
  • Reference
  • Atwell, N. (1998). In the middle New
    understandings about writing, reading, and
    learning (2nd ed.). Portsmouth Boynton/Cook
    Publishers. (p. 301-302)
  • Vaughn, S., Bos, C., Schumm, J. (2000).
    Teaching exceptional, diverse, and at-risk
    students in the general education classroom (2nd
    ed.). Boston Allyn and Bacon. (p. 481-482)

16
Observation
  • Description Informally assessing students in
    the class by watching and interacting with them.
  • Rationale When students know that they are
    being assessed their attitudes and actions tend
    to alter, so by assessing them through
    observation they will be unaware of it and remain
    consistent in their normal daily actions. My
    educational belief of Excitement can be assessed
    through observation of the attitudes and amount
    of enthusiasm the students have towards the
    content and material they are learning.
    Therefore, to be sure that my lessons are
    engaging to the students I will use observation
    to assess their enthusiasm with the material.
  • Reference
  • Machado, J. (1999). Early childhood
    experiences in language arts Emerging literacy
    (6th ed.). Albany Delmar Publishers. (p. 139)

17
Games
  • Description The use of fun games like hang-man
    or Jeopardy to assess student knowledge about the
    content taught in class.
  • Rationale Students can enjoy being assessed
    when games are used and they often do not realize
    that they are being evaluated. The use of games
    in the classroom as an assessment ties into my
    educational belief of Excitement because the
    students will be excited and engaged in this
    assessment by trying their best to win with the
    most knowledge of the content. Therefore, I will
    use games to assess the students knowledge,
    especially when the material is not very engaging
    to the students on its own.
  • Reference
  • (Vivian Smith, Virtual Teaching Observation,
    November 4, 2002)
  • (Gwen Yohe, Practicum Teacher, Spring 2002)

18
Performance Assessment
  • Description The students must complete a task
    through producing, demonstrating, performing,
    creating, constructing, applying, building,
    solving, planning, showing, illustrating,
    convincing, persuading, or explaining it.
  • Rationale The ability to complete a task
    through performance is a skill that is needed
    throughout daily life, either through work,
    personal interaction, etc. By assessing a
    students ability to do so in a classroom setting
    in turn assesses their probable ability to do so
    outside of the classroom and away from the
    teacher which directly corresponds with my
    teaching belief of Learning Skill. Therefore,
    when assessing students knowledge of a task I
    will require them to perform the task through one
    of the previously mentioned methods.
  • Reference
  • Taylor, R. (2000). Assessment of exceptional
    students Educational and psychological
    procedures (5th ed.). Boston Allyn and Bacon.
    (p. 134-136)

19
Rating Scales
  • Description A list of items to be observed with
    a scale showing the variety of degrees to which
    they can be met.
  • Rationale Students can be assessed through
    observation paired with a rating scale to obtain
    a more accurate account of the student work
    through various degrees to which the criteria was
    met. This assessment corresponds with my
    educational belief of Collaboration, to asses the
    extent that the students are able to work
    together in a collaborative manner. Therefore, I
    will use rating scales to assess my students
    group activities in order to record the extent
    they are able to work together.
  • Reference
  • Orlich, D., Harder, R., Callahan, R., Gibson,
    H. (2001). Teaching strategies A guide to
    better instruction (6th ed.). Boston Houghton
    Mifflin. (p. 366-367)

20
Group/Self Evaluation
  • Description Students evaluate the group process
    by reflecting on each members contributions to
    the group and how well the group worked together.
  • Rationale The extent that a group works
    together in a collaborative manner can not always
    be seen by someone not working in the group. The
    true assessment of the groups ability to work
    together can be determined by each member
    evaluating how all the members contributed and
    then how well the group as a whole worked
    together. Therefore, I will use this assessment
    to address my educational belief of Collaboration
    in order to determine the extent of the students
    abilities to working together.
  • Reference
  • (Rebecca Morsefield, Family Professional
    Collaboration observation of strategy used, Fall
    2002)
  • Orlich, D., Harder, R., Callahan, R., Gibson,
    H. (2001). Teaching strategies A guide to
    better instruction (6th ed.). Boston Houghton
    Mifflin. (p. 306)

21
Extended Curriculum
  • Description The assessment is performed at the
    end of a unit as a class project where each
    student contributes to its development through
    using their modality/skill they do best.
  • Rationale A manner to assess what the class as
    a whole got out of a unit in a way that is
    meaningful to the students is to have them create
    a class project, play, etc. that represents all
    they have learned. By creating the project, the
    multiple intelligences will be brought out by
    through each student using their preferred
    modality to contribute to the project and the
    information will be reinforced in their minds in
    a concrete manner. Therefore, I will evaluate
    the students knowledge of a completed unit
    through an extended curriculum that allows my
    educational belief of Multiple Intelligences to
    be utilized.
  • Reference
  • Orlich, D., Harder, R., Callahan, R., Gibson,
    H. (2001). Teaching strategies A guide to
    better instruction (6th ed.). Boston Houghton
    Mifflin. (p. 144-146)

22
Instructional Strategies
23
Hands-on
  • Description The fewer experiences a student has
    with a topic, the more hands-on the encounters
    with that topic need to be.
  • Rationale As students acquire new information
    and knowledge, they need to first have had actual
    experiences with the topic. By using hands-on
    activities, the experiences necessary to develop
    sophisticated knowledge are being created through
    the students first having had actual real
    experience with the topic. This concept links to
    my educational belief of concrete to abstract.
  • Reference
  • (Janelle Slavick, Practicum Teacher, Spring
    2002)
  • Stewart, D., Kluwin, T. (2001). Teaching
    deaf and hard of hearing students Content,
    strategies, and curriculum. Needham Heights, MA
    Allyn Bacon. (p. 20)

24
Prior knowledge
  • Description When teaching new information,
    relate it to the students prior knowledge or
    experiences.
  • Rationale All students bring prior knowledge
    and experiences with them to the classroom.
    Learning is best done when it can be related to
    something the student already knows or has
    experienced and the new information can be
    expanded from the prior knowledge of the students
    relating to my educational belief of concrete to
    abstract.
  • Reference
  • Orlich, D., Harder, R., Callahan, R., Gibson,
    H. (2001). Teaching strategies A guide to
    better instruction (6th ed.). Boston Houghton
    Mifflin. (p. 53)
  • (Janelle Slavick, Practicum Teacher, Spring 2002)

25
Role-playing
  • Description Role-playing is a great visual
    demonstration that allows students to be involved
    in their own learning by acting out a wide
    variety of scenarios.
  • Rationale Students physically acting out a
    role/situation will embed the knowledge and/or
    material as an experience that can be used to
    clarify an issue, for reflective thinking, or
    represent a situation. Role-playing addresses my
    educational belief of Multiple Intelligence
    through those students who learn best through the
    body/kinesthetic of physically performing the
    information they are to learn as well as those
    students who learn best through visual/spatial
    display of the information. Therefore I will
    use role-playing techniques whenever possible in
    order to reach a wider variety of my students
    preferred learning modalities.
  • Reference
  • Orlich, D., Harder, R., Callahan, R., Gibson,
    H. (2001). Teaching strategies A guide to
    better instruction (6th ed.). Boston Houghton
    Mifflin. (Pgs. 295-296)
  • (Vivian Smith, Virtual Teaching Observation,
    November 18, 2002)

26
Collaborative Brainstorming
  • Description A process used to gather creative
    ideas or topics that can be done with any number
    of students. A problem is presented to the
    students who then must begin thinking creatively
    and interacting with each other about methods to
    address the problem, the responses are recorded
    to discuss when the brainstorming is finished.
  • Rationale It is difficult for students to
    individually come up with numerous creative ideas
    for addressing a problem. When students are able
    to collaborate about a particular problem, they
    can feed off each others thoughts to further
    establish well thought out, in-depth creative
    ideas through a deliberation process of whether
    the group likes/dislikes or at least agrees upon
    the ideas presented. Therefore, I will allow the
    students to brainstorm as a class on problems or
    topics presented in order to allow my educational
    belief of collaboration to occur through the
    discussion and deliberation of developing
    creative ideas.
  • Reference
  • Orlich, D., Harder, R., Callahan, R., Gibson,
    H. (2001). Teaching strategies A guide to
    better instruction (6th ed.). Boston Houghton
    Mifflin. (p. 290-292)
  • (Vivian Smith, Virtual Teaching Observation,
    November 5, 2002)

27
Authentic Context
  • Description Reading instruction that is taught
    using real pieces of language i.e. books,
    magazines, advertisements that have relevance to
    the childs leaning needs and has a real-world
    implication.
  • Rationale Reading instruction can be a boring
    process for both teacher and student when typical
    basil stories are used, but when materials like
    books and magazines that are relevant to the
    childs interest, needs and the real-world are
    used it can actually be fun. Engaging the
    students in the materials they are reading
    connects to my educational belief of Excitement
    because by making the material meaningful to the
    students daily lives, this will allow them to
    see reading as valuable and worth learning.
    Therefore, I will use authentic reading materials
    pertaining to the students interests and needs
    in order to engage them in the reading process by
    making it valuable and meaningful to them.
  • Reference
  • Stewart, D., Kluwin, T. (2001). Teaching
    deaf and hard of hearing students Content,
    strategies, and curriculum. Needham Heights, MA
    Allyn Bacon. (p. 85)

28
Semantic Maps
  • Description A visual aide through the
    development of a map to help students see the
    relationships among various ideas which connect
    to them to each other and to the students prior
    knowledge.
  • Rationale Often students are given various
    information about a topic or concept, but do not
    know how it all fits together in order to make a
    cohesive abundance of knowledge. Using a
    semantic map is a valuable tool for students to
    use in organizing that information so that it can
    be better understood, connecting with my
    educational belief of Learning Skill because the
    effective use of this tool teaches students one
    strategy of how to learn. Therefore, I will
    model the use of semantic maps in my classroom
    and slowing transfer the strategy to my students
    by making the map myself first and then each
    subsequent time allow the students to become more
    involved in the process until they are finally
    making the maps on their own.
  • Reference
  • Rasinski, T. Padak, N. (2000). Effective
    reading strategies Teaching children who find
    reading difficult (2nd ed.). Upper Saddle River
    Prentice-Hall, Inc. (p. 155-156)
  • Vaughn, S., Bos, C., Schumm, J. (2000).
    Teaching exceptional, diverse, and at-risk
    students in the general education classroom (2nd
    ed.). Boston Allyn and Bacon. (p. 467-468)

29
Storytelling
  • Description The use of storytelling in
    developing literacy for children promotes
    comprehension and writing skills as well as
    excitement for reading stories.
  • Rationale Deaf students who use sign language
    need to visually see a story to become truly
    engaged by it. By using the storytelling
    tradition of Deaf culture to tell stories,
    students will not only improve their
    comprehension and writing skills, they will also
    be highly motivated to read that story, to write
    that or a similar story themselves, respond in a
    journal, and pay attention to other stories they
    read to find others that would be good for
    storytelling. Therefore, I will address my
    educational belief of Excitement by using the art
    of storytelling to engage and excite my students
    about reading and writing.
  • Reference
  • Schirmer, B. (2000). Language and literacy
    development in children who are deaf (2nd ed.).
    Boston Allyn and Bacon. (p.176)
  • (Vivian Smith, Virtual Teaching Observation,
    October 29, 2002)

30
Wait-Time
  • Description Allowing students time after asking
    a question to think about it and to construct a
    response.
  • Rationale When a question is asked, people tend
    to expect an immediate response or answer, but
    people need time to first comprehend the question
    and then construct a response, which takes time.
    By allowing students time to think about a
    response, they have time to possibly use higher
    order thinking to construct an in-depth answer,
    and it also allows those students who are not
    verbal/linguistic or visual/spatial learners and
    may need more time to comprehend the question and
    what it is asking before they can think of a
    response the chance to answer also. Therefore, I
    will use wait-time to continue fulfilling my
    educational belief of Multiple Intelligences by
    allow those students who so not comprehend
    questions as fast as others the time to do so, in
    turn they will also gain the opportunity to
    participate and respond to questions in the class
    discussion.
  • Reference
  • Orlich, D., Harder, R., Callahan, R., Gibson,
    H. (2001). Teaching strategies A guide to
    better instruction (6th ed.). Boston Houghton
    Mifflin. (p. 253-255)
  • Vaughn, S., Bos, C., Schumm, J. (2000).
    Teaching exceptional, diverse, and at-risk
    students in the general education classroom (2nd
    ed.). Boston Allyn and Bacon. (p. 187)

31
Teachable Moments
  • Description A student-centered way to allow
    students to carry on a conversation or discussion
    about their choice topic and later relating the
    conversation back to the curriculum.
  • Rationale Students enjoy carrying on
    conversations they feel are unrelated to
    educational issues or topics. When a good class
    discussion arises, the students are learning from
    each other through a variety of different
    perspectives and opinions, correlating with my
    educational belief of collaboration. Therefore,
    when these class discussions occur, I will
    encourage them to continue and relate these
    teachable moments back to the curriculum being
    covered through the class.
  • Reference
  • (Vivian Smith, Virtual Curriculum Observation,
    November 7, 2002)
  • (Gwen Yohe, Practicum Teacher, Spring 2002)

32
Discovery Learning
  • Description Non-direct method where the teacher
    is a guide-stimulator who helps the students to
    identify questions to guide their inquiry. The
    students must construct their own knowledge
    through investigation and discovery.
  • Rationale Traditionally, students are taught
    through direct instruction by the teacher, where
    they are told the facts and information but never
    experience it for themselves. By providing
    students with the opportunity to discover the
    knowledge, they are more likely to retain the
    information because through inquiry they
    discovered the knowledge for themselves. In
    addition, they also are learning how to learn and
    discover new information without the teacher
    feeding it to them, which is a vital life skill.
    Therefore, the use of discovery learning in my
    classroom is important to the amount of
    information students retain and to address my
    educational belief of Learning Skill by teaching
    the students how to learn information without the
    teacher providing it.
  • Reference
  • Friend, M., Bursuck, W. (2002). Including
    students with special needs A practical guide
    for classroom teachers (3rd ed.). Boston Allyn
    and Bacon. (p. 141)
  • Orlich, D., Harder, R., Callahan, R., Gibson,
    H. (2001). Teaching strategies A guide to
    better instruction (6th ed.). Boston Houghton
    Mifflin. (p. 338-341)

33
Curricular Resources
  • Science Curriculum
  • Math Curriculum
  • Social Studies Curriculum
  • Deaf Studies Curriculum

34
Science Curriculum
  • National Organization
  • National Standards
  • Web Resources

35
National Organization
  • National Science Teachers Association (NSTA)
    http//www.nsta.org/
  • Description This site provides resources,
    including journals, newspapers, links to
    resources, events, legislation, and what is new
    in Science education. Also provides links to
    other state and national organizations with
    curriculum materials. The site hosts two
    discussion rooms for interaction with other
    science teachers. You must be a registered user
    of the site to gain full access to the site.
  • Rationale This group/site is among the oldest
    and largest organizations in science education.
    It provides legislation updates, and a means of
    networking professionals in the science education
    field using discussion rooms.

36
National Standards
  • www.nap.edu/readingroom/books/nses/htm/6c.html
  • Description Provides science education content
    standards for grades K-12.
  • Rationale National Science Teachers Association
    (NSTA) website links the user to these content
    standards.

37
Web Resources
  • Curricular
  • Education World The Educators Best Friend
    http//www.educationwor ld.com/science/
  • Power of two http//www.powerof2.org/resources/
  • Teach-nology The web portal for educators
    http//www.teach-nology.com/teachers/lesson_plans/
    science/

38
  • Assessment
  • Eisenhower National Clearinghouse K-12
    Mathematics and Science Curriculum Resources
    http//enc.org/topics/assessment/
  • Science Made Simple http//www.sciencemadesimple
    .com/
  • Cool Science for Curious Kids
    http//www.hhmi.org/coolscience/index.html
  • Instructional
  • - Science Research Associates/The McGraw-Hill
    Companies
  • http//www.sra4kids.com/product_info/science/bitg
    .phtml

39
  • Instructional continued
  • National Geographic.com Kids http//www.nationalge
    ographic.com/kids/
  • Science Daily Your link to the latest research
    news http//www.sciencedaily.com
  • Discovery Kids http//kids.discovery.com

40
Math Curriculum
  • National Organization
  • National Standards
  • Web Resources

41
National Organization
  • National Council of Teachers of Mathematics
    (NCTM) http//www.nctm.org/
  • Description This site is the host to the primary
    organization for math teachers. It has the
    national standards linked to the page,
    information about becoming a member of NCTM,
    upcoming conferences and events, links to journal
    publications and manipulatives to buy. There are
    also jobs posted and news dealing with
    mathematics in schools.
  • Rationale NCTM has been around for 75 years and
    leads in changing math education,
    (www.nctm.org/about/beliefs/htm). It is the
    primary professional organization for math
    teachers. It has about 100,000 teachers,
    educators, and institutions as registered users.

42
National Standards
  • http//standards.nctm.org/document/
  • chapter1/index.htm
  • Description Provides national math education
    content standards for grades K-12.
  • Rationale In April 2000, this organization
    published the Principles and Standards for School
    Mathematics.

43
Web Resources
  • Curricular
  • ILLUMINATIONS  www.illuminations.nctm.org
  • Enhancing Learning through Images
    www.kodac.com/US/en/digital/dlc
  • Math Curriculum Materials Report
    http//project2061.aaas.org/matheval

44
  • Assessment
  • Issues in Math Forum.swarthmore.edu/mathed/index.h
    tml
  • Utah State Office of Education www.uen.org
  • Math Resources for Teachers and Students
    http//www.li.net/ndonohue/math.thml
  • Instructional
  • CUT THE KNOT www.cut-the-knot.com
  • Math Stories www.mathstories.com
  • Figure This!  www.figurethis.org/index40.htm

45
Social Studies Curriculum
  • National Organization
  • National Standards
  • Web Resources

46
National Organization
  • National Council for Social Studies- www.ncss.org
  • Description This website provides information on
    the National Standards for Social Studies. It
    also lists information about the NCSS and the
    affiliated councils. This website offers links
    and resources to different lesson plans,
    noteworthy books, and the NCSS journal articles
    mainly about September 11 and other topics. It
    also provides a link that tells individuals about
    upcoming TV shows that deal with social studies
    issues. This website has a lot to offer and is
    very user friendly.
  • Rationale The National Council for Social
    Studies was founded in 1921, and has grown to be
    the largest association in the country solely
    devoted to Social Studies education. It helps
    and supports educators by strengthening their
    knowledge in Social Studies. Its members vary
    from kindergarten teachers to college professors
    throughout all of the 50 states with more than
    100 affiliate councils.

47
National Standards
  • www.education-world.com/standards/national/index/h
    tml
  • Description Education World contains links to
    all subjects national organization websites.
    Below these are links that take you to all of the
    subject area's standards. The Social Studies
    standards are not in standard format, they are
    in question format. This website also has links
    for lesson plans, state standards for each
    subject, article search, and a search engine that
    will look up only educational websites, along
    with many other links. It is a very teacher
    friendly website and does not cost anything to
    use and you do not need to register for it.
  • Rationale Educational World was started in 1996
    for teachers throughout the United States to have
    one site to use for everything that they needed.
    This site was chosen as the national standards
    site because it seems to go into more
    descriptions of the ten themes in Social Studies
    in comparison to NCSS. This site does not show
    the exact standards for each grade level or
    theme, but for that matter neither does the
    national organization. On the other hand,
    Education World does ask questions that deal with
    the standards, which gives the teacher an idea of
    what the standards might be for each theme.
    Education World also connects you with other
    Internet sources, which deal with the standards
    for each specific theme in Social Studies
    according to NCSS.

48
Web Resources
  • Curricular
  • Social Studies Lesson Plans and Resources
    http//www.cloudnet.com/edrbsass/edsoc.htm
  • Assessment
  • ASSESSMENT MATTERS! Toward Authentic Assessment
    http//members.tripod.com/ozpk/assess.html
  • Kathy Schrocks Guide for Educators-Assessment
    Rubrics http//school.discovery.com/schrockguide/a
    ssess.htmlweb

49
  • Instructional
  • Instructional Materials in Social Studies
    http//www.cln.org/subjects/socials_inst.html
  • A to Z Teacher Stuff Free online lesson plans,
    lesson plan ideas and activities, thematic units,
    etc. http//atozteacherstuff.com/
  • Lesson Plans and Resources for Social Studies
    Teachers http//www.csun.edu/hcedu013/

50
Deaf Studies Curriculum
  • National Organization
  • National Standards
  • Web Resources

51
National Organization
  • The National Association of the Deaf (NAD)
    http//www.nad.org/
  • Description The National Association of the
    Deaf (NAD), established in 1880, is the oldest
    and largest constituency organization
    safeguarding the accessibility and civil rights
    of 28 million deaf and hard of hearing Americans
    in education, employment, health care, and
    telecommunications.
  • Rationale This organization was chosen as the
    top organization due to the impact it has had on
    the field of deafness. Also because of its age,
    size, and wealth of information that is stored
    within the website/organization.

52
National Standards
  • http//clerccenter.gallaudet.edu/infotogo/
  • Description Laurent Clerc National Deaf
    Education Center, Gallaudet University
    Information About Deafness. This website
    contains categories for information about
    deafness. One list of categories contains
    information to go and the other list contains
    information about the Clerc Center. The
    information to go sections includes the
    following categories Assistive Devices and
    Hearing Aids, Careers and Employment,
    Communication and Sign Language, Education,
    Especially for Children and Their Teachers and
    Especially for Parents. The information about
    the Clerc Center contains the following
    categories For and About Deaf and Hard of
    Hearing People, Gallaudet University, Health and
    Mental Health, Legal Focus and Publications of
    Special Interest. Each category links to a list
    of resources for the subject area of the
    category.
  • Rationale National and state standards have not
    been created for the subject area of Deaf
    Studies. Therefore, the Laurent Clerc National
    Deaf Education Center Information to Go, is the
    best website for finding information about Deaf
    Studies. This information will provide Deaf
    Education teachers with the essential topics
    related to Deaf Studies. Each category can be
    used as a resource for creating standards for
    students.

53
Web Resources
  • Curricular
  • RIT Wallace Library http//wally.rit.edu/electroni
    c/electronic.html
  • Centre for Deaf Studies Library of Deaf Issues
    http//www.bris.ac.uk/deaf/library/deafstudies_inf
    o
  • Deaf Studies Resources http//www.csufresno.edu/cs
    d/CDDSNewSite050202/Resources/deafed_resource.htm

54
  • Assessment
  • Rubistar http//webquest.sdsu.edu/rubrics/weblesso
    ns.htm
  • Instructional
  • American Sign Language/Signed English Home Page
    http//www.lessontutor.com/ASLgenhome.html
  • Center for Research on Learning and Teaching
    (CRLT) Teaching Strategies and Disciplinary
    Resources http//www.crlt.umich.edu/teachings.html
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