CMU test

Week 7- Evaluation and Assessment

Multimedia Assessment:

This rubric will be used for ASL Narrative Assessment. It can be used as a guide for students to prepare for their Narrative Presentations as well as a formula for grading.

    

 Rubric: ASL Skills Rubric

This video is a signed receptive proficiency exam for ASL idioms. The students will watch the video and select the correct idioms from the list below.

English Idioms

A. Bring up the rear

B. Carry/Can’t carry a tune

C. Catch a little shuteye

D. Come clean

E. Dressed to kill

F. Have one’s nose in a book

G. In a fog

H. In black and white

I. In the driver’s seat

J. (As) mad as a hatter

K. Keep things humming

L. Many moons ago

M. My lips are sealed

N. Pick up a bug

O. Put one’s head in the lion’s mouth

P. Ruffle someone’s feathers

Q. See red

R. Show someone the door

S. Stick to one’s guns

T. Tie oneself/someone in (into) knots

U. Throw a clambakeA leading Question

V. Throw a pity party

W.Watch one’s step

X. Wear Blinders/Blinkers

Y. Witch-hunt/witch-hunter

Z. With no strings attached

AA.A Leopard Can't Change His Spots

BB.Kick back and relax

CC.Know something backwards (and

forwards)

DD.Just what the doctor ordered

EE.Make a fool of oneself

FF.Let’s fly

GG.The life and soul of the party

HH.(As) light as a feather

II. The lion’s share

JJ. raining cats and dogs

KK.Hold back the tears

LL.A horse of a different/another color

MM.Mince words

NN.Head Over Heels

OO.Heads roll

PP.It never fails

QQ.In a jam

RR.In someone’s shoes

SS.A house of cards

TT.Over the hill

ASL Idioms

1.ASL pro

2.piece of cake

3.back up

4.awesome/big wow

5.came to mind

6.chip in

7.compulsive liar

8.common sense

9.conceited, egomaniac

10.close call

11.relapse

12.gut feeling/intuition

13.jump for joy

14.jump to conclusions

15.overlook

16.rarely

17.wide awake

18.feebleminded

19.defeat, wipe out

20.financially broke

21.if I were you

22.keep an eye on

23.live and learn, roll with the punches

24. in one ear and out the other

25.better than nothing

26.on the fence

27.it really stinks

28.take advantage of negatively

29.speechless

30. barely, hardly, scarcely

31. came to mind

32.don’t feel like it

The following student survey will allow students to self assess their own growth over the course of the semester. They will participate in the survey 3 times, once at the beginning of the semester, once at midterms, and finally at the conclusion of the course. This information will be beneficial for us to know where students feel they are lacking in skill development so that we can focus on improving our program.

Student Survey

Week 6 Concept/Mind Mapping

I created this mind map as a way to introduce my students to a basic series of events that lead to the development of American Sign Language. This is a nicely organized way to explore the events. The topic question that I used to focus this mind map was "How did Sign Language develop in America." I really appreciate the ability to add links, images, and video to the mind map as I feel that it brings the lesson to life and helps the students form deeper connections to the material.  

Learning Objective: Students will be able to explain the role of ASL in American Deaf culture and describe at least three important people and events in Deaf History.

Application: 

The design principles that align with this lesson are the Multimedia, Segmenting, and Signaling Principles. Multimedia principle implies that people learn better from a combination of words and pictures than from just words alone. The segmenting principle shows the importance of breaking the information into "bite sized" bits that are easy to digest. Finally, the signaling principle removes the clutter and highlights the important information. 

Reflection:

I have enjoyed learning how to use Coggle. It was fairly intuitive and easy to navigate. I liked how easily I could organize and reorganize information. It did a nice job of simplifying a complex lesson plan in a way that students could relate. I think that by removing the clutter, students will make deeper connections and thus improve retention. I do believe in addition, the collaborative piece of this puzzle can be very beneficial. I am excited to introduce this tool to my students in the fall and I think that they will find it helpful with many of their projects and throughout their education.

Week 5- Augmented Learning

Link to flashcards for use with Aurasma

I had a lot of fun playing around with different augmented reality apps and programs this week. I had to remind myself to focus and finish my own work because I was spending so much time playing around with other inventive designs. I had my five children completely engaged in creating their own secret messages and fun activities. I truly believe this can be an exciting technology for all ages and tech levels. The lesson plan that I created is for use as a model for my higher level students who take one of my service learning courses. They go into a local elementary and teach ASL to K-6th grade. I put together a simple lesson plan for teaching the Alphabet in ASL. My 12 year old daughter helped with the videos. This is an activity that elementary students could do at home to practice the skills they are taught in their classroom by my students. I linked 26 flashcards (linked above) to short video demonstrations of each letter and the accompanying sign. I believe this is a technology that my students will love and will find very applicable to what they are doing in their respective classrooms.

Week 4 - Video

Learning how to communicate the concept of money in American Sign Language is very difficult for many of my students. In addition, it is a topic that we do not have a lot of class time to practice. This video does a great job of demonstrating the concepts clearly in a way students can understand and can reinforce what I teach in the classroom. 

In evaluating videos, I considered all of the factors and design principles of multimedia design. I found a video that was appropriate for the lesson and targeted the skill I wish to develop in my students. I felt that it assisted my students cognition by utilizing visual demonstrations that were easy to understand and repetitive. It is audience appropriate as I teach adult learners in a university setting. The use of visual examples allows the students useful practice and increases cognition and retention. Finally, because it is a YouTube video, it is easily accessible on any device and free to use. This is especially valuable to college students with stretched resources and limited funds.




Creating the animation on Powtoon was a fun exercise and one that I think may be useful to my students. I created a video as a course overview and introduction for beginning level ASL students. At this level, the students tend to be intimidated and nervous. This animation can lighten the mood and help them to enter this new arena with less trepidation. By breaking the information into small pieces and pairing it with visuals, student engagement and comprehension of the course expectations will be improved.

Week 3- Digital Images

In American Deaf culture, there is a long history of hearing people punishing Deaf people for using sign language. In teaching introductory Deaf history and culture classes, I think it's important for students to put themselves in the shoes of others. How would you feel if you were fined for speaking? Deaf people were often punished in much more severe ways for using their hands. All they wanted was to belong and to be able to communicate, to understand and be understood.

Because American Sign Language is a visual language, in order to communicate or be heard you must be seen. When my Deaf teenage daughter does not want to listen to what I'm telling her, she just closes her eyes in an act of defiance. This can be very frustrating.

Finally, my presentation is one that I would use to educate students on the basics of American Sign Language. As for use in the classroom, students will be able to explain the role of ASL in American Deaf culture, identify at least three cultural norms of the American Deaf community, and identify at least three factors related to Deaf identity. 

Infographic

Application: In learning about Gestalt theory and principle of design. I particularly like the theory of proximity. I did not apply it in the design elements as much as in the collage itself. My helping the average hearing student find proximity to their Deaf counterpart, I am able to provide meaning, understanding, and compassion.

Reflection: This class is helping to find more ways to incorporate technology into my teaching style. Technology is foreign for me but essential to learn and utilize. With ASL being so visual, these eye catching and easy to use presentations are making me a more effective educator.

Week 2- Copyright

Classroom/Educational Setting:

Advanced ASL students work towards grasping a deeper understanding of Deaf culture. Art and expression are a large part of this exploration. In this assignment, students will explore different types of Deaf expression and art and their connection to the Deaf community.

Objectives:

Students will be able to explain the role of folklore, ASL literature, poetry, and visual and performing arts in American Deaf Culture as well as reference examples of each.

Copyright:

Students will be expected to create a multimedia presentation focusing on an assigned artist. They will explore the art type as well as the artist's background. Copyright will be an important part of their education as they produce their project. They will also need an understanding of creative commons and what can appropriately be shared in their project.

Application: 

Padlet can be a useful tool for easily displaying the student's work. It nicely organizes the information and makes navigation simple. Student's can share what they learn and also link to additional resources. 

Reflection:

This has been a valuable exercise for me this week. I had no previous experience with Padlet. I will definitely use this resource in my classes as well as an exploration  into copyright and creative commons. 

Who am I

My name is Cheryl Barden. I am the mother of 5 very busy kiddos. The three oldest all have special needs and two are adopted. I spend a lot of time driving kids around. Three are dancers, one is a wrestler and tennis player, and one runs track. They are all performers and love music and theater. We spend a lot of time at rehearsals.

In addition to being a mom, I teach American Sign Language and Communication Disorders here at CMU. I just returned from a site visit to Paris, France in conjunction with a Study Abroad course I will be teaching. My two youngest traveled with me to celebrate their birthdays. The pictures below are from that trip. I will be leaving next week with students and I'm really looking forward to it. Paris is amazing. It was really cool to share it with my girls.

I am also the PTA President for Ithaca Public Schools. In my free time, I teach piano lessons and play in a local orchestra. Technology is not a strength for me. I am quickly learning that I am outdated (my kids tell me everyday). These classes are hopefully going to bring me more current.