Raafat M Gabriel & Salama M Salama American University in Cairo
Outline• What was done before teaching VI learners• What was done during this experience• What was done after this experience
How the story started• 511TeachingPracticum– Choosing aschool forvisuallyimpairedlearners
Challenges and howwe met them• How to impart language skills to visually impaired learners/ how to import EFL and positively impact VI learners• How to apply or at least just try• How to provide them with what, how and why• How to teach them to learn and keep an eye – Salama will reflect and recollect – We will read and select.. (Salama underlining what is perceived to be important).. – Salama will observe other teachers..
Results of reading• No sight , no problem (Guinan, 1997; Snyder, 1971) – No one asks : Do you see English?• Explore and accommodate, never imitate / Be creative (Kashdan & Barnes, n.d.)• Take advantage of what VILs can do and focus not on what they cannot (MIUSA, n.d.)• Study and teach the place in addition to equipping it; familiarity is crucial for facilitation of learning (Schreiner, n.d.)
Results of reading• Move them. If you want them to love English & improve, make them meaningfully move (Schreiner, n.d.)• Use Braille AND /or assisting technology… learn and teach them (Schreiner, n.d.)• Develop awareness of SLA theories/ LAD accessibility at early years/ Cognitive maturity and schemata (L1) later on (AFB, n.d.)• Cross-training. Content and ESL teaching proficiency are key but not enough. Credibility is crucial. You are a VIP. (Mitchel, 2007)
Results of reading• Spell out, speak up… Nothing is taken for granted.• Simulate and do what visual learners cannot visualize• Plan , prepare, observe, be observed, reflect… grow (AFB, n.d.)
Observing Other Teachers• Ten hours of classobservation• Three differentteachers• Pluses (social |& affective) • Good rapport • Sense of Humor
Observing Other Teachers• Minuses • LOTS , not HOTS / Easy tasks with no cognitive challenge • Unused technology • No use of real objects • Depending heavily on listening/ TTMTTT • Static lifeless classes • Excessive use of L1 • No pair work/ no group work • Inappropriate feedback styles (error correction)
Sample activitiesActivity 1What noise is this? (6 minutes)Learning objectivesUse vocabulary related to inventionsUse a/an articlesProceduresTeacher plays some audio files and students guess what these noisesrepresent. The teacher draws attention to using “a/an” when wetalk about one out of many.CommentsUsing listening / computer/ praiseThe activity was actually extended to learn “expressing agreementand maximize learners’ talking time.
Sample activitiesActivity 2Guessing Game (5 minutes)Learning objectives `Use vocabulary related to foodAsk and answer questionsUse a/an articlesProceduresA volunteer holds a bag, the teacher hides something inside the bag andthe volunteer silently identifies it. Other students ask the volunteerquestions to find out the answer.CommentsUsing real objects / Accessing other sensesMaximizing learner ‘s talking time.Collaboration / interesting / praise..
Sample activitiesMini-Activity 3Pre-reading vocabulary presentation (5 minutes)Learning objectivesUse vocabulary related to violenceProceduresPlay the videoCommentsUsing background and cognitive maturity/ L1backgroundMinimizing use of L1 in introducing abstract vocabulary
Sample activitiesActivity 4Move and match (5 minutes)Learning objectivesUse vocabulary related to violenceProceduresHand out the vocabulary and definitioncardsEach learner finds her pairCommentsServing kinesthetic learnersInterestPraiseTTT
What happened after: Feedback & Recommendations- Professor’s feedback- Mentor’s feedback- CFC (Critical Friendship Circles)- Self reflection- Students’ feedback - Recommendations based on various feedback inputs
Feedback Summary- Apart from positive remarks related tousing English, raising motivation, using allpossible senses and backgroundknowledge, utilizing technology, pair-workand group-work tasks,…etc., I needed tofocus on things to work on and these are: - Activity timing and time management - Teacher talking time
Recommendations- Using diagnostic tests to pace activities- Avoiding overcorrection- Using interesting activities near the endof late classes- Planning how to monitor ss work- Creating more networking to maximizelearning time and learner autonomy
Wrap-up• What was done before teaching VI learners (reading andobservation)• What was done during this experience (Sample activities)• What was done after this experience (Feedback &Recommendations
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Referenceshttp://www.ehow.com/list_7248622_things-visually-impaired-people.htmlhttp://www.ehow.com/about_6542360_adaptive-technology-visually-impaired.htmlhttp://www.ehow.com/list_7281859_products-visually-impaired.htmlHow to Teach Language Arts to the Visually Impaired |eHow.com http://www.ehow.com/how_7967645_teach-language-arts-visually-impaired.html#ixzz1kl3dnhSrhttp://www.ehow.com/info_7948989_accommodations-visually-impaired-schools.htmlhttp://www.ehow.com/info_8003963_tips-teaching-visually-impaired.htmlHow to Plan Lessons for the Visually Impaired |eHow.com http://www.ehow.com/how_8644079_plan-lessons-visually-impaired.html#ixzz1kl3w0U4L