March 18, 2010 Class for EDU 539
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Here is a way to streamline presentations you make so that you do not have to take your laptop, or FlashDrive with you to interviews. The nice part is you can insert videos at any point in the slide show. It also enables you to leave your slideshow as accessible to anyone on the committee to review your ideas, your work, and video of you teaching
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March 18, 2010 Class for EDU 539
- 1. Checklist to help you prepare for class EDU 539 - March 18, 2010 WE WILL MEET IN AC 130. REMEMBER I AM AN ADJUNCT AND ALTHOUGH I HAVE RESERVED THIS ROOM, I AM OFTEN BUMPED OUT SO PLEASE BE READY TO MOVE This room will provide us a good space to SPLIT THE TABLES INTO A BIG O SHAPE (THE TABLES SPLIT IN HALF AND WE’LL SPREAD THEM OUT SO WE CAN CONVENE ASSIGNMENT A tool that could help you complete assignment Completed Read Shelley’s letter An open mind and email to Shelley if you would prefer to talk outside of class to share concerns in a different forum Watch Documentary, A Class Divided Viewing guide that I included in the letter (see slides 4-7) Six word story for Community Building Assignment descriptor provided in class (see slide 8) Portfolio Project Research See Research Guide (green table, slide 14) READ POWERPOINT SO YOU ARE FAMILIAR WITH SEQUENCE
- 2. Agenda for class – meet in AC 130 EDU 539 - March 18, 2010 Review Assignments One-minute reflection Discuss A Class Divided, Ableism 12:40 6 word stories Starring numbers 1-15 1:20 Group Work Disability Project Groups will meet for work session (take break at this time, but you must work in so I can pester you) Use Parking lot to post questions for me 1:30 Speed Dating Cue cards with content strategies, examples of Mnemonics, Constant Time Delay, Social Stories 2:10 Historical Timeline Trends and Implications, large group activity BIG QUESTION - "How has science, psychology, history, popular culture changed the way we view and interact with disability?" 2:50 6 words stories Starring numbers 15-38 Review Agenda for next week One-minute reflection 3:00
- 4. A Class Divided Exercise EDU 539 - March 18, 2010
- 6. EDU 539 - March 18, 2010 Other – isms that you would like to add What do they have in common? Why do some –isms get more real estate in our discourse?
- 10. Speed Dating EDU 539 - March 18, 2010 Each of you will get a content card and a point list. Rate your interest in the topic 1-10 after meeting your date. Give your “My dates” sheet to me when the music stops! The Youtube Clip for HS English Classes, I used speed dating for an extension about this banned book controversy
- 11. Historical Timeline How does a timeline contextualize knowledge for certain types of learners? What types of media enrich timeline activities? EDU 539 - March 18, 2010
- 12. One minute reflection EDU 539 - March 18, 2010 What worked, what didn’t work, questions I still have. Options you could consider include: Text me 716.704.4999, VoiceThread (ongoing each week), Wordsift
- 13. HOW GRADES WILL BE CALCULATED EACH WEEK STARTING TODAY EDU 539 - March 18, 2010 As of today all of you have an A If you did not account for an absence (as described in the syllabus) you must send me an email today explaining: why you did not attend class, and what you plan to substitute for time you were not here. See Mellon or Dan for assistance if you would prefer a creative solution. How many classes? How many points are possible? Do the math. Look at the syllabus. This is a good activity for you if you want to become a teacher
- 14. Disability research guide to help you prepare for group work this week EDU 539 - March 18, 2010
Editor's Notes
- The squirrel gig was meant to make you remember the need for teachers to normalize transitional objects.A transitional object (often referred to as an accommodation) can be an assistive device, a focus fidget, a piece of gum, even a repetitive phrase. I kept integrating my squirrel gig at the most awkward times, right? My point was to get you used to something particularly strange and help normalize it for you. Although the squirrel gig was mine and mine alone, you will find many students with exceptionalities will do the same. The squirrel gig exemplifies that non-traditional objects, repetitive phrases that might seem meaningless, assistive devices, and even classroom aides need to be part of your class. How will you normalize these objects and bizarre behaviors, or communicate with this aide?How will you explain and invite kids who know well enough to leave squirrel talk out of their school lives, to accept what squirrel talk might mean to this one kid?”Transitional objects for the purpose of accommodating students learn are not easy to include in some learning spaces. Sometimes they are not age appropriate, make loud noises, lead other students to complain “Why does he get help?” or “How come she gets that?” - but we need to notice and consider how these objects might enable a kid to participate rather than just sit. The poker chip activity was meant to talk about data collection - how we collect it, value it, and need to question it for students with exceptionalitiesOK now this one, as many of you noticed was the first time you said “Wait, noooooo she didn’t. What the heck is she doing!” The planned purpose was twofold, first to make relevant the need for better ways of collecting, valuing data outside of test scores, and second the issue of over- and under-identification in special education. What actually took place opened the door to something unexpected. In addition to pushing a usually-unflappable Sherri over the edge, it also laid the groundwork to consider what happens when students with exceptionalities are not made aware of the purpose of an assignment. How many of you have sat with a kid who was so far behind his peers that you wonder if the teacher cares that the students learns? All you hear him/her say is, “Now get that done so we can all move on.” My point is not to blame the teacher for his/her frustration, but consider how this teacher forgot to provide a meaningful point of access (Dr. Vermette calls this an Anticipatory Set) to keep up in the first place.
- I asked that each of you to watch the documentary A Class Divided to begin the necessary work to begin unpacking what it is that exercises like this do.
- My last comment in this hybrid-lecture is that… I could apologize. But where would that leave us? I did not choose to teach this way to "apologize" or say "sorry". I also was raised to believe that sorry is never an option when you knowingly conceal something. By saying “sorry, please forgive me because it really sucks to stand in front of 38 people who can barely stand to be in the same room as me” I would be seeking to pacify an intensity that I purposefully sought to incite. I chose to teach this way to make critical thinking about what it means to be abled (notice that I did not type disabled) undeniable. There are other course objectives but none as important to me then the possibility that a few (even just one) positive educational outcome might be realized by one of you given that you recognize patterns and norms within high school settings that silence, isolate, and ignore the needs of all students.