Prague2004 Barefoot_Lecture_final.ppt
- 1. 1 English Classroom English Classroom Communication and Communication and Management Management Sidney M. Barefoot Sidney M. Barefoot Associate Professor Associate Professor NTID at RIT NTID at RIT
- 2. 2 The Importance of The Importance of Classroom Communication Classroom Communication
- 3. 3 Focusing on instructional Focusing on instructional goals & objectives goals & objectives Communication is central to group learning Communication is central to group learning “ “face to face” face to face” “ “computer to computer” computer to computer” Addressing communication needs can be Addressing communication needs can be seen as too time consuming. Is it really seen as too time consuming. Is it really worth the time and effort? worth the time and effort?
- 4. 4 Focusing on instructional Focusing on instructional goals & objectives goals & objectives Students who feel a sense of belonging Students who feel a sense of belonging often focuses better on course goals and often focuses better on course goals and contribute to other students’ achievement of contribute to other students’ achievement of those goals. those goals. Students who feel left out of Students who feel left out of communication, for whatever reasons, may communication, for whatever reasons, may focus more on their exclusion than on focus more on their exclusion than on course goals and objectives. course goals and objectives.
- 5. 5 Influences of faculty pedagogy Influences of faculty pedagogy on classroom communication on classroom communication
- 6. 6 The continuum of pedagogy The continuum of pedagogy Teacher/content-focused (traditional pedagogy) Teacher/content-focused (traditional pedagogy) Adult learner-focused (andragogy) Adult learner-focused (andragogy) Highly self-directed (heutagogy) Highly self-directed (heutagogy)
- 7. 7 Teacher/content -focused Teacher/content -focused pedagogy and pedagogy and communication communication Can lead to teacher-centered Can lead to teacher-centered communication communication Student communication is receptive Student communication is receptive more than expressive more than expressive Student expression is “giving the content Student expression is “giving the content back” to show what was learned. back” to show what was learned.
- 8. 8 Adult learner- Adult learner- focused pedagogy focused pedagogy and communication and communication More communication exchange More communication exchange is expected is expected Student-teacher interaction Student-teacher interaction Student-student interaction Student-student interaction Student-others interaction Student-others interaction
- 9. 9 Highly self-directed Highly self-directed students and students and communication communication Students may be well-prepared to describe Students may be well-prepared to describe and assert their preferences for and assert their preferences for communication as a key to their own learning communication as a key to their own learning Students’ communication may serve as a role Students’ communication may serve as a role model for other students model for other students Students may need to learn how to fit into Students may need to learn how to fit into group process and make reasonable group process and make reasonable communication compromises with others communication compromises with others
- 11. 11 Types of diversity that Types of diversity that influence communication influence communication Language Language Modality Modality Cultural identity Cultural identity Gender Gender Emotional & maturational influences Emotional & maturational influences Physical influences Physical influences Other? Other?
- 12. 12 Deaf and hard of hearing students Deaf and hard of hearing students value learning with their value learning with their communication strengths communication strengths Access to visual information Access to visual information
- 13. 13 Deaf and hard of hearing students Deaf and hard of hearing students value learning with their value learning with their communication strengths communication strengths Opportunity to use their residual hearing Opportunity to use their residual hearing
- 14. 14 Deaf and hard of hearing students Deaf and hard of hearing students value learning with their value learning with their communication strengths communication strengths Use of their strongest language Use of their strongest language
- 15. 15 Positive outcomes of effective communication Learning is easier Learning is easier Goals are more likely to be met Goals are more likely to be met Opportunities emerge for expanded learning Opportunities emerge for expanded learning Students and faculty connect better Students and faculty connect better More positive perceptions influence the More positive perceptions influence the overall college experience overall college experience
- 16. 16 The challenge The challenge To create a To create a classroom classroom environment where environment where communication communication issues are openly issues are openly recognized and recognized and managed in a way managed in a way that promotes that promotes learning. learning.
- 17. 17 Strategies for Responding to Strategies for Responding to Classroom Communication Classroom Communication Diversity Diversity
- 18. 18 Factors seen in successful management Factors seen in successful management of communication diversity at RIT of communication diversity at RIT Shared understandings of the communication Shared understandings of the communication situation while also respecting confidentiality situation while also respecting confidentiality Openly discussed descriptions of the value of Openly discussed descriptions of the value of diversity diversity Student-faculty co-participation in the Student-faculty co-participation in the management of communication management of communication Effective use of college resources Effective use of college resources Trust and respect Trust and respect Students who bridge others’ communication Students who bridge others’ communication toward a more effective group process toward a more effective group process Other teamwork among students Other teamwork among students
- 19. 19 Applying principles Applying principles of adult learning of adult learning Select models of adult learning and experiment (vast Select models of adult learning and experiment (vast literature available) literature available) Address transitions from adolescence in college Address transitions from adolescence in college (Goodlad) Adults may prefer learning situations which: (Goodlad) Adults may prefer learning situations which: Are practical and problem-centered Are practical and problem-centered Promote their positive self-esteem Promote their positive self-esteem Integrate new ideas with existing knowledge Integrate new ideas with existing knowledge Show respect for the individual learner Show respect for the individual learner Capitalize on their experience Capitalize on their experience Allow choice and self-direction Allow choice and self-direction
- 20. 20 Applying principles Applying principles of Universal Design of Universal Design Originated in architecture (1980s-’90s) and Originated in architecture (1980s-’90s) and transferred to education transferred to education Principle 1: Equitable use Principle 1: Equitable use Principle 2: Flexibility in use Principle 2: Flexibility in use Principle 3: Simple and intuitive use Principle 3: Simple and intuitive use Principle 4: Perceptible information Principle 4: Perceptible information Principle 5: Tolerance for errors Principle 5: Tolerance for errors Principle 6: Low physical effort Principle 6: Low physical effort Principle 7: Size and space for approach Principle 7: Size and space for approach and use and use
- 21. 21 Applying principles of universal design “ “Project Access” Project Access” To promote the access and inclusion of deaf To promote the access and inclusion of deaf and hard of hearing students in higher and hard of hearing students in higher education by supporting inclusive instructional education by supporting inclusive instructional strategies for mainstream teachers strategies for mainstream teachers Disseminated from RIT to other US Disseminated from RIT to other US universities. Ongoing development. universities. Ongoing development. Very responsive to student and teacher input Very responsive to student and teacher input
- 22. 22 Some specific strategies Some specific strategies
- 23. 23 Strategy 1: Strategy 1: Write out your teaching philosophy Write out your teaching philosophy Use writing process to help you understand what Use writing process to help you understand what you believe about your students and yourself as a you believe about your students and yourself as a teacher teacher Write freely and honestly Write freely and honestly Be specific about what you believe about Be specific about what you believe about communication communication Reflect on your statement during the academic Reflect on your statement during the academic year and revise as needed year and revise as needed
- 24. 24 Strategy 2: Assess and develop your own Strategy 2: Assess and develop your own communication skills and knowledge communication skills and knowledge Sign language proficiency Sign language proficiency Spoken language proficiency with deaf and hard Spoken language proficiency with deaf and hard of hearing people of hearing people Ability to adapt written language to promote Ability to adapt written language to promote student learning student learning Knowledge of cultures and skills in intercultural Knowledge of cultures and skills in intercultural communication communication Knowledge of hearing aids, cochlear implants, and Knowledge of hearing aids, cochlear implants, and assistive technology assistive technology
- 25. 25 Strategy 3: Learn more about each Strategy 3: Learn more about each student’s communication student’s communication Reading and writing characteristics Reading and writing characteristics Sign language type and proficiency Sign language type and proficiency Speech and speech reception abilities Speech and speech reception abilities Cultural background Cultural background Hearing aid/cochlear implant use Hearing aid/cochlear implant use Readiness to use assistive technology Readiness to use assistive technology
- 26. 26 Strategy 4: Begin each course with a Strategy 4: Begin each course with a preliminary plan for communication preliminary plan for communication success success Base plan on your preliminary knowledge Base plan on your preliminary knowledge of students’ communication skills and needs of students’ communication skills and needs
- 27. 27 Strategy 5: Informally evaluate Strategy 5: Informally evaluate classroom communication dynamics classroom communication dynamics Look for communication similarities and Look for communication similarities and diversity among students diversity among students Determine if your preliminary Determine if your preliminary understandings of students were accurate understandings of students were accurate Determine if student patterns appear to be Determine if student patterns appear to be assets and/or challenges assets and/or challenges
- 28. 28 Strategy 6: Evaluate writing samples Strategy 6: Evaluate writing samples Collect academic writing and informal Collect academic writing and informal writing (e-mail, TTY, etc.) writing (e-mail, TTY, etc.) Compare written communication clarity Compare written communication clarity with other communication modes with other communication modes Determine if writing tutoring or other Determine if writing tutoring or other support is needed support is needed
- 29. 29 Strategy 7: Ask the students to describe Strategy 7: Ask the students to describe communication communication Use questionnaires for self-description of Use questionnaires for self-description of communication strengths and needs communication strengths and needs Ask students what they are seeing in the Ask students what they are seeing in the classroom dynamics classroom dynamics Ask students what they would like to do to Ask students what they would like to do to make communication more effective make communication more effective
- 30. 30 Strategy 8: Adjust the classroom Strategy 8: Adjust the classroom environment as needed environment as needed Adjust lighting, seating, acoustics, etc. Adjust lighting, seating, acoustics, etc. Adapt visual presentation for visually Adapt visual presentation for visually restricted students restricted students
- 31. 31 Strategy 9: Establish communication Strategy 9: Establish communication rules and guidelines rules and guidelines Remind everyone that communication is highly Remind everyone that communication is highly valued in the classroom valued in the classroom Explain how rules can help students learn together Explain how rules can help students learn together Use group discussion to develop communication Use group discussion to develop communication guidelines guidelines Set limits on rules and accommodations as needed Set limits on rules and accommodations as needed Periodically ask students to assess communication Periodically ask students to assess communication and adapt guidelines as needed and adapt guidelines as needed
- 32. 32 Strategy 10: Use technology to support Strategy 10: Use technology to support communication communication In-class media In-class media Computerized interaction (student-student Computerized interaction (student-student and student-faculty) and student-faculty) E-mail E-mail Online discussions Online discussions Online class notes and supplements Online class notes and supplements Other Other
- 33. 33 Strategy 11: Make other special Strategy 11: Make other special accommodations accommodations Allow more time on task Allow more time on task Meet with students individually Meet with students individually Refer students to tutoring and other support Refer students to tutoring and other support activities activities
- 34. 34 Using a Professional Development Using a Professional Development Plan for Future Teaching Plan for Future Teaching Select areas for improvement Select areas for improvement Select resources Select resources Experiment Experiment Evaluate Evaluate
- 35. 35 Thank you for learning with me Thank you for learning with me in this session. in this session. Sidney M. Barefoot Sidney M. Barefoot NTID Communication Studies NTID Communication Studies & Services Department & Services Department sidney.barefoot@rit.edu sidney.barefoot@rit.edu
- 36. 36 Photo Credits Photo Credits Slide 2 Classroom - Slide 2 Classroom - http://aaptonline.dhs.org/GradSeminar/images/Graduate_Student_Teaching_Sem http://aaptonline.dhs.org/GradSeminar/images/Graduate_Student_Teaching_Sem inar3.jpg inar3.jpg Slide 5a Teacher with student - Slide 5a Teacher with student - http://www.uiowa.edu/~cyberlaw/oldinav/wjhome.html http://www.uiowa.edu/~cyberlaw/oldinav/wjhome.html Slide 5b, Mountain climber - http://www.cserkeszek.org/pictures/60s/csomo.jpg Slide 5b, Mountain climber - http://www.cserkeszek.org/pictures/60s/csomo.jpg Slide 5c Dancer - Slide 5c Dancer - http://www.theage.com.au/ftimages/2002/09/10/1031608241111.html http://www.theage.com.au/ftimages/2002/09/10/1031608241111.html Slide 10 Faces mosaic - http://www.aallnet.org/committee/diverse/ Slide 10 Faces mosaic - http://www.aallnet.org/committee/diverse/ Slide 12a Classroom media - Slide 12a Classroom media - http://www.northcentral.tec.wi.us/wonder/sysdesc/Wwtc.jpg http://www.northcentral.tec.wi.us/wonder/sysdesc/Wwtc.jpg Slide 12b Mouth - http://www.thebigholistic.com/images/mouth.jpg Slide 12b Mouth - http://www.thebigholistic.com/images/mouth.jpg Slide 12c Hand - http://www.palatineinc.com/images/sign.jpg Slide 12c Hand - http://www.palatineinc.com/images/sign.jpg Slide 13a Implant - http://www.oraldeafed.org/schools/cid/images/implant.jpg Slide 13a Implant - http://www.oraldeafed.org/schools/cid/images/implant.jpg Slide 13b Aid - http://www.hearingtests.ca/hearing_aids.htm Slide 13b Aid - http://www.hearingtests.ca/hearing_aids.htm Slide 13c Conversation - http://www.christiananswers.net/q-aiia/hypocrisy.html Slide 13c Conversation - http://www.christiananswers.net/q-aiia/hypocrisy.html Slide 14a Czech ABC - http://freepages.genealogy.rootsweb.com/ Slide 14a Czech ABC - http://freepages.genealogy.rootsweb.com/ ~elainetmaddox/keyboard01.htm ~elainetmaddox/keyboard01.htm Slide 14b Teacher - www.spedlawyer.com/sign-language.jpg Slide 14b Teacher - www.spedlawyer.com/sign-language.jpg Slide 16 Roundtable class - http://www.nyc.gov/html/rwg/html/2001a/deaf.html Slide 16 Roundtable class - http://www.nyc.gov/html/rwg/html/2001a/deaf.html Slide 17 Diversity handshake - http://www.sia.com/springboard/ Slide 17 Diversity handshake - http://www.sia.com/springboard/ Slide 22 Strategies - http://www.openoptions.com/process2.htm Slide 22 Strategies - http://www.openoptions.com/process2.htm