Reflections on planning decisions
On completion of our initial visit, my diagnostic assessment allowed me to realise that the children were unsure of how sound travels, as out of three children only one child included in her drawing, ‘vibration lines’. Using just an empty jar and a spoon, I had each child take turns at hitting the side of the jar and then getting them to describe what they heard, where the sound was coming from and where it was going to. After some discussion we added some water and tapped the side of the jar again. Once again, I asked them to describe what we’ve heard and if it was different? They used answers such as, “The sound stays in the jar”, and “The noise is coming from the spoon”, but they were able to suggest
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Based on the results of my first visit, I was able to see that at least one child had some knowledge about sound. I acquired enough information to help plan activities to teach the other two children about how sound travels through a medium, and how we hear sound while reinforcing these ideas with the one that already had some knowledge. Therefore, I planned three different activities that involved participation of all three of the children, so they would each experience the effects of the sound and how it travels. While doing the activities, I Child A and B were the most vocal of the three, suggesting other ways of making sound and how we hear …show more content…
Why do you think this? What part(s) of your lesson did not work as well? Why didn’t they work? What could you change for next time? Comment on what worked and what didn’t and what needs improving. (Being effective practitioners).)
At first I thought my lesson was unsuccessful, as I felt we didn’t have enough time to ensure all the children fully understood how sound travels, and where it is coming from and going to. The range of activities I chose were engaging as I let them choose the music to see the rice dance, and I had balloons for them to do an activity with. The most successful activity was the one with the string that was attached to a spoon, wrapped around the ends of our fingers and then against our ears. The expression on their faces was priceless, as they were visually able to see how the sound travelled along the string to their ears. This activity encouraged much interaction and discussion, and then the children started using other objects to hear different sounds and pitches. Although the activity with the balloons wasn’t a huge hit, they still understood what I was saying as they started taking turns putting their ears to the floor while someone stomped, and listening through the
At Clarke I currently teach in a self contained classroom of four year old children that are deaf and hard of hearing who are learning to listen and speak. I assist under the direction of the classroom teacher in planning, preparing and executing lessons in a listening and spoken language approach. I have the opportunity to record, transcribe and analyze language samples on a daily basis. In addition, I facilitate the child's communication in the classroom and ensure carryover of activities between the classroom and individual speech therapy sessions. Every week I contribute and participate in meetings with the educational team to discuss each child's progress using Cottage Acquisition Scales of Speech, Language and Listening (CASSLLS).
This assignment will begin by outlining the role and function of the significant parts of an infant’s visual and auditory system. I will start with discussing the visual system and how infants are limited by the development of their visual system. I will then continue to outline the auditory system and its limitations. I will draw on evidence to explain the characteristics of preferred stimuli, both auditory and visual, in order to demonstrate the stimuli that would be best suited in a nursery environment.
Especially for infants and children, loss of hearing at such a young age can be detrimental for a developing child (Williams & Jacobs, 2009). The first two years of life are the most important as they hold critical milestones of language acquisition (Zumach, Chenault, Anteunis, and Gerrits, 2011). If these milestones are not met, then the subsequent ones will be harder and take longer to learn. The loss of hearing in young individuals can alter the perception of words and sounds, and this can lead to a difficulty in learning language (Williams & Jacobs, 2009). For example, the child will not be able to determine the difference between similar sounds, which negatively affects speech perception, which then leads to the inability to interpret and acquire language later on (Williams & Jacobs,
There is no denying that hearing loss can have significant psychosocial impacts on those who experience it. The most negatively impacted group, however, is young children, for whom hearing loss can impede early learning and development (Connor et al., 2006). One viable solution to this problem takes the form of cochlear implants. An artificial cochlear unit is surgically implanted in the ear and functions by translating sounds directly into electrical impulses and sending them to the brain (Roland & Tobey, 2013, p. 1175). Despite the high success rates that they have produced, critics contend that cochlear implants should not be carried out on very young children. They cite certain physiological concerns as well as doubts about long-term effectiveness (Hehar et al., 2002, p. 11). Some have even expressed worries that cochlear implants will negatively impact young children’s social development by making them feel different or out of place (Ketelaar, 2012, pp. 518-519). Certainly, not every child with hearing loss is a viable candidate for an implant procedure. However, when a candidate has been positively identified, the procedure should take place as early as possible, in order to guarantee maximum educational and developmental benefits.
When a child is diagnosed with deafness, many parents often wonder what the exact cause of the child’s deafness is. In recent studies (Arnos K. &., 2007) 50-60% of hearing loss (moderate to profound, congenital, or early-onset) have shown genetics to be a large factor. Non genetic factors (i.e. maternal infection, prematurity or postnatal infection) may cause 40-50% of the remaining hearing loss. About one-third of children with hereditary deafness have features that are part of a genetic syndrome and there are between 300-400 different forms of genetic deafness that are known. Most children benefit from a genetic evaluation as a dominant diagnostic tool in determining the exact cause of the deafness, and the role of the audiologist is pivitol in counseling parents of deaf children through this process.
One objective of pediatric audiology is to estimate hearing thresholds so that hearing loss can be identified, quantified, and remediated during critical language-learning years. Although the goal is to closely estimate hearing thresholds, not all infants and children are able to provide behavioral responses that are close to threshold. Because audiologic test methods may not result in threshold estimates, Matkin (1977) coined the term Minimum Response Level (MRL), which is now widely used in the field of pediatric audiology. Matkin recommended using the term MRL to refer to audiologic behavioral responses obtained from pediatric clients when using techniques such as visual reinforcement audiometry “…until the reliability and the validity of the initial test findings are evaluated over time” (pg. 130). The use of the term MRL, according to Matkin, implies that the response behaviors may not be audiometric thresholds but may improve with the child’s maturation. Matkin provided an example, from an unpublished pilot study, when responses may not be indicative of audiometric thresholds. He stated that if a child is “actively involved in a play activity, response levels tended to be 20 to 30 dB poorer than those obtained when there was no sensory input competition”. Karzon (2007) mirrors this definition by recommending that MRLs be used, to represent the “best” response obtained rather than a threshold, when stimulus-response control is not achieved during visual reinforcement audiology (VRA) and/or conditioned play audiometry (CPA).
When a hearing loss is detected in a child, an array of reactions may follow. If the parents or guardian decide the appropriate route for their child is a cochlear implant, they must be made aware of the commitment and motivation necessary for the aural rehabilitation process. It is vital for the family, and even the child (dependent on age), understand that undergoing a cochlear implant will not automatically fix or restore the hearing loss. Cochlear implants are just the beginning of a long, yet hopefully rewarding journey that involves the child, his/her caregivers, and the entire health care team, as well as any individual who comes into contact with this child. Everyone in the child’s surrounding must focus on aural rehabilitation immediately post implantation. A service described by ASHA to include “training in auditory perception, using visual cues, improving speech, developing language, managing communication, and managing hearing aids and assistive listening devices” (ASHA). This vague description gives way to many different strategies, and subsequently leads to countless studies intended to determine which are most successful.
• Lessons should be kinesthetic and experiential. Use a variety of manipulatives. Be aware of ambient temperature—try to keep the boys from warmer areas in the classroom. Males do not hear as well as girls, so move them closer to the instruction.
The class I visited is comprised of 24 five and six year old children, a lead teacher and a ‘Para-Pro” who assists the teacher and provides support and guidance for the children. Within the classroom itself, there are 6 tables organized in the center of the room in a grid formation. Children have their own workspace at a shared table. Around the perimeter of the room are ‘centers’ where each day, the children work on tasks such as listening, story development, gross and fine motor skills, math, reading and other important skills that are needed to develop socially and academically. In several places on the walls, there are displays or ‘brag boards’ where children can post their work that they feel best represents their efforts. The walls are brightly decorated and are filled with pictures, letters, numbers and other basic elementary school information. It is energizing and interesting without being chaotic or overstimulating.
After finishing the teaching part of the lesson, I realized that not everything goes according to plan. For example, in our lesson plan, we had the explain portion detailed and outlined to teach students the technical terms of what they were seeing in the stations and other activities and make it a collaborative effort within groups to work with the vocabulary words. However, the teaching of the plan was not well executed. Also, I learned that teaching a topic does not have to be boring or just full of worksheets. Fun, engaging lab stations and interactive activities can fulfill the standards and requirements just as well, if not better, than basic worksheets and PowerPoint lectures. Lastly, I realized that lesson planning and teaching require a great deal of effort and work, but it is all worth it when a light bulb goes off in a students’ head and they learn something new and are excited to be learning and extend their science
Takei, W. (2004) ‘How Do Deaf Infants Attain First Signs? ’ in Lewis, V., Kellett, M., Robinson, C., Fraser, S., and Ding. S. (eds) The Reality of Research with Children and Young People, London: Sage in association with The Open University.
...rks. In a word, the MA experience was considered to be a bridge that combines the student learning with working skills, it would be of great help for my future career.
Also, in the beginning of the lesson I gave the students clear directions of what I expected of the students. I had the students repeat the expectations back to me which was a success since they understood and did what was expected. After the activity, the students were supposed to complete a word sort and then a writing prompt. During the writing and the sort, I did not give clear instructions which affected the students and how they completed the assessment. The next time I teach a lesson, I need to focus more on directions and giving detailed
The most successful teaching begins with clarity about important learning outcomes and about the evidence that will show that learning has occurred (Marzano, 2010, p. 74)
The one belief I had about teaching that has changed since I began this unit, is that all teachers, more or less, taught in the same way. Perhaps this is a belief that I had formed from my own time at school, where all my teachers taught in the same way; some were more or less effective, but I wasn’t aware of them using theories or methods as such, more that they were or weren’t kind people. This belief has changed and it has really opened my ideas to the many creative models, and instructional methods a teacher can use.