1. How would you apply a positive transfer to a Deaf Education setting? (Application) An example Ormrod gives of positive transfer is a student that has background knowledge in Spanish and is learning French (Ormrod 261). She takes note of the similarities, and sees that this will help her. We can use this bilingual mode of learning in a deaf setting as well. Oftentimes, bilingual children, both hearing and deaf, knows words in one language but not in another (Hoff, 307, 2011). If a new English term is introduced, the teacher could sign the word to see if that defines the meaning for them generally. Expansion of the word, if it has a multi-faceted meaning, could follow. The signs GULP and NECK-SHRINK are good examples of this phenomenon. Perhaps a student understands the meaning of these, but would they recognize the English equivalent, abash? If the word is signed, the student will understand, and they can ask the student further meanings of the sign and then apply it to the English word, i.e., embarrassed, disconcerted, ashamed. I believe your choice to say application is spot-on, as students will be using their prior knowledge, and then using it in a different scenario, yet it's sort of familiar at the same time.
2. How can you use comprehension learning in your own class in the future? (Application)
The illusion of knowing is rather deadly in classroom settings, and one place I've noticed where it's so common is when students read poetry, particularly more antiquated pieces. In my current classroom placement, when students first read Shakespeare's Sonnet 130, their response was, "it was about love." This is pretty basic, but did they really understand (Ormrod 255)? I don't think so. The sonnet goes deeper than that. To use comprehension monitoring, or check student understanding of read material, we have students not only re-read the poem, but paraphrase it, summarize it, discuss it, and then write a brief thematic statement about what they think the poem is about now. The answers were much deeper after this, with students drawing on the descriptions of the woman and how strange they may seem, while at the end (couplet) Shakespeare turns to say that she is in fact beautiful, despite her flaws. Clearly this is very different, and by doing many different activities to check student understanding, we can promote comprehension learning. Scholastic seems to agree, as they propose students read aloud, re-reading aloud, and discuss with peers in order to develop better reading comprehension skills (Scholastic). At first, I thought application may most appropriate for Bloom's, but I now think that that Analyze is the better choice, as students will have to connect ideas from previous lines or quatrains in the sonnet and apply them to the very end.
1. How would you apply a positive transfer to a Deaf Education setting? (Application)
ReplyDeleteAn example Ormrod gives of positive transfer is a student that has background knowledge in Spanish and is learning French (Ormrod 261). She takes note of the similarities, and sees that this will help her. We can use this bilingual mode of learning in a deaf setting as well. Oftentimes, bilingual children, both hearing and deaf, knows words in one language but not in another (Hoff, 307, 2011). If a new English term is introduced, the teacher could sign the word to see if that defines the meaning for them generally. Expansion of the word, if it has a multi-faceted meaning, could follow.
The signs GULP and NECK-SHRINK are good examples of this phenomenon. Perhaps a student understands the meaning of these, but would they recognize the English equivalent, abash? If the word is signed, the student will understand, and they can ask the student further meanings of the sign and then apply it to the English word, i.e., embarrassed, disconcerted, ashamed.
I believe your choice to say application is spot-on, as students will be using their prior knowledge, and then using it in a different scenario, yet it's sort of familiar at the same time.
2. How can you use comprehension learning in your own class in the future? (Application)
The illusion of knowing is rather deadly in classroom settings, and one place I've noticed where it's so common is when students read poetry, particularly more antiquated pieces. In my current classroom placement, when students first read Shakespeare's Sonnet 130, their response was, "it was about love." This is pretty basic, but did they really understand (Ormrod 255)? I don't think so. The sonnet goes deeper than that. To use comprehension monitoring, or check student understanding of read material, we have students not only re-read the poem, but paraphrase it, summarize it, discuss it, and then write a brief thematic statement about what they think the poem is about now. The answers were much deeper after this, with students drawing on the descriptions of the woman and how strange they may seem, while at the end (couplet) Shakespeare turns to say that she is in fact beautiful, despite her flaws. Clearly this is very different, and by doing many different activities to check student understanding, we can promote comprehension learning. Scholastic seems to agree, as they propose students read aloud, re-reading aloud, and discuss with peers in order to develop better reading comprehension skills (Scholastic).
At first, I thought application may most appropriate for Bloom's, but I now think that that Analyze is the better choice, as students will have to connect ideas from previous lines or quatrains in the sonnet and apply them to the very end.
http://www.scholastic.com/parents/resources/article/developing-reading-skills/improve-reading-comprehension