1. How could you minimize distractions in the classroom? (Pg.157) With deafness in mind, I think the biggest distraction, or at least the one that should be handled first, is background noise. For those students who wear amplification (hearing aids specifically), which could be a great majority of students, they will be receiving increased background noise signals (Wilson). Knowing this potentially counterintuitive information, it's important to mitigate such signals. So, for the sake of children's learning, turn off the AC, try to get away from noisy environments in general. In essence, children will be hearing background noise and not what the teacher is trying to say, a detriment to their education. For this one, I think it best follows theRemembering category of Bloom's Taxonomy, as in noisy envrionments, DHH students have trouble recollecting information presented auditory only (Kronenberger). However, if students are in a less noisy environment, they wil be able to do the things within this stage: drawing inferences, identifying new examples, and summarizing.
2. Performance on intelligence tests is correlated with what? (Pg. 143)
Simply put, intelligence correlates with achievement. With this in mind, we as teachers should try to be as motivating as possible. But more important than that, I think, is providing lessons that challenge students, but not too much (ZPD). With this, hopefully student motivation will be fairly high and they will find something worthwhile for instruction at the same time. For this one, I believe it can be best associated with the Apply category. I say this because with intelligence and achievement, they imply an ability to think critically in new or familiar situations.
1. How could you minimize distractions in the classroom? (Pg.157)
ReplyDeleteWith deafness in mind, I think the biggest distraction, or at least the one that should be handled first, is background noise. For those students who wear amplification (hearing aids specifically), which could be a great majority of students, they will be receiving increased background noise signals (Wilson). Knowing this potentially counterintuitive information, it's important to mitigate such signals. So, for the sake of children's learning, turn off the AC, try to get away from noisy environments in general. In essence, children will be hearing background noise and not what the teacher is trying to say, a detriment to their education.
For this one, I think it best follows theRemembering category of Bloom's Taxonomy, as in noisy envrionments, DHH students have trouble recollecting information presented auditory only (Kronenberger). However, if students are in a less noisy environment, they wil be able to do the things within this stage: drawing inferences, identifying new examples, and summarizing.
http://www.nchearingloss.org/howhohhear.pdf
http://www.cogmed.com/feasibility-and-efficacy-of-wm-training-in-children-with-cochlear-implants
2. Performance on intelligence tests is correlated with what? (Pg. 143)
Simply put, intelligence correlates with achievement. With this in mind, we as teachers should try to be as motivating as possible. But more important than that, I think, is providing lessons that challenge students, but not too much (ZPD). With this, hopefully student motivation will be fairly high and they will find something worthwhile for instruction at the same time.
For this one, I believe it can be best associated with the Apply category. I say this because with intelligence and achievement, they imply an ability to think critically in new or familiar situations.