Transition Standards= Engaging Instruction

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Transition StandardsEngaging Instruction

• Transition Service Preparation and Training for
  Teachers of Deaf and Hard of Hearing Students
• Kent State University
• Dr. Pamela Luft
• Laurie Sutherin and Chrissy Williams
• OSERS Funded Grant Project

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Introduction

• NCLB and high-stakes testing requires schools to
  teach from state standards
• Teaching from standards is hard
• Can be vague, boring, and irrelevant
• Transition makes teaching engaging and authentic
• Addresses students needs and outcomes
• Combine transition with standards for
• Authentic, relevant, engaging instruction

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Introduction

• The following activities were developed by
  utilizing a framework of transition competencies
  from the Life Centered Career Education program
  developed by Brolin (1997).
• Each standard has a related instructional
  activity across the three LCCE domains Daily
  Living Skills, Personal Social Skills, and
  Occupational Guidance and Preparation.
• The purpose is to provide a resource for teachers
  who are seeking to enhance the relevance and
  authenticity of their standards-based
  instruction, and ultimately, to enhance the test
  scores and achievement of their students.

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Daily Living Skills5th grade

• Language Arts Communication Oral and Visual
• 9. Formal and informal descriptive presentations
  recalling an event or personal experience that
  convey relevant information..
• Activity-Present to class about a time when you
  had to go to an appointment (doctor, dentist,
  audiologist, etc.) and what the experience was
  like.
• Mathematics Geometry and Spatial Sense Standard
• 2. Use standard language to describe line,
  segment, ray, angle, skew, parallel and
  perpendicular.
• Activity-Identify the best seating in classrooms,
  auditoriums, meeting rooms for D/HH persons
  according to sightlines (rays, line segments) and
  parallel vs. perpendicular seating.

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Daily Living Skills10th grade

• Science Life Sciences-Historical Perspectives
  and Scientific Revolutions
• 27. Describe advances in life sciences that have
  important long-lasting effects on science and
  society
• Activity- Students evaluate a situation in which
  genetic tests have revealed that a pregnancy may
  lead to the birth of a child with some genetic
  disorder The Dilemma of Choice (relate to
  deafness)
• Social Studies History-The United States in the
  20th Century
• 10.Analyze the causes and consequences of major
  political, economic and social developments of
  the 1930s
• Activity- Read about deaf families during the
  Great Depression
• (e.g., In This Sign). How do lifestyles differ
  from deaf families today?

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Personal Social Skills5th grade

• Science Physical Sciences-Nature of Energy
• 7. Describe that changing the rate of vibration
  can vary the pitch of a sound.
• Activities-
• Students compare their audiogram to its impact
  on different sounds according to frequency
  (pitch), use it to describe own hearing.
• Students use a balloon while talking or
  listening to music to feel its vibration. Can
  experiment with high and low frequency and
  loudness of sounds to vary the balloons
  vibrations
• Social Studies Geography Standard-Location
• 5. Explain, by identifying patterns on thematic
  maps, how physical and human characteristics can
  be used to define regions in North America.
• Activity- Use a thematic map for the US showing
  language and communication. Research those areas
  with strongest ASL use and find out why (location
  of a residential school). Discuss if being close
  to a Deaf community is something that is
  important to them.

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Personal Social Skills10th grade

• Language Arts Reading Applications
  Informational, Technical and Persuasive Text
• 4. Assess the adequacy, accuracy and
  appropriateness of an authors details,
  identifying persuasive techniques
• Activity- Examine print or media from Deaf
  Culture and disability literature that is either
  supportive or critical of key issuescritique use
  of persuasive techniques.
• Mathematics Geometry and Spatial Sense
  Standard-Transformation and Symmetry
• 6. Identify the reflection and rotation
  symmetries of two- and three-dimensional figures.
  
• Activity- Students give each other spatial
  directions in ASL
• involving right/left and front/back viewers
  must reverse these
• directions to interpret correctly.

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Occupational Guidance and Preparation5th grade

• Language Arts Writing Applications
• 2. Write responses to novels, stories and poems
  that organize an interpretation around several
  clear ideas, and justify using examples
• Activity- Read about personal and societal values
  and perceptions of work and choose a position -
  giving clear examples to support position
  (readings can be about d/hh perceptions of a
  hearing world.
• Mathematics Data Analysis and Probability
  Standard
• 3. Read and interpret increasingly complex
  displays of data, such as double bar graphs.
• Activity- Determine number of jobs available in a
  specific field and those that are filled (e.g.,
  IDEAs teacher and staff data http//www.ed.gov/
  about/reports/annual/ osep/index.html

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Occupational Guidance and Preparation10th grade

• Science Science and Technology-Understanding
  Technology
• 2. Describe examples of scientific advances and
  emerging technologies and how they may impact
  society.
• Activity- Students will explain how new
  technology can help them qualify for raises and
  promotions (ex. VRS, TTY, online training, etc.).
• Social Studies History-Industrialization
• 3. Analyze the reasons for the rise and growth of
  labor organizations in the United States (i.e.,
  Knights of Labor, American Federation of Labor
  and Congress of Industrial Organizations)
• Activity- Examine how working policies and
  conditions changed for D/HH people. How have
  labor unions been used to discriminate against
  people with disabilities?

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For more information

• Additional information including 5th and 10th
  grade standards transition activities in their
  entirety can be found at
• http//www.educ.kent.edu/fundedprojects/TSPT/grant
  .htm