Term
What is social studies? Why do we teach it? |
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Definition
The study of people and their interactions with one another.
no consensus on what it is or why we teach it.
Purpose: Citizenship Education which is the preparation of young people so that they possess the knowledge, skills, and values necessary for active participation in society.
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Term
What the first of four great challenges for teaching social studies to deaf students? |
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Definition
| 1. Schools must address the different communities that deaf students have access to by providing culturally relevant instruction. |
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Term
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Definition
Used to describe the kind of teaching that is designed not merely to fit the school culture to the student's culture, but also to use student culture as a basis for helping students understand themselves and others, structure social interctions, and conceptualize knowledge.
(Ladson-Billings, 1997, p. 123-124 |
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Term
| What the second of four great challenges for teaching social studies to deaf students? |
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Definition
Teachers must rethink conventional methods for teaching social studies to deaf students.
Conventional methods: students learn a little bit about a lot of things and nothing in depth about anything.
Deaf teachers must seek ways to complement their teachings and one way is assigned readings. Also they can use textbooks as a reference rather then a critical part of the learning process. |
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Term
| What the third of four great challenges for teaching social studies to deaf students? |
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Definition
| Teachers should make social studies a cooperative learning affair. |
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Term
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Definition
| A teaching strategy that is possible in self-contained classrooms, resource rooms, schools for deaf children, and general education classrooms. |
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Term
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Definition
| A series of books and related materials that are built on several premises, with the primary one being reading is a bottom-up process. Instructions in phonics at the beginning of a basal reading program is important to the success of the program. |
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Term
text based and bottom-up theories of language processing |
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Definition
| An approach to language development that assumes that processing begins at the phonological and morphological levels and eventually moves to the processing of words in sentences and finally sentences in discourse. In this approach, deaf children's difficulty in decoding speech is translated to difficulty reading. |
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Term
subject-based and top-down theory |
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Definition
| An approach to language processing that assumes that context and prior knowledge is the key to language processing. Deaf children's difficulty in reading, then, is attributable to their lack of context and prior knowledge. |
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Term
interactive approach to language development |
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Definition
| An approach where language processing is assisted by elements of both text-based and subject-based skills. In other words, good readers use text-based skills to overcome subject-based language-processing limits or vice versa. |
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Definition
| The practice of providing assistance to the students so they can engage in a learning activity. The amount of assistance is reduced as the student becomes better able to work on a task independently. |
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Term
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Definition
| Instrcutional material that is of immediate relevance to a student. |
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Term
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Definition
| Reports where students select a topic to research, conduct the research, and write their reports in the first person. |
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Definition
| One way of teaching across subject matter. |
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Term
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Definition
| Based on the notion that education field trips should be designed to provide students with meaningful learning experiences. Students are prepared before going on such trips. |
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Term
cooperative learning schema |
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Definition
| A list of expectation associated with the activites that students in a group are conducting. Such a scheme presents students with a clear picture of the sequence of activities that they are going to do and the outcomes of each activity. |
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Term
performance-based assessment
aka portfolio assessment |
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Definition
An assessment requiring students to demonstrate their knowledge and understanding of a concept. Some of the ways in which this can be done include projects such as creating a video or compiling information and objects for a displey case preparing info and materials for a presentation, and creating portfolio a particular topic.
Advantages: provides fairer opportunity for those students whose language and comm skills might penalize them in a closed-end test or an essay fomat test. |
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Term
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Definition
| A method of teaching that uses meaningful contexts for framing questions relating to the concepts and knowledge that students are actively analyzing. Applying this technique in social studies is thought to be one way of making the curriculum meaningful to students. |
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Term
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Definition
| The selection of a common theme that cuts across more than one subject matter. A school that endorses thematic teaching might have all of its same grade students learning about a common theme such as "Exploring the West" that is touched upon in all subject matter. |
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Term
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Definition
| The range of ways in which information can be presented in a visual form that is accessible to deaf students. Visual info can be presented through signing, print, illustrations, demonstrations, and other means. |
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