Designing ASL Course Part I

As teacher and native signer, I have passion for serving as a guide and facilitator for frequent American Sign Language (ASL) interactions. The class will be combining with mini-lectures, group activities, supplements, assignments, discussions, questions, video resources, and conversations. To enhance the target language, develop students’ language proficiency as they use the language in relevant and meaningful situations is my personal mission.

My innovation plan was projected to create an ASL blended learning classroom integrating online digital technologies with traditional classroom methodology. The goal is to focus on student-centered learning. Students will be active participants in their own learning process with the expanding of an interactive and constructivist learning environment. This is to provide real-world settings, experiences and interactions. An overview of diversity awareness allows my students to feel immersed in the classroom leading to an increase in students’ expressive, receptive, and cultural awareness skills.

I am designing the course using the Learning Management System, Schoology, www.schoology.com and will use the list of the materials below.

Materials:

  1. Signing Naturally Units 7 – 12 Workbook and Video Online Library (or DVD)

Smith, C., Lentz, E. M., & Mikos, K. (2001). Signing naturally. DawnSignPress.

  1. Supplemental Assignments (created by the instructor)
  2. GoReact app, online video recording tool, www.goreact.com
  3. FlipGrid app, online discussion, www.flipgrid.com
  4. Assessments and Rubrics
  5. Quizzes
  6. Midterm and Final

The lesson assignments I created supplement the units of the textbook, Signing Naturally. Previously, I wrote a proposal explaining that creating supplemental resources and fully integrating technology into the classroom can increase learner engagement. This environment assists students to develop their expressive and receptive skills efficiently in the ASL II level classroom.

Participating in social networking or sharing resources can engage students to extend and supplement the learning environment further. Students will learn the appropriate actions for a crosscultural interaction and how to properly communicate with Deaf native. I have great connections to the Deaf community and other native signers, whom I will invite to the discussions to better enhance the students’ learning environment. The Flipgrip app, www.flipgrip.com, a video will be used for the discussion group.

Along with the Flipgrip App, GoReact App, an online video assessment app, is required for students’ expressive practice skill assignments. Students will record and save to GoReact. Performance skill assessments are based on the student’s production of vocabulary, grammar, and pragmatic structures to the situations presented. The skills will be judged by the instructor according to standards for students at the second-semester level. Clarity and fluency are valued above speed of production.

I enclosed the document of the course objectives in the orange link below.

Introduction, Learning Goals, Desired Results, Audience, and Outline

 

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