Designing ASL Course Part II

A new age of learning allows teachers to create and facilitate their online learning environments. I am enthusiastic to incorporate 21st-century skills in the classroom. Students in this 21st century have become familiar with various related forums and internet sites (Ashton, Cagle, Kurz, Newell, Peterson, & Zinza, 2014).

There are many opportunities for teachers to foster lively and effective learning in the classroom. With some time and effort, teachers can brainstorm and develop strategies that will allow them to effectively implement their course plan. Teachers can continue to develop revising and redesigning their teaching and learning strategies over time.

Implementing online learning on an LMS success may be a challenge. Besides, it is not possible to predict all inconveniences (or problems) with learning online. Hopefully, the students will present them. We will learn if this new learning environment is productive by providing survey or assessment.

Using supplementary video in multimedia instruction as a teaching tool increases the productivity of learning and value of experiences (Mendoza, et al., 2015). By adjusting the format of the ASL classroom to allow for more student involvement and by supplementing the Signing Naturally curriculum, teachers can create a more effective learning environment.

I placed the lessons of supplemental assignments that I created several months ago into the LMS, Schoology.  The student groups will review and make corrections on their assignments. I hope this will help them to recall and review the signs. This is to provide practice of their ASL receptive skills, expressive skills, and of the target language. The learning objectives include that the students are to become fluent in ASL and to be well-prepared for the final class project of signing a fable story, and are to be able to communicate effectively with the Deaf community.

Well-designed content and instructional communications can promote active cognitive processing in students (Cruse, 2011). Detailing an outline course may include well-developed lesson plans, and timeline, to cover subjects and for students’ needs. Below is the link to the outlined course I designed including the ASL lesson plan using the Signing Naturally curriculum and implementing group discussions, homework assignments, project, quizzes, tests and due date schedule information.

ASL II Course Outline

Reference:

Ashton, G., Cagle, K., Kurz, K. B., Newell, W., Peterson, R., & Zinza, J. E. (2014). Standards for learning american sign language. Retrieved June8, 2015. Retrieved from https://aslta.org/wp-content/uploads/2016/06/National_ASL_Standards.pdf

Al-Zahrani, A. (2015, September) Al‐Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology46(6), 1133-1148. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/bjet.12353/full

Mendoza, G. L. L., Caranto, L. C., & David, J. J. T. (2015). Effectiveness of video presentation to students’ learning. International Journal of Nursing Science5(2), 81-86. Retrieved from http://article.sapub.org/10.5923.j.nursing.20150502.07.html

Smith, C., Lentz, E. M., & Mikos, K. (2008). Signing naturally. San Diego, CA: DawnSignPress.

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