Thursday, April 18, 2013
April 18th
Today we learned about prompting and cueing. We did this by using playdoh and bubbles with partners. The teacher modeled it and then the student would repeat what the teacher did. At the beginning of class we went over AAC and made a story that we turned in on reggie net. Today we also went over the LAIP 4. I do not feel confident that the directions were clear. Everything seems very scattered and many people do not know what is expected, especially with the presentation that you brought up today. I think boardmaker also makes things very difficult and the labs have very limited hours.
Thursday, April 11, 2013
April 4th Class
We listened to the guest speaker talk about AAE (Alternative and augmentative communication). I really enjoyed listening to his presentation and his passion for working with AAC was very inspiring. I enjoyed learning about AAC through a presentation rather than reading about it in a book. It was great! At the end of class I got to ask a lot of questions about my LAIP 3 which was very helpful.
March 28th Class
In class today we learned about different types of visual strategies. We looked through the book at sections that covered: To Give Information, To Give directions, To organize, and To mediate the environment. During class we also talked about visual strategies to use in LAIP 3.
Thursday, March 21, 2013
March 21st 2013
- Tonight we are listening to presentations on Aspergers, intellectual disabilities, sensory disorders, and executive functioning
- This site: http://www.makebeliefscomix.com/Comix/ is a site that students or teachers can use to make comics in class or for projects. What a great tool!
- Can use the comic strips for pragmatics, semantics, syntax etc. to check for understanding
- I can use the computer intervention for students with Asperger's
- The visual phonics for sensory disabilities was very interesting! See the sound seemed like it would help these students
- Great iPhone app! American sign language alphabet only a dollar! This would be a great tool for someone that doesn't know sign language
- ILaugh was a great way to get the students involved! I would definitely use this in my future teaching career!
Thursday, March 7, 2013
Teaching Time Project
For the teaching time presentation my group role was to do the interventions, accommodations/modifications, and to research the autism genome project.
Interventions: 1. PECS: I am going to have the class pair up into groups, one person will be the teacher and the other will be the student. The teacher will hold onto a picture and the student must grab the picture, which is of candy, to receive the candy. Then the candy picture will be on the PECS board. The student must then take the picture off the board and hand it to the teacher in order to get the candy.
2. Animated Social Story: the social story that the everyone in the class will watch is a demonstration on how someone with autism can start a conversation.
Accommodations/Modifications: 1.Place student near front of the classroom to limit distractions.
Interventions: 1. PECS: I am going to have the class pair up into groups, one person will be the teacher and the other will be the student. The teacher will hold onto a picture and the student must grab the picture, which is of candy, to receive the candy. Then the candy picture will be on the PECS board. The student must then take the picture off the board and hand it to the teacher in order to get the candy.
2. Animated Social Story: the social story that the everyone in the class will watch is a demonstration on how someone with autism can start a conversation.
Accommodations/Modifications: 1.Place student near front of the classroom to limit distractions.
2.Have an area in the classroom with
rocking chairs or bean bag chairs to support calming strategies.
3.Develop social stories/social scripts.
4.Allow student to have options while
taking a test (ex: written, orally, time length, setting).
5.Evaluate and assess sensory needs/assess
lighting, temperature, smells, sounds throughout the day, provide fidget toys,
something for child to bite/chew on.
Autism Genome Project:
›Purpose of phase 1: to gather DNA from families that have children who have been affected by Autism.›170 researchers from around the world gathered to analyze the DNA. Using cutting edge technology they tried to make a connection between the parents DNA and the child with autism.
›Purpose of phase 2: to identify susceptibility genes. This will hopefully lead to breakthroughs in new treatments. Researchers found that there are “rare variants” or genetic changes found in less than one percent of the population's DNA. They discovered that there are genetic mutations that can cause autism.
›www.autismspeaks.org
Monday, February 11, 2013
RDL Chapter 14: Enhancing Language and Communication
Vocabulary:
Evidence-based practices: instructional approaches that are based on an extensive base of research.
Expansion: a language instructional technique in which the adult takes a child's utterance and repeats it using a higher-level language model.
Functional approaches: intervention methods that identify skills that the children need in order to be successful n their present environment or in one that they will soon be entering.
Intervention: intensive instruction usually delivered after a period of time in which the individual has been expose to instruction.
Naturalistic approaches: instructional approaches that utilize the natural environment as the basis for language instruction.
Learning strategies: instructional approaches that teach students to use a strategy to solve problems and carry out tasks.
Parallel talk: a language instructional technique in which the adult verbalizes action taken by the child.
Restating and rewording: a language instructional technique in which an adult acknowledges what the child has said and provides alternative models for communicating the same information.
Self-talk: a language instructional technique in which the adult verbalized what action he or she is doing as she or he does it.
Concepts:
In order to enhance classroom communication by creating a physical setting that promotes talk, create activities that encourage students to interact, and teachers should provide opportunities for children to use language for different purposes and audiences.
To enhance communication among preschoolers teachers can do story time, snack time with a weekly theme, and outdoor activities. Teachers can prompt language by using interesting materials, assistance, and sill situations. Information regarding reading books, teachers should read and reread certain types of books, make book reading apart of the daily schedule, and encourage parents to read to their children at home.
In an elementary classroom setting teachers should use these techniques in enhancing language development in the classroom: have examples of students work hung up around the classroom, choose books that have a connection with the students so that they stay engaged, do show and tell to develop oral language skills, and use themed units to capture students attention.
Secondary classrooms should have a period of the day that focus on study skills. During that time students can work on academic organization, work on critical thinking, listening skills, and oral language practice. DISECT is used to decode words. D-discover the context I-isolate the prefix S-seperate the suffix E-examine the stem C- check with someone T-try the dictionary.
Collaboration is key when trying to promote classroom-based language and communication instruction.
Collaboration is very important when the instructional team, the IEP team, and other planning teams all work together to help the student.
Notes:
While I am a teacher it is going to be crucial for me to communicate well with my students, parents and coworkers. If there is no communication then that will make the classroom disorganized and impact the students poorly. I also thought about how when I am going to have my own classroom I must remember that language is the building blocks for students to learn. If they do not possess accurate language then that will have a negative impact on them in the future.
Websites:
1. http://oic.id.ucsb.edu/international-ta-handbook/language-communication-skills-classroom/improving-communication-classroom
This website on instructional development gives suggestions on how teachers can improve communication in the classroom. It stresses that you must get to know and understand your students.
2.http://www.teachermatters.com/classroom-management/roles-of-the-teacher/communicating.html
This website describes the different kinds of communication that a teacher can use in the classroom. This would be helpful to a new teacher when he or she doesn't know what way would be the best way to communicate with the student.
Evidence-based practices: instructional approaches that are based on an extensive base of research.
Expansion: a language instructional technique in which the adult takes a child's utterance and repeats it using a higher-level language model.
Functional approaches: intervention methods that identify skills that the children need in order to be successful n their present environment or in one that they will soon be entering.
Intervention: intensive instruction usually delivered after a period of time in which the individual has been expose to instruction.
Naturalistic approaches: instructional approaches that utilize the natural environment as the basis for language instruction.
Learning strategies: instructional approaches that teach students to use a strategy to solve problems and carry out tasks.
Parallel talk: a language instructional technique in which the adult verbalizes action taken by the child.
Restating and rewording: a language instructional technique in which an adult acknowledges what the child has said and provides alternative models for communicating the same information.
Self-talk: a language instructional technique in which the adult verbalized what action he or she is doing as she or he does it.
Concepts:
In order to enhance classroom communication by creating a physical setting that promotes talk, create activities that encourage students to interact, and teachers should provide opportunities for children to use language for different purposes and audiences.
To enhance communication among preschoolers teachers can do story time, snack time with a weekly theme, and outdoor activities. Teachers can prompt language by using interesting materials, assistance, and sill situations. Information regarding reading books, teachers should read and reread certain types of books, make book reading apart of the daily schedule, and encourage parents to read to their children at home.
In an elementary classroom setting teachers should use these techniques in enhancing language development in the classroom: have examples of students work hung up around the classroom, choose books that have a connection with the students so that they stay engaged, do show and tell to develop oral language skills, and use themed units to capture students attention.
Secondary classrooms should have a period of the day that focus on study skills. During that time students can work on academic organization, work on critical thinking, listening skills, and oral language practice. DISECT is used to decode words. D-discover the context I-isolate the prefix S-seperate the suffix E-examine the stem C- check with someone T-try the dictionary.
Collaboration is key when trying to promote classroom-based language and communication instruction.
Collaboration is very important when the instructional team, the IEP team, and other planning teams all work together to help the student.
Notes:
While I am a teacher it is going to be crucial for me to communicate well with my students, parents and coworkers. If there is no communication then that will make the classroom disorganized and impact the students poorly. I also thought about how when I am going to have my own classroom I must remember that language is the building blocks for students to learn. If they do not possess accurate language then that will have a negative impact on them in the future.
Websites:
1. http://oic.id.ucsb.edu/international-ta-handbook/language-communication-skills-classroom/improving-communication-classroom
This website on instructional development gives suggestions on how teachers can improve communication in the classroom. It stresses that you must get to know and understand your students.
2.http://www.teachermatters.com/classroom-management/roles-of-the-teacher/communicating.html
This website describes the different kinds of communication that a teacher can use in the classroom. This would be helpful to a new teacher when he or she doesn't know what way would be the best way to communicate with the student.
RLD Chapter 13: Assessing Language and Communication
Vocabulary:
Cirriculum-based assessment: an approach to assessment that utilizes classroom tasks as the basic for assessment.
Diagnostic assessment: assessment procedures that give in-depth information about a specific skill area.
Ecological assessment: examines the child's behavior in the context of environmental demands and expectations.
Formal assessment: published instruments that utilize a standard set of procedures to gather information to be used for assessment; can include tests, observation forms, rating scales, and so on.
Informal assessments: measures developed by teachers and other practitioners to directly evaluate the hills of children with whom they are working with.
Norm referenced: norm-referenced tests compare an individual's performance t0 that of comparison population.
Reliability: the consistency with which the instrument measures the target skill.
Response to intervention: assessment of students' responses to scientifically based instruction for the purpose of making decisions about students' needs.
Screening: as assessment procedure that is brief and easy to administer to a large number of individuals.
Validity: the extent to which the instrument measures what it purports to measure.
Concepts:
Purposes if assessment of language is identification of children that may have a language learning disability, to evaluate students to see if a language learning disability is present, intervention assessment to determine if a student needs an additional instructional program, and functional outcomes to document the results of intervention.
Students should be assessed on phonology, morphology, syntax, semantics, pragmatics, and bases of language. Bases of language includes social, cognitive, and physiological bases of language.
Assessment measures can be either formal or informal. Formal procedures would be tests that can be evaluated and graded. Informal procedures can be done through language sampling. Language samples may have many problems including problems with picking a topic to talk about, problems maintaing conversation, and problems with register.
A plan of language should include testing of hearing, examination of child's mouth and features inside of it, assessment of cognitive functioning, observation of child's language in school, language sample, and formal tests of language.
Notes:
While reading this chapter I realized how important language and communication is in the classroom. Using many means of assessment are very important in deciding if a student has a language learning disability. I didn't realize that diagnosing a student with this disability takes so much time and different assessments.
Websites:
1. http://www.icdl.com/started/therapies/documents/Chapter5.pdf
This website talks about language development stages and different types of assessment that can be used. On page 99 there is a description of language and communication assessment for prelinguistic and early language stages.
2.http://www.autismsupportnetwork.com/news/communication-assessment-and-autism-112543
This article gives a brief overview of assessment of communication for children who has autism. It also talks about the components of communication.
1. http://www.icdl.com/started/therapies/documents/Chapter5.pdf
This website talks about language development stages and different types of assessment that can be used. On page 99 there is a description of language and communication assessment for prelinguistic and early language stages.
2.http://www.autismsupportnetwork.com/news/communication-assessment-and-autism-112543
This article gives a brief overview of assessment of communication for children who has autism. It also talks about the components of communication.
Monday, February 4, 2013
RLD Chapter 6: Language and LIteracy in the School Years
What: Reading about language and literacy in the school years.
Language Development in the School Years: Often when a child reaches his or her school aged years they know how to talk about the past, present, and future. Also they usually have a large vocabulary and varied. Morphology and Syntax: They learn to used derivational suffixes correctly and add to their vocabulary. They start to use reflexives where they talk about myself or himself. They older a child gets he or she may start to use adverbial connectors like although and finally. Semantics: Children start to use and understand figurative language, they can do this by writing poems and stories in class. Research has be found that children can start to do this around age 5. Between age 9 and 12 children start to understand humor and how to use it. Pragmatics: Through story telling children can develop conversational competence and increase their language sophistication. Even if a student may have the ability to use their language skills there might be other reasons like lack of competence that holds them back. During school children learn indirect requests usually from teachers. (ex. teacher says its getting noisy in here- children quiet down.) In schools teachers tend to focus on narrative skills as in journaling about their weekends etc. Metalinguistic Ability: This is the ability to think about language itself. Many students know the rules of language but are not aware of all of the rules they know. They can show their knowledge of language through spelling, reading, and writing.
Implications for Instruction: When you are teaching it is important to remember that not all students may join in on the class conversation but that doesn't mean that they aren't conversational. Observing students in an informal setting will give a more accurate description if a student can engage in conversation. Knowing what age children learn language such as humor and indirect requests, will help you when talking to your students.
Language and Literacy: Even though there are regulations that all students no matter what their socioeconomic status is, that they are all on the same level. As a teacher we must realize that not everyone is on the same level and learn what we can do to best help them reach these regulations. Researchers have focused on phonological awareness, meaning that they focus on studying children understand, using, and recalling the phonological sequence used in an alphabetic orthography.
Phonological Abilities and Reading: Phonemic awareness is the ability to focus on and manipulate phonemes in spoken words. This is important when trying to learn to read and write English, because each sound may represent a different sound or meaning. By the time they enter they can recognize English phonemes but when they are in school they learn to become aware of phonemes. Phonological ability is directly related to a students success in reading. Syntactic Skills and Reading: Syntactical knowledge is important in developing reading comprehension and phonological knowledge.
Semantic Skills and Reading: Receptive and expressive vocabulary is also important in being successful in school. Have a higher vocabulary knowledge helps students comprehend while reading in content areas. Narrative Skills: Good readers and writers supposably have better narrative skills. These skills help them understand and compose stories. Children that have been exposed to extended discourse have been found to be better prepared for beginning of reading.
Implications for Instruction: It is important that teachers understand the language basis of literacy. Knowing about language development and the relationship between knowledge and literacy is very important so that you can help your students succeed. Having knowledge about reading-langugae connection can help you identify students that may be at risk. Also it is important that teachers understand the relationship between language and literacy to help students improve in reading and writing.
Why: I read this chapter because I wanted to learn more about language and literacy and how they relate to one another. I also was interested in this because from learning about literacy in my C & I class I have realized how important literacy and language development are to students who are learning reading and writing.
Reaction: I was very intrigued by the different studies that have been done about language development in the classroom and what teachers should do and what they need to understand before going into the classroom. Another reaction I had to this chapter is that I didn't really like the lay out of the chapter. There were so many sub titles underneath the main title that I felt I was reading very repetitive information.
Learned: While reading this section I have learned about the major connection between literacy and language development in children. I also have learned that children become better communicators when they use a wider range of communicative partners and topics. It is crucial that teachers understand language development and how it relates to academic success to identify at risk children.
Goal Setting: My goal after reading this chapter is to learn more about language development so that as a Special education teacher I can easily and accurately find children that are at risk and help those students that are. I will also do this by being actively engaged in SED 377 this semester!
Language Development in the School Years: Often when a child reaches his or her school aged years they know how to talk about the past, present, and future. Also they usually have a large vocabulary and varied. Morphology and Syntax: They learn to used derivational suffixes correctly and add to their vocabulary. They start to use reflexives where they talk about myself or himself. They older a child gets he or she may start to use adverbial connectors like although and finally. Semantics: Children start to use and understand figurative language, they can do this by writing poems and stories in class. Research has be found that children can start to do this around age 5. Between age 9 and 12 children start to understand humor and how to use it. Pragmatics: Through story telling children can develop conversational competence and increase their language sophistication. Even if a student may have the ability to use their language skills there might be other reasons like lack of competence that holds them back. During school children learn indirect requests usually from teachers. (ex. teacher says its getting noisy in here- children quiet down.) In schools teachers tend to focus on narrative skills as in journaling about their weekends etc. Metalinguistic Ability: This is the ability to think about language itself. Many students know the rules of language but are not aware of all of the rules they know. They can show their knowledge of language through spelling, reading, and writing.
Implications for Instruction: When you are teaching it is important to remember that not all students may join in on the class conversation but that doesn't mean that they aren't conversational. Observing students in an informal setting will give a more accurate description if a student can engage in conversation. Knowing what age children learn language such as humor and indirect requests, will help you when talking to your students.
Language and Literacy: Even though there are regulations that all students no matter what their socioeconomic status is, that they are all on the same level. As a teacher we must realize that not everyone is on the same level and learn what we can do to best help them reach these regulations. Researchers have focused on phonological awareness, meaning that they focus on studying children understand, using, and recalling the phonological sequence used in an alphabetic orthography.
Phonological Abilities and Reading: Phonemic awareness is the ability to focus on and manipulate phonemes in spoken words. This is important when trying to learn to read and write English, because each sound may represent a different sound or meaning. By the time they enter they can recognize English phonemes but when they are in school they learn to become aware of phonemes. Phonological ability is directly related to a students success in reading. Syntactic Skills and Reading: Syntactical knowledge is important in developing reading comprehension and phonological knowledge.
Semantic Skills and Reading: Receptive and expressive vocabulary is also important in being successful in school. Have a higher vocabulary knowledge helps students comprehend while reading in content areas. Narrative Skills: Good readers and writers supposably have better narrative skills. These skills help them understand and compose stories. Children that have been exposed to extended discourse have been found to be better prepared for beginning of reading.
Implications for Instruction: It is important that teachers understand the language basis of literacy. Knowing about language development and the relationship between knowledge and literacy is very important so that you can help your students succeed. Having knowledge about reading-langugae connection can help you identify students that may be at risk. Also it is important that teachers understand the relationship between language and literacy to help students improve in reading and writing.
Why: I read this chapter because I wanted to learn more about language and literacy and how they relate to one another. I also was interested in this because from learning about literacy in my C & I class I have realized how important literacy and language development are to students who are learning reading and writing.
Reaction: I was very intrigued by the different studies that have been done about language development in the classroom and what teachers should do and what they need to understand before going into the classroom. Another reaction I had to this chapter is that I didn't really like the lay out of the chapter. There were so many sub titles underneath the main title that I felt I was reading very repetitive information.
Learned: While reading this section I have learned about the major connection between literacy and language development in children. I also have learned that children become better communicators when they use a wider range of communicative partners and topics. It is crucial that teachers understand language development and how it relates to academic success to identify at risk children.
Goal Setting: My goal after reading this chapter is to learn more about language development so that as a Special education teacher I can easily and accurately find children that are at risk and help those students that are. I will also do this by being actively engaged in SED 377 this semester!
RLD Chapter 5 Language Development
What: I read about language development from birth through preschool years.
Birth to 6 months: Early communicative interaction is that babies are constantly interacting even inside of the womb. Vocalizations are apart of this early communication. First sounds that infants produce are reflexive-burps, gurgles, and sounds that respond to their physical states. These sounds help parents to decide what the infant needs. Once the infant gets older their sounds move to cooing and babbling. Parents play an essential role in communicating with their baby. They alter their communication to the needs of the baby. They use shorts words and pronounciate more.
6 months to 12 months: Prelocutionary communication is when the parents interpret everything the baby says and does. Illocutionary stage of communication is when the child uses intentional communication. Joint attention is when the child shows interest in certain objects and are making more meaningful movements and actions. Protodeclaritive is when the child uses objects to get the attention of the adult. Protoimperative is when the child uses vocalizations to get the adult to get what he or she wants. At this stage the baby's receptive language is far more advanced than their expressive language.
Emergence of Expressive Language: When the child is finally starting to say words that the parents can understand. Stage 1: (0-8 weeks) baby cries and makes piercing noises to get attention or they are quiet and calm. Stage 2: (8-20 weeks) baby gets control over their crying and experiences different cries. Usually by end the baby is making cooing sounds. Stage 3: (16- 30 weeks) Baby recieves even more control over their vocal mechanisms and by the end of this stage they start to bable. Stage 4: (25-30 weeks) Baby babbles all the time, produce ba, na sounds. constant combinations are being formed. Stage 5: (9-18 months) Marks the transition to true language production, jargon emerges similar to adult language.
Mean Length of Utterance: measure of syntactic development that is calculated by counting the total number of morphemes in a language sample and dividing it by the number of utterances in the sample.
Stage 1: (MLU= 1.0-2.0; age 12-26 months) emergence of true words, midlevel of nouns (dog) and action words (hi, bye) and modifiers (hot,cold), by the end of this stage child is usually using multiword utterances.Stage 2: (MLU=2.0-2.5; age 27-30 months) in this stage the baby has an emergence of grammatical morphemes (prefixes, suffixes, and prepositions) by adding these grammatical morphemes they are learning to add meaning to their language. Stage 3: (MLU = 2.5-3.0; age 31-34 months) in this stage the child learns sentence types like negation, the imperative, questions, and elaborations of basic sentences, more adult like ways of saying no, questions- daddy? Stage 4: (MLU=3.0-3.75; age35-40 months) here the child develops complex sentence types, two or more clauses are put together, links ideas with words,. Stage 5: (MLU=3.75-4.5; age 41-46 months) now the child continues to ass grammatical morphemes, use more adjectives, adverbs, and questions.
Learning to Mean: The Development of Semantics: Semantic-feature hypothesis is that children develop meaning by adding features to their understanding of a certain concept. Functional-core hypothesis is when children learn about meaning by interacting with things. Prototype hypothesis is when a child learns word meaning by developing a cognitive model based on both perceptual and functional characteristics. Fast mapping is when a child can make a connection between a concept and a word, with only a tiny exposure to the word.
Learning to Converse: The Development of Pragmatics: Children engage in conversation as they grow up and as they grow up the conversation last longer and longer. They learn to ask for clarification during a conversation and they also start to understand politeness (rules). This can occur while a child is in preschool and conversing with their peers and teachers.
Language Development and Emergent Literacy: Studies have shown that reading and writing skills are developed way before the child has any formal instruction on them. Emergent Literacy: theory that reading and writing development develops continuously from early childhood experiences. Also meaning that language and literacy develop at the same time. A child's environment and family play a role in the child's reading and writing future success.
Why: I am doing this reading so that I can learn about language communication and in the future help my students that are in Special Education. I also read this because I was intrigued about learning about the mean length of utterance for our upcoming LAIP 1 project. Reading about MLU in the book helped me connect to what I am going to be doing for the project.
Reaction: My response to this chapter is that there was a lot of information to know about language and communication. I felt overwhelmed while reading this because I am nervous about mastering all of this information for when I am become a teacher.
Learned: From this reading I learned so much information about language and communication. I learned a lot about prelinguistic development from birth until 12 months. I learned how language development starts at birth and continues throughout your preschool years. Also that when you are a baby you communicating early with your parents about your wants and needs.
Goal Setting: After reading this chapter I am going to study the different stages of language development. By doing this I can hopefully help my future students develop their own language. I also am very intrigued in learning more about how young children communicate with their parents and other babies, I can research other articles on this topic.
Birth to 6 months: Early communicative interaction is that babies are constantly interacting even inside of the womb. Vocalizations are apart of this early communication. First sounds that infants produce are reflexive-burps, gurgles, and sounds that respond to their physical states. These sounds help parents to decide what the infant needs. Once the infant gets older their sounds move to cooing and babbling. Parents play an essential role in communicating with their baby. They alter their communication to the needs of the baby. They use shorts words and pronounciate more.
6 months to 12 months: Prelocutionary communication is when the parents interpret everything the baby says and does. Illocutionary stage of communication is when the child uses intentional communication. Joint attention is when the child shows interest in certain objects and are making more meaningful movements and actions. Protodeclaritive is when the child uses objects to get the attention of the adult. Protoimperative is when the child uses vocalizations to get the adult to get what he or she wants. At this stage the baby's receptive language is far more advanced than their expressive language.
Emergence of Expressive Language: When the child is finally starting to say words that the parents can understand. Stage 1: (0-8 weeks) baby cries and makes piercing noises to get attention or they are quiet and calm. Stage 2: (8-20 weeks) baby gets control over their crying and experiences different cries. Usually by end the baby is making cooing sounds. Stage 3: (16- 30 weeks) Baby recieves even more control over their vocal mechanisms and by the end of this stage they start to bable. Stage 4: (25-30 weeks) Baby babbles all the time, produce ba, na sounds. constant combinations are being formed. Stage 5: (9-18 months) Marks the transition to true language production, jargon emerges similar to adult language.
Mean Length of Utterance: measure of syntactic development that is calculated by counting the total number of morphemes in a language sample and dividing it by the number of utterances in the sample.
Stage 1: (MLU= 1.0-2.0; age 12-26 months) emergence of true words, midlevel of nouns (dog) and action words (hi, bye) and modifiers (hot,cold), by the end of this stage child is usually using multiword utterances.Stage 2: (MLU=2.0-2.5; age 27-30 months) in this stage the baby has an emergence of grammatical morphemes (prefixes, suffixes, and prepositions) by adding these grammatical morphemes they are learning to add meaning to their language. Stage 3: (MLU = 2.5-3.0; age 31-34 months) in this stage the child learns sentence types like negation, the imperative, questions, and elaborations of basic sentences, more adult like ways of saying no, questions- daddy? Stage 4: (MLU=3.0-3.75; age35-40 months) here the child develops complex sentence types, two or more clauses are put together, links ideas with words,. Stage 5: (MLU=3.75-4.5; age 41-46 months) now the child continues to ass grammatical morphemes, use more adjectives, adverbs, and questions.
Learning to Mean: The Development of Semantics: Semantic-feature hypothesis is that children develop meaning by adding features to their understanding of a certain concept. Functional-core hypothesis is when children learn about meaning by interacting with things. Prototype hypothesis is when a child learns word meaning by developing a cognitive model based on both perceptual and functional characteristics. Fast mapping is when a child can make a connection between a concept and a word, with only a tiny exposure to the word.
Learning to Converse: The Development of Pragmatics: Children engage in conversation as they grow up and as they grow up the conversation last longer and longer. They learn to ask for clarification during a conversation and they also start to understand politeness (rules). This can occur while a child is in preschool and conversing with their peers and teachers.
Language Development and Emergent Literacy: Studies have shown that reading and writing skills are developed way before the child has any formal instruction on them. Emergent Literacy: theory that reading and writing development develops continuously from early childhood experiences. Also meaning that language and literacy develop at the same time. A child's environment and family play a role in the child's reading and writing future success.
Why: I am doing this reading so that I can learn about language communication and in the future help my students that are in Special Education. I also read this because I was intrigued about learning about the mean length of utterance for our upcoming LAIP 1 project. Reading about MLU in the book helped me connect to what I am going to be doing for the project.
Reaction: My response to this chapter is that there was a lot of information to know about language and communication. I felt overwhelmed while reading this because I am nervous about mastering all of this information for when I am become a teacher.
Learned: From this reading I learned so much information about language and communication. I learned a lot about prelinguistic development from birth until 12 months. I learned how language development starts at birth and continues throughout your preschool years. Also that when you are a baby you communicating early with your parents about your wants and needs.
Goal Setting: After reading this chapter I am going to study the different stages of language development. By doing this I can hopefully help my future students develop their own language. I also am very intrigued in learning more about how young children communicate with their parents and other babies, I can research other articles on this topic.
Tuesday, January 29, 2013
RLD Chapter 4 Language Acquisition Models
What: I read about the different models that affect a child's language acquisition throughout their life.
Chaining:(behavioral) process of learning to put together several verbal behaviors to create an utterance.
Information Processing: contemporary model of human cognition that emphasizes the interconnectedness of cognitive processes.
Language acquisition device (LAD): consists of basic grammatical categories and riles that are common to all languages.
Parallel Processing: a theory of information processing that suggests that multiple levels of information can be processed simultaneously.
Surface Structure: language heard during an utterance.
Why: I am reading this chapter so that I can learn about the different models and theories on language acquisition. It is important to understand this because as a teacher you will have to back up your beliefs and curriculum by proven theories.
Reaction: My reaction to this reading was that I like how it was laid out because it was easy to follow and understand. Also the table 4.1 was a great way to help understand the major models of language acquisition.
Learned: From this learning I learned about the different roles that play a factor into our understanding of language. I learned about the role of the environment which is also know as the behavioral model (Skinner). Another role I learned was the role of inheritance, the linguistic (nativist) model (Chomsky). The role of the environment, the semantic-cognitive model (Bloom and Piaget). The role of communication, the pragmatic-interactionalist model (Bruner and Bates). The role of learning, information-processing model (Bates and Whinney).
Goal Setting: After reading this chapter I am going to research some of these models on my own and read more about the psychologists that studied them. Understanding these models will be beneficial in the future. I will think about how I can use these theorists models in my future classroom.
Chaining:(behavioral) process of learning to put together several verbal behaviors to create an utterance.
Information Processing: contemporary model of human cognition that emphasizes the interconnectedness of cognitive processes.
Language acquisition device (LAD): consists of basic grammatical categories and riles that are common to all languages.
Parallel Processing: a theory of information processing that suggests that multiple levels of information can be processed simultaneously.
Surface Structure: language heard during an utterance.
Why: I am reading this chapter so that I can learn about the different models and theories on language acquisition. It is important to understand this because as a teacher you will have to back up your beliefs and curriculum by proven theories.
Reaction: My reaction to this reading was that I like how it was laid out because it was easy to follow and understand. Also the table 4.1 was a great way to help understand the major models of language acquisition.
Learned: From this learning I learned about the different roles that play a factor into our understanding of language. I learned about the role of the environment which is also know as the behavioral model (Skinner). Another role I learned was the role of inheritance, the linguistic (nativist) model (Chomsky). The role of the environment, the semantic-cognitive model (Bloom and Piaget). The role of communication, the pragmatic-interactionalist model (Bruner and Bates). The role of learning, information-processing model (Bates and Whinney).
Goal Setting: After reading this chapter I am going to research some of these models on my own and read more about the psychologists that studied them. Understanding these models will be beneficial in the future. I will think about how I can use these theorists models in my future classroom.
RLD Chapter 3 Language Acquisition: Bases
What: Atriculation-shaping of sound through airstream of lips, tongue, and/or teeth
Broca's Area: cerebrum, where organizations of the complex motor sequences necessary for speech production occur.
Central Nervous System (CNS): major division of human nervous system that includes the brain and spinal cord.
Corpus Callosum: bundle of fibers that connect the right and left hemispheres of brain.
Diaphragm: muscle separating thorax and abdomen, used for inhalation.
Distancing: (cognitive theory) gradual movement away from actual physical experiences to symbolic or representational behavior.
Forebrain (cerebrum): controls cognitive functions and language.
Hindbrain: controls basic life functions such as respiration.
Larynx: place in neck that contains vocal cords.
Manner of Articulation: how a speech sounds is produced.
Midbrain: consists of structures that assist in relaying information to and from the extremities to the spinal cord and brain.
Object Permanence: idea that objects exist even when they are not being touched, tasted, or seen.
Peripheral nervous system: major division of human nervous system, includes nerves to and from the brain and the visual and auditory nerves.
Place of articulation: where sound is formed in the mouth.
Voicing: presence or absence of the vocal cords' vibration during sound production.
Wernicke's Area: located close to the rear of the left cerebral hemisphere in the temporal lobe. Area involved with the comprehension of language.
Why: I am reading this to learn about the speech production structures, the central nervous system, cognitive bases of language development, and social bases of language development.
Reaction: It was really interesting for me to read about language and how it first comes about. I was surprised to learn all of the steps speech goes through when we hear it and how we respond (figure 3.5). I was intrigued by all of the diagrams labeling the specific parts of the brain.
Learned: While reading this chapter I learned how physiological development is very necessary and a prerequisite to acquire language. Also physical development is equally important when learning about language acquisition. There are so many ideas and concepts that affect language and how we acquire it.
Goal Setting: What I will do next after reading this chapter is that I will investigate more into the process of language acquisition. As a future special education teacher I think this is important to learn about so that we can help our students develop their language.
Broca's Area: cerebrum, where organizations of the complex motor sequences necessary for speech production occur.
Central Nervous System (CNS): major division of human nervous system that includes the brain and spinal cord.
Corpus Callosum: bundle of fibers that connect the right and left hemispheres of brain.
Diaphragm: muscle separating thorax and abdomen, used for inhalation.
Distancing: (cognitive theory) gradual movement away from actual physical experiences to symbolic or representational behavior.
Forebrain (cerebrum): controls cognitive functions and language.
Hindbrain: controls basic life functions such as respiration.
Larynx: place in neck that contains vocal cords.
Manner of Articulation: how a speech sounds is produced.
Midbrain: consists of structures that assist in relaying information to and from the extremities to the spinal cord and brain.
Object Permanence: idea that objects exist even when they are not being touched, tasted, or seen.
Peripheral nervous system: major division of human nervous system, includes nerves to and from the brain and the visual and auditory nerves.
Place of articulation: where sound is formed in the mouth.
Voicing: presence or absence of the vocal cords' vibration during sound production.
Wernicke's Area: located close to the rear of the left cerebral hemisphere in the temporal lobe. Area involved with the comprehension of language.
Why: I am reading this to learn about the speech production structures, the central nervous system, cognitive bases of language development, and social bases of language development.
Reaction: It was really interesting for me to read about language and how it first comes about. I was surprised to learn all of the steps speech goes through when we hear it and how we respond (figure 3.5). I was intrigued by all of the diagrams labeling the specific parts of the brain.
Learned: While reading this chapter I learned how physiological development is very necessary and a prerequisite to acquire language. Also physical development is equally important when learning about language acquisition. There are so many ideas and concepts that affect language and how we acquire it.
Goal Setting: What I will do next after reading this chapter is that I will investigate more into the process of language acquisition. As a future special education teacher I think this is important to learn about so that we can help our students develop their language.
Monday, January 28, 2013
RLD Chapter 2 The Elements of Language
What: I read about the elements of language.
Phonology- study of the sound system of language
Phoneme- the smallest unit of sounds that can signal a difference in meaning. ex) change pill to bill
Morphology- study of words and how they are formed
Morpheme- smallest unit of meaning in language ex) basement = 2 morpheme. baseball= 2 morphemes
Syntax- rules that govern how words are put together to make sense and be put into phrases and sentences.
Semantics- study of the riles that govern the assignment of meaning to words.
Pragmatics- rules that govern the social use of language/how we use it
Why: I read this because it was an assignment, but also because I want to learn more about the elements of language. I think that it can sometimes be difficult to remember all of the elements and their definitions. By reading the chapter and the examples the book gave was very helpful.
Reaction: My reaction to this was that there a lot of elements that go into language and that teaching them to someone will be a difficult task. When learning language it isn't just memorizing a definition it is about learning what makes language language.
Learned: I learned how to make the distinction between a morpheme, phoneme, semantics, and pragmatics. For me this was a big accomplishment because I always struggled with distinguishing between them all.
Goal Setting: Next I will make flash cards and continue to study the elements of language.
In Class:
Questions:
1. As a teacher how can you devise strategies to help your students learn the elements of language?
2. Why would it be important for parents to understand elements of language in order to help their children?
3. What would be an activity you could do in the classroom to help your students learn selection restrictions?
Activity:
The activity gave example of the elements of language and we had to figure out if there were morphemes, phonemes, or something else. Also in the activity we had to match the definitions of semantics, pragmatics and syntax.
An outline of the chapter with definitions and concepts was also handed out.
Phonology- study of the sound system of language
Phoneme- the smallest unit of sounds that can signal a difference in meaning. ex) change pill to bill
Morphology- study of words and how they are formed
Morpheme- smallest unit of meaning in language ex) basement = 2 morpheme. baseball= 2 morphemes
Syntax- rules that govern how words are put together to make sense and be put into phrases and sentences.
Semantics- study of the riles that govern the assignment of meaning to words.
Pragmatics- rules that govern the social use of language/how we use it
Why: I read this because it was an assignment, but also because I want to learn more about the elements of language. I think that it can sometimes be difficult to remember all of the elements and their definitions. By reading the chapter and the examples the book gave was very helpful.
Reaction: My reaction to this was that there a lot of elements that go into language and that teaching them to someone will be a difficult task. When learning language it isn't just memorizing a definition it is about learning what makes language language.
Learned: I learned how to make the distinction between a morpheme, phoneme, semantics, and pragmatics. For me this was a big accomplishment because I always struggled with distinguishing between them all.
Goal Setting: Next I will make flash cards and continue to study the elements of language.
In Class:
Questions:
1. As a teacher how can you devise strategies to help your students learn the elements of language?
2. Why would it be important for parents to understand elements of language in order to help their children?
3. What would be an activity you could do in the classroom to help your students learn selection restrictions?
Activity:
The activity gave example of the elements of language and we had to figure out if there were morphemes, phonemes, or something else. Also in the activity we had to match the definitions of semantics, pragmatics and syntax.
An outline of the chapter with definitions and concepts was also handed out.
RLD Chapter 1 Language and Language Disorders
What: I read about the definitions of speech, language, communication, and language disorders.
Speech-the actual neuromuscular act of producing sounds
Language- rule governed symbol system for communicating meaning through a shared code of symbols.
Communication- Process people use to exchange information and ides, needs and desires.
Four elements: 1. A sender of the message
2. A receiver of the message
3. A shared intent to communicate
4. A shared means of communication
Language Disorder- impaired comprehension and/or use of spoken, written, and/of other symbol systems.
Why: I did this reading because it was required and also because I need to understand language so that I can help my special education students in the future.
Reaction: My reaction to this was that this reading was very helpful and clarifying. Many times I have gotten the definitions of language, speech and communication confused. This reading definitely helped clarify the meanings of these words for me.
Learned: I think I learned that even if someone doesn't have language they can still communicate. I also learned that if someone doesn't have speech they can still have language.
Goal Setting: My goal is to do further research and be able to apply language, speech and communication more in my daily life.
In Class:
Activity: Matching symbols/pictures of language, speech, communication, and the four elements of communication. The pictures consisted of a hand rocking out symbol (language w/o speech), baby blabbing (speech), a smiley face winking ( Communication, and the list of the elements ( four elements).
Questions:
1. Why is learning about speech and language important to us as special education teachers?
2. Give an example of when a breakdown in communication can occur between a)teacher-students b)teacher-parent c)parents-student.
3. What will you do if there is a language barrier between you and your students?
Study guide/outline that outlined the chapter & websites related to language.
Speech-the actual neuromuscular act of producing sounds
Language- rule governed symbol system for communicating meaning through a shared code of symbols.
Communication- Process people use to exchange information and ides, needs and desires.
Four elements: 1. A sender of the message
2. A receiver of the message
3. A shared intent to communicate
4. A shared means of communication
Language Disorder- impaired comprehension and/or use of spoken, written, and/of other symbol systems.
Why: I did this reading because it was required and also because I need to understand language so that I can help my special education students in the future.
Reaction: My reaction to this was that this reading was very helpful and clarifying. Many times I have gotten the definitions of language, speech and communication confused. This reading definitely helped clarify the meanings of these words for me.
Learned: I think I learned that even if someone doesn't have language they can still communicate. I also learned that if someone doesn't have speech they can still have language.
Goal Setting: My goal is to do further research and be able to apply language, speech and communication more in my daily life.
In Class:
Activity: Matching symbols/pictures of language, speech, communication, and the four elements of communication. The pictures consisted of a hand rocking out symbol (language w/o speech), baby blabbing (speech), a smiley face winking ( Communication, and the list of the elements ( four elements).
Questions:
1. Why is learning about speech and language important to us as special education teachers?
2. Give an example of when a breakdown in communication can occur between a)teacher-students b)teacher-parent c)parents-student.
3. What will you do if there is a language barrier between you and your students?
Study guide/outline that outlined the chapter & websites related to language.
Wednesday, January 23, 2013
About Me!
Alli Seul
Major: Special Education Learning and Behavioral
I became interested in working in the field of special education because all of my aunts and uncles of my moms side are teachers. My one aunt and uncle are special education teachers, one works in a behavioral disordered classroom and the other is in a physically handicapped classroom.
I think that working with students who have disabilities would be an awesome experience and a rewarding challenge every day. I would think that it would be hard to figure out your student and what they need at first, but once you master that it would be fun to experience them grow and learn new things.
In high school I volunteered for students with disabilities and worked with best buddies at a near by high school. I also would frequently go into my aunt and uncles classrooms and work with the students.
Traits of a master teacher would be someone that is very organized, has great collaboration skills, friendly, flexible, an open mind, willing to put in endless amount of time inside and outside of school and many more hardworking traits.
Something interesting about myself is that I love working with people with learning disabilities and I am recently a new member of Alpha Gamma Delta!
Major: Special Education Learning and Behavioral
I became interested in working in the field of special education because all of my aunts and uncles of my moms side are teachers. My one aunt and uncle are special education teachers, one works in a behavioral disordered classroom and the other is in a physically handicapped classroom.
I think that working with students who have disabilities would be an awesome experience and a rewarding challenge every day. I would think that it would be hard to figure out your student and what they need at first, but once you master that it would be fun to experience them grow and learn new things.
In high school I volunteered for students with disabilities and worked with best buddies at a near by high school. I also would frequently go into my aunt and uncles classrooms and work with the students.
Traits of a master teacher would be someone that is very organized, has great collaboration skills, friendly, flexible, an open mind, willing to put in endless amount of time inside and outside of school and many more hardworking traits.
Something interesting about myself is that I love working with people with learning disabilities and I am recently a new member of Alpha Gamma Delta!
Monday, January 21, 2013
21st Century Teaching Group Role Assignment 1
21st Century Teaching Group Role Assignment 1
Critical Thinker
Question #1: As a special education teacher why is it important that we meet the needs of 21st century learners? What are consequences if we don't?
-keep students engaged
-help students learn with tools they are familiar with
-prepare them for real life situations not just text book definitions
Questions #2: Why is 21st century teaching not only relevant to teachers, but also to students, families, and administrators?
-relevant to students because it is what they are exposed to
-relevant to parents because they need to stay updated on how to help their children succeed
-relevant to administrators because they need to create school environments that will stay up to date of the students needs
Question #3: After reviewing information on 21st century teaching how do you think students should be taught? Old or new ways?
-opinion
Critical Thinker
Question #1: As a special education teacher why is it important that we meet the needs of 21st century learners? What are consequences if we don't?
-keep students engaged
-help students learn with tools they are familiar with
-prepare them for real life situations not just text book definitions
Questions #2: Why is 21st century teaching not only relevant to teachers, but also to students, families, and administrators?
-relevant to students because it is what they are exposed to
-relevant to parents because they need to stay updated on how to help their children succeed
-relevant to administrators because they need to create school environments that will stay up to date of the students needs
Question #3: After reviewing information on 21st century teaching how do you think students should be taught? Old or new ways?
-opinion
Map it Out
Week
1: Syllabus Review
Map it Out:
21st Century Teaching http://p21.org/storage/documents/1.__p21_framework_2-pager.pdf
In this article is describes the demand for students become 21st century learners. This can be done successfully by learning the essential skills. These skills include critical thinking, problem solving, communication and collaboration. Not only do students need to learn the core subjects in order to succeed in the world today but they must also build life and career skills, learning and innovation skills, and learn information on media and technology skills.
Brain-Based Learning http://www.edutopia.org/brain-based-learning-research-resources
This website gives an overview of different materials on what brain-based learning is, theories on how to apply this in the classroom, and research on how the brain works. Some myths that I found on this website to be interesting in that we only use 10 percent of our brains. It is has supposably been found not true by Wolfe, Fischer that in a healthy brain there are no inactive areas of the brain at all. Another myth I found on this website was that male and female brains are radically different. In fact there is not significant difference between the two at all.
Study Tips & Beyond http://www.academictips.org/
Some study tips found on this site include note taking techniques, time management tips, test taking strategies, stress reduction tips, writing scholarship essays, and writing research papers guide. On the link to time management tips there are multiple ways to learn how to do this. It first starts with a survey about how you use your time daily, which then gives you a formula on how to figure out how much time you should spend studying daily. Other tips that are given are to not be a perfectionist. learn to say no and learn how to prioritize.
Focus/Mindset/Time Management http://www.mindtools.com/pages/article/newHTE_78.htm
Three important aspects in improving your concentration are your environment, nutrition, and mindset. By creating an environment that is comfortable and suitable for you will make it easier for you to stay focused. Important nutrition facts while staying concentrated is to drink water, get up and move around after long periods of time, and to always eat breakfast. Your mindset can be the one of your biggest distractions while trying to stay focused. It helps to focus on one task at a time and to set aside your problems and worries for a different time. If you try and conquer all of your tasks at once you will become overwhelmed.
Apps for organization http://www.iphoneness.com/iphone-apps/7-best-iphone-planner-apps-that-improve-productivity/
The iPhone can be used not just for fun and games but also for organizing. There are such apps that can be downloaded that help you figure out time for you to do your tasks. Others apps keep track of all of your projects that you have to complete in the near and far future. The Google app organizer can link your Google calendar and sync it with the organizer. Aside for scheduling and organizing apps, there are also apps to manage your budget, weddings, and so on.
Stress Management for teachers & students http://edudemic.com/2012/05/stressed-out-apps/
These appas are designed to help you relax and realize when you are stressed out. Some apps allow you to create mix tapes of music to listen to, others are games like angry birds, and some apps track when you are stressed out.
Map it Out:
21st Century Teaching http://p21.org/storage/documents/1.__p21_framework_2-pager.pdf
In this article is describes the demand for students become 21st century learners. This can be done successfully by learning the essential skills. These skills include critical thinking, problem solving, communication and collaboration. Not only do students need to learn the core subjects in order to succeed in the world today but they must also build life and career skills, learning and innovation skills, and learn information on media and technology skills.
Brain-Based Learning http://www.edutopia.org/brain-based-learning-research-resources
This website gives an overview of different materials on what brain-based learning is, theories on how to apply this in the classroom, and research on how the brain works. Some myths that I found on this website to be interesting in that we only use 10 percent of our brains. It is has supposably been found not true by Wolfe, Fischer that in a healthy brain there are no inactive areas of the brain at all. Another myth I found on this website was that male and female brains are radically different. In fact there is not significant difference between the two at all.
Study Tips & Beyond http://www.academictips.org/
Some study tips found on this site include note taking techniques, time management tips, test taking strategies, stress reduction tips, writing scholarship essays, and writing research papers guide. On the link to time management tips there are multiple ways to learn how to do this. It first starts with a survey about how you use your time daily, which then gives you a formula on how to figure out how much time you should spend studying daily. Other tips that are given are to not be a perfectionist. learn to say no and learn how to prioritize.
Focus/Mindset/Time Management http://www.mindtools.com/pages/article/newHTE_78.htm
Three important aspects in improving your concentration are your environment, nutrition, and mindset. By creating an environment that is comfortable and suitable for you will make it easier for you to stay focused. Important nutrition facts while staying concentrated is to drink water, get up and move around after long periods of time, and to always eat breakfast. Your mindset can be the one of your biggest distractions while trying to stay focused. It helps to focus on one task at a time and to set aside your problems and worries for a different time. If you try and conquer all of your tasks at once you will become overwhelmed.
Apps for organization http://www.iphoneness.com/iphone-apps/7-best-iphone-planner-apps-that-improve-productivity/
The iPhone can be used not just for fun and games but also for organizing. There are such apps that can be downloaded that help you figure out time for you to do your tasks. Others apps keep track of all of your projects that you have to complete in the near and far future. The Google app organizer can link your Google calendar and sync it with the organizer. Aside for scheduling and organizing apps, there are also apps to manage your budget, weddings, and so on.
Stress Management for teachers & students http://edudemic.com/2012/05/stressed-out-apps/
These appas are designed to help you relax and realize when you are stressed out. Some apps allow you to create mix tapes of music to listen to, others are games like angry birds, and some apps track when you are stressed out.
Subscribe to:
Comments (Atom)