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Bilingualism and the Brain: Key Findings from Rosen Preschool – Lindsay Klarman

This workshop will focus on ASL/English for 0-5 year-old learners. We will also discuss the value in Primary Education/University collaborations, which can help provide evidence-based data on the efficacy of early language experience.

A specific and successful collaboration between a Reggio-Emilia ASL immersion classroom (The Rosen Family Preschool) and researchers at the University of California, Davis (Center for Mind and Brain) is presented. Together, we created ASL/English N-400 experiments to pair with our current assessment tools. Examples will be shown of videos of the ASL version (i.e. trials of the lead teacher signing picture trials, with some correct and incorrect target trials) and the English version (i.e. our hearing Speech Language Pathologist speaking the words with some correct and incorrect target trials), so we can discuss how such a tool can be used to help understand semantic development.

The audience will see classroom footage of our kids together, show code switching, and how those unfamiliar with Deaf culture, such as hearing speech pathologists, audiologists and special education teachers, miss the complex inner workings of a rich language environment that contains native ASL use for our young learners.

In 2018 a team of writers from across the education continuum developed the document “Optimizing Outcomes for Students who are Deaf or Hard of Hearing: Education Services Guidelines.”

NGSS’s 3-D Science Teaching and Learning – Scott Cohen

Next Generation Science Standards (NGSS) developed the science standards to address science teaching and learning in our classroom. However, the research to practice is lagging in the 3-D teaching, which involves with the Disciplinary Core Ideas, Science and Engineering Practices, and the Crosscutting Concepts.

There is a lot of chatter about the NGSS in the academic world on practical application from the framework. Although a little more than 50% of the states officially adopted the NGSS, other states used the NGSS to create their science standards. With this being said, there is an agreement with all states on the need to transform the science classroom. That is where 3-D teaching comes in to help our science teachers to become a more comprehensive science teacher as well as making the students’ learning experience more meaningful. There is an increase in the research and resources for the Crosscutting Concepts that would help our science teachers to become a more comprehensive teacher and reflects the 3-D teaching that we aim to transform the classroom.