Downloads: Transcript (RTF, 30 kB) Heritage months were established to celebrate marginalized communities in the United States. Teachers tend to use these months to promote… Read More »Using Social Justice Standards to Plan Instruction for Deaf and Hard of Hearing Youth – Arathy Manoharan
Downloads: Transcript (RTF, 6 kB) In 1989, a group of Deaf people met and created a visual, as well as written, manifesto. From this manifesto,… Read More »The De’VIA Arts Curriculum for the Classroom and Beyond – Nancy Rourke & Karen Christie
Downloads: Transcript (RTF, 59 kB) Despite such critical roles in DHH education, however, educational interpreters remain the only specifically-designated Related Service Providers (RSPs) largely unregulated… Read More »NAIE Guidelines for Interpreting in Educational Settings – Stephanie Zito
Downloads: Transcript (RTF, 57 kB) When Deaf children learn about Deaf people in history, it legitimatizes a Deaf way of being in the world (Lane,… Read More »Deaf Ancestors from A to Z – Nancy Rourke & Karen Christie
Downloads: Transcript (RTF, 60 kB) People often underestimate children’s ability to handle raw history. Do you want to learn more about hidden truths and narratives… Read More »Exploring Hidden Narratives to Engage Diverse Students – Lia Bengtson & Tarja Lewis
Downloads: Transcript (RTF, 10 kB) The presenters will engage participants in an interactive session that will show them how to implement a newly developed English… Read More »Tools for Teaching English Syntax Through ASL (TTES-ASL) – Amanda Howerton-Fox & Jodi Falk
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.