This week's Sign Club focused on numbers and math. Let's start with some pointers for signing numbers, as taken from the appendix of "ABC 1-2-3: Fingerspelling and Numbers in ASL" student handbook. This is a very helpful reource....
Identity: For 1-9, the hand is held sideways and shaken slightly when signing the name for the number itself. For 10 or more, sign as usual.
Cardinal: When couting 1-5, palm orientation is towards the signer. For 6 or more, sign as usual.
Emphasis: When emphasizing an amount 1-5, the palm orientation is towards the signer and the number is thrown up sharply.
Ordinal: For 1-9, use a single twist when indicating order or placement. For 10 or more, sign as usual.
Addresses: When expressing street numbers, the cardinal rule for numbers does not apply - all numbers face forward. Use either a compound number (18-23 Maple St.) or individual numbers (1-8-2-3 Maple St.), but never a combination of both. Do not sign as one whole number (1,823 Maple St.). Zip codes are typically signed by Deaf people as 9-21-2, but should be voiced as 9-2-1-2-0.
Phone Numbers: the same rule applies as with addresses. Be consistent in grouping numbers such as 5-5-5/2-2-5-1. All numbers have palm orientation outward.
Fractions: For 1-9, palm orientation is towards the signer, sign the numerator, then the denominator slightly lower. when experssing mixed numbers, sign the whole number (using the cardinal rule of 1-5 palm orientation toward signer), then the fraction slightly to the side.
Decimals: Palm orientation is out. sign the whole number, the sign PERIOD, then the remainder. Or sign the whole number, point down, then the remainder.
Dates: When signing days, follow ordinal number rule, twisting numbers 1-9. Sign the year as two seperate numbers (2-12). For years with zeros, sign the zeros (20-05).
Money: When signing 1cent-9cents, follow the cardinal rule for numbers (1-5, palm in). When signing $1-$9, the number swoops and no dollar sign is expressed. for $10 or more, sign the dollar number, then the sign for DOLLAR. For $1.01 - $9.99, the number swoops to cents (do not express $ or cent). For $10.01 and up, sign both DOLLAR and CENTS.
Ranking: For listing events or order of a list, such as siblings in a family, use nondominant hand with palm facing signer to hold the number (ie- 2,3,4,5) depending on the list. For listing sibling and family members, stay within the same generation. do not mix generations such as parents and siblings, on the sam elist. When listing the siblilngs, give the same information about each.
Time: For 1-9, touch the watch position and move upwards. If the time is exactly on the hour, the number will shake back and forth slightly. If the time is a combination of hour and minutes, then no shake, but use a slight pause between hour and minutes.
Minutes: For 1-9, incorporate the number into the sign for minutes. For 10 or more, sign the number then the base sign for MINUTES.
Hours: For 1-9, incorporate the number into the sign for hour. for 10 or more, sign the number and then the base sign for HOUR.
Days: For 1-9, incorporate into the sign for day. For 10 or more, sign the number and then the sign for DAY. For future of past days, 1-3 days are incorporated into the sign. The sign YESTERDAY means one day ago, add the index finger nd it means two days ago, add the middle finger for three days ago, etc. The same for future days (tomorrow, in two days, three days, etc.) This is used for a general sense of a "a few days ago" or "in several days".
Weeks: For 1-9, incorporate into the sign for week. For 10 ore more, sign the number and then the sign for WEEK. For future or past weeks, the same rule applies. Incorporate 1-9 into the sign for week and move the number either back or forward; for 10 or more, the number is signed, the sign for WEEK, then the sign for past or future.
Month: For 1-9, incorporate into the sign for month. For 10 or more, sign the number and then the base sign for MONTH. for 1-5 months, the cardinal rule applies with the palm facing the signer; for 6-9, the palm faces slightly down and out. for future or past months, sign the month, as above, then the sign for future or past.
Years: For 1-5, use the cardinal rule. for 6 or more, sign with palm orientation out. For future or past years, the numbers 1-5 are incorporated into the sign. For future years, the hand starts in a fist and throws the numbers out. for past-years, the hand starts in a fist and throws the number back. Past years can also wiggle.
Placement in a Competition: (ie- First place, etc.) For 1st-9th, start with palm orientation outward and sideways on the opposite side of the signers body, then drag and twist across to the other side of the body. For 10th and later, sign the number, then the sign for PLACE.
Scoring: Sign winning team's score first. Sign the score of your team or the local team near the body and the other team's score away. For two teams from other areas, set them up away from the body. Use the cardinal rule (1-5); for numbers 6 or more, have the palm facing out.
Height: all numbers have palm orientation towards the signer. Height of persons - start with number of FEET at the sternum area and arc upward for INCHES. for emphasis, move the number of inches upward sharply. Heigh of objects - use the cardinal rule, with the fingerspelled words FEET and INCHES.
Age: The cardinal rule does not apply - all numbers face forward. Either use the sign AGE, or sign the number from the chin indicating age.
Approximations: Hold the number at a 45 degree angle and shake slightly up and down. This is used for 30, 40, 50, etc.
---------------------------------------------------------------------------
Now lets view some great vocabulary building videos for Math!
This first one is a general video for learning some basic math terms.
These next few videos are more specific, signed by Chris Kurz, a college Math professor. This one goes through signs for all the various math numbering systems.
This next one focuses solely on Trigonometry.
(I couldn't embed this video, but here's the direct link to it)
http://www.youtube.com/watch?v=xmqeZLHpdTc&feature=related
And here's one for Algebra.
Remember that learning vocabulary is never enough.... for Teachers, Interpreters, and Aides that are responsible for helping their students acquire math concepts, consider picking up the videocassette "Techincal Sign Interviews: Math" from our NCR library. This series introduces ways to visually explain difficult conepts in ASL. The entire series is available, and includes VHS cassettes on topics such as Science, Computers, Graphic Arts, etc. etc. etc. Check 'em out!
Thursday, February 9, 2012
Thursday, December 15, 2011
Idioms!
Idioms are groups of words that are different from the meaning of each word considered separately. Idioms are one aspect of figurative language, with the others including metaphors, similes, hyperboles, etc. This entry will differentiate between English idioms and ASL idioms. It will also include some links/resources/videos to further yours (and your students) understanding, as well as some suggestions for handling idioms in different situations. Feel free to post your own thoughts and ideas in the comments section! Let's get started with this fun video...
English Idiom Usage in the typical classroom is high.
• Teachers use idioms in 11.5% of their utterances.
• Rate of idiom usage in classroom:
4.65% in kindergarten increases to
20.3% in eighth grade
• More than one out of every ten utterances contains an idiom.
Examples of Idioms in the English language include:
"Woke up on the wrong side of the bed"
"Different strokes for different folks"
"Everything but the kitchen sink"
"Make a mountain out of a molehill"
etc. etc. etc.
For a more comprehensive list of English idioms, along with explanations...
www.english-idioms.net
What is the role of Teachers/Interpreters/Aides in explaining idioms when they occur in the classroom?
*Teachers of the Deaf/HH can use instruction time to identify idioms and illustrate differences between their literal meaning and actual intended message. When possible, provide background on how an idiom originated and help students use visual imagery to make connections to idioms and how they are used. If one is unsure of how certain idioms were originated, you can investiage the backstory here....
www.pride-unlimited.com/probono/idioms1.html
*Teachers should also consider also using students to explain idioms to each other. Here's a site where you can find some examples of Deaf students explaining idioms to each other in a fun way...
www.watchknowlearn.org
*How are Idioms interpreted? Idioms pop up regularly within the flow of a typical lesson across all academic levels and subjects. Interpreters and Aides must juggle the students level of comprehension of idioms with time available before the classroom moves on with the intended lesson. If possible, Interpreters and Aides can include both the English idiom (through fingerspelling or signed exact English) paired with conceptual signs to convey the speaker's broader meaning.
*It is important for Interpreters and Aides to maintain strong communication with Teachers of the Deaf/HH, and to notify them when idioms are occuring in classroom instruction (use journals to list them and document situational usage!). This will allow the Teacher of the Deaf/HH to afford time during pull-out lessons to build students' understanding of idioms.
ASL Idioms
American Sign Language has it's own set of "Idioms".... these are signs that are used across a variety of contexts that don't necessarily have an exact English translation. One of the most famous examples would be the signs "TRAIN GONE" to convey the idea that one has missed out on an opportunity... "You missed the boat" might be a good English equivalent. Watch some of these other examples, and continue searching the web for more....
English Idiom Usage in the typical classroom is high.
• Teachers use idioms in 11.5% of their utterances.
• Rate of idiom usage in classroom:
4.65% in kindergarten increases to
20.3% in eighth grade
• More than one out of every ten utterances contains an idiom.
Examples of Idioms in the English language include:
"Woke up on the wrong side of the bed"
"Different strokes for different folks"
"Everything but the kitchen sink"
"Make a mountain out of a molehill"
etc. etc. etc.
For a more comprehensive list of English idioms, along with explanations...
www.english-idioms.net
What is the role of Teachers/Interpreters/Aides in explaining idioms when they occur in the classroom?
*Teachers of the Deaf/HH can use instruction time to identify idioms and illustrate differences between their literal meaning and actual intended message. When possible, provide background on how an idiom originated and help students use visual imagery to make connections to idioms and how they are used. If one is unsure of how certain idioms were originated, you can investiage the backstory here....
www.pride-unlimited.com/probono/idioms1.html
*Teachers should also consider also using students to explain idioms to each other. Here's a site where you can find some examples of Deaf students explaining idioms to each other in a fun way...
www.watchknowlearn.org
*How are Idioms interpreted? Idioms pop up regularly within the flow of a typical lesson across all academic levels and subjects. Interpreters and Aides must juggle the students level of comprehension of idioms with time available before the classroom moves on with the intended lesson. If possible, Interpreters and Aides can include both the English idiom (through fingerspelling or signed exact English) paired with conceptual signs to convey the speaker's broader meaning.
*It is important for Interpreters and Aides to maintain strong communication with Teachers of the Deaf/HH, and to notify them when idioms are occuring in classroom instruction (use journals to list them and document situational usage!). This will allow the Teacher of the Deaf/HH to afford time during pull-out lessons to build students' understanding of idioms.
ASL Idioms
American Sign Language has it's own set of "Idioms".... these are signs that are used across a variety of contexts that don't necessarily have an exact English translation. One of the most famous examples would be the signs "TRAIN GONE" to convey the idea that one has missed out on an opportunity... "You missed the boat" might be a good English equivalent. Watch some of these other examples, and continue searching the web for more....
Tuesday, November 1, 2011
Resource of the Month - Described and Captioned Media Program
DCMP Described and Captioned Media Program promotes and provides equal access to communication and learning for students who are blind, visually impaired, deaf, hard of hearing, or deaf-blind. It also caters to ASL interpreters, teachers and anyone who wishes to improve their ASL skills.
DCMP has 4,000 free-loan described and captioned media titles available to watch online or you can order DVDs. They offer a vast range of topics, from Art to Home to Zoology.
Other features:
•Signs of Development workshops offer CEUs. Workshops are FREE; there is a fee for CEUs.
•Search/media interfaces which will guide and aide you when looking for a topic of interest.
Go to DMCP.org, Click on Register; follow directions to become a Level 2 member. That’s it! DCMP is simple and it is…
FREE for MEMBERS!
DCMP has 4,000 free-loan described and captioned media titles available to watch online or you can order DVDs. They offer a vast range of topics, from Art to Home to Zoology.
Other features:
•Signs of Development workshops offer CEUs. Workshops are FREE; there is a fee for CEUs.
•Search/media interfaces which will guide and aide you when looking for a topic of interest.
Go to DMCP.org, Click on Register; follow directions to become a Level 2 member. That’s it! DCMP is simple and it is…
FREE for MEMBERS!
Role Shifting!
Role Shifting in American Sign Language
Role Shifting is an important aspect of ASL grammar, and conveys the following:
*It allows the narrator to “speak” from a character’s perspective.
*It differentiates between characters in a story or message.
*Places a quoted phrase or passage in the context of a visual interaction.
*Eliminates the need for redundant “He said.../She said…” dialogue.
How does one employ role shifting in A.S.L., and what can it include?
*Body shifting = characters are designated into a set location (right/left/center/up/down) and remain there consistently.
*Eye gaze = this establishes referents in space (right/left, up/down, two equals)… eye gaze depends on the subjects considered and the actions taking place (ie- teacher/student, cop/motorist, etc.).
*Facial expressions = emotions of the characters can and should be conveyed for clarity (ie- anger, surprise, joy, etc.).
*Character traits/mannerisms = one must also consider the physical mannerisms of the character (ie- prissy woman, pouting child, elderly man, animal, etc.)
*Non-verbal behaviors = includes those simultaneous actions that the character is also engaged in (ie- dog barking, chewing food, etc.)
Different types of role shifting
1) One character - the narrator becomes the character, taking on his/her actions, manners, and feelings. In order for a role shift to be successful, the signer must involve both the body and the eyes. His/her eye gaze must appear to be truly looking at the person, place, or thing he/she is interacting with or referring to. Here's an example....
2) Two character – the signer shifts from narrator in a dialogue/interplay to two distinctly different characters. The character shifting must include all of the fitting actions (eye gaze, expressions, mannerisms) of each character, and must be consistently differentiated in space. Fast forward to the 2:22 mark....
3) Mutliple character - this signer takes on an infinite number of characters, while maintaining the consistent body shifting, eye gaze, traits, etc. The more characters involved, the trickier it is to consistently account for each character! Here are a couple great examples....
Role Shifting is an important aspect of ASL grammar, and conveys the following:
*It allows the narrator to “speak” from a character’s perspective.
*It differentiates between characters in a story or message.
*Places a quoted phrase or passage in the context of a visual interaction.
*Eliminates the need for redundant “He said.../She said…” dialogue.
How does one employ role shifting in A.S.L., and what can it include?
*Body shifting = characters are designated into a set location (right/left/center/up/down) and remain there consistently.
*Eye gaze = this establishes referents in space (right/left, up/down, two equals)… eye gaze depends on the subjects considered and the actions taking place (ie- teacher/student, cop/motorist, etc.).
*Facial expressions = emotions of the characters can and should be conveyed for clarity (ie- anger, surprise, joy, etc.).
*Character traits/mannerisms = one must also consider the physical mannerisms of the character (ie- prissy woman, pouting child, elderly man, animal, etc.)
*Non-verbal behaviors = includes those simultaneous actions that the character is also engaged in (ie- dog barking, chewing food, etc.)
Different types of role shifting
1) One character - the narrator becomes the character, taking on his/her actions, manners, and feelings. In order for a role shift to be successful, the signer must involve both the body and the eyes. His/her eye gaze must appear to be truly looking at the person, place, or thing he/she is interacting with or referring to. Here's an example....
2) Two character – the signer shifts from narrator in a dialogue/interplay to two distinctly different characters. The character shifting must include all of the fitting actions (eye gaze, expressions, mannerisms) of each character, and must be consistently differentiated in space. Fast forward to the 2:22 mark....
3) Mutliple character - this signer takes on an infinite number of characters, while maintaining the consistent body shifting, eye gaze, traits, etc. The more characters involved, the trickier it is to consistently account for each character! Here are a couple great examples....
Thursday, October 6, 2011
Resource of the Month - "International Cities and Historical Signs"
With the theme of "Building Vocabulary" in mind, Ali had identified a fabulous resource for October. Signs of Development has published a CDROM titled "International Cities and Historical Signs". This is a great resource for any interpreter, teacher, or aide supporting a student in social studies or history class. The CDRom instructs the user on not only specific signs for continents, countries and cities, but also other relevant international vocaublary. This CDRom is available for checkout in the NCR library... see Randi if interested. Thanks for the great find, Ali!
Building Your Vocabulary
Building Your Vocabulary - Tips
(adapted from SheppardsSoftware.com)
Here are some tips and ideas for building your vocabulary. This list was originally intended for developing a verbal vocabulary, though each tip follows with a suggested way to adapt to American Sign Language. Feel free to post your own additional tips in the comments!
*Read, Read, Read! Most vocabulary words are learned from context. The more words you're exposed to, the better vocabulary you will have. While you read, pay close attention to words you don't know. First, try to figure out their meanings from context. Then look the words up. Read and listen to challenging material so that you'll be exposed to many new words.
How to adapt to ASL? Interact, Interact, Interact! Attend Deaf Community functions as often as possible. Set up silent outings with your signing friends to the mall, restaurant, or park.
*Improve your context skills. Research shows that the vast majority of words are learned from context. To improve your context skills pay close attention to how words are used. Doing a search on a word using dejanews.com (for searching newsgroups) will give you many examples of how that word is used in context. Play our Daily Context Vocabulary Quiz.
How to adapt to ASL? Consider all the different ways to sign a particular English word. Explore the “Fairview Reading Program” (available the NCR library) to get the hang of signing multiple meanings.
*Practice, practice, practice. Learning a word won't help very much if you promptly forget it. Research shows that it takes from 10 to 20 repetitions to really make a word part of your vocabulary. It helps to write the word - both the definition and a sentence you make up using the word - perhaps on an index card that can later be reviewed. As soon as you learn a new word, start using it. Review your index cards periodically to see if you have forgotten any of your new words. Also, do a search on a word using dejanews.com (for searching newsgroups) to get many examples of how the word is actually used.
How to adapt to ASL? Make flashcards for new vocabulary words, and test yourself or practice with a peer. You can also go home and practice newly learned signs in the mirror, to train your eyes to receptively catch them in the future.
*Use mnemonics ( memory tricks). For example, consider the word EGREGIOUS (extremely bad). Think EGG REACH US - imagine we've made a mistake so bad that they are throwing eggs at us and a rotten EGG REACHes US. Such funny little word pictures will help you remember what words mean, AND they are fun to make up. Also, find out which learning style suits you best. Everyone learns differently!
How to adapt to ASL? This isn’t as easy, but like English, ASL has patterns in handshape, movement, body location, and hand orientation. Try to identify those patterns for sign synonyms or words that are somehow related.
*Get in the habit of looking up words you don't know. If you have a dictionary program on your computer, keep it open and handy. America Online and other internet services have dictionaries and thesauruses on their tool bars. Find them and look up any word you are not absolutely sure of. Use a thesaurus when you write to find the word that fits best.
How to adapt to ASL? Use all available resources to help you locate the correct sign, including asking your peers or mentors. There are numerous web-based ASL dictionaries available (look for a list of these on aslskillshop.blogspot.com) as well as paper dictionaries in our NCR library. Use your classroom journal or log book to jot down words or phrases that maybe have you stumped.
*Play with words. Play Scrabble, Boggle, and do crossword puzzles. These and other word games are available for the computer, so you are not dependent on a partner to play. Also, try out the Franklin Electronic Dictionary that features built-in word games.
How to adapt to ASL? Create your own games using ASL handshapes, movement, etc. Do a search on the web and you’ll find some fun games already!
*Use vocabulary lists. For the serious vocabulary student, there are many books that focus on the words most commonly found in standardized tests, such as the SAT and GRE. There are also many interesting word sites on the Internet, many of which will send you a word a day by email.
How to adapt to ASL? Set yourself up to receive a new English word a day by email, and ask yourself (or a peer or mentor) how would you sign it?
*Take vocabulary tests. Playing games, such as the ones on this site, that test your knowledge will help you learn new words and also let you know how much progress you're making.
How to adapt to ASL: try the “Quiz Me” function on www.aslpro.com to test your receptive vocabulary of signs. You can design vocabulary tests for your students as well.
*Get excited about words! Come to appreciate the sometimes-subtle differences between them. Do you know the difference between something that denotes something else and something that connotes something else? If not, go look it up. Learn to say what you really mean and discover the joys of being able to express yourself in writing. Your future can depend on how rich your vocabulary is. It will also determine the quality of your communication. So be in it for the long pull. Let building your vocabulary be a lifelong proposition. Remember: "In the beginning was the word." Until you have a word for something, it does not exist for you. Name it, and you have made your reality richer.
How to adapt to ASL: Sign it, and you have made our students reality riche
(adapted from SheppardsSoftware.com)
Here are some tips and ideas for building your vocabulary. This list was originally intended for developing a verbal vocabulary, though each tip follows with a suggested way to adapt to American Sign Language. Feel free to post your own additional tips in the comments!
*Read, Read, Read! Most vocabulary words are learned from context. The more words you're exposed to, the better vocabulary you will have. While you read, pay close attention to words you don't know. First, try to figure out their meanings from context. Then look the words up. Read and listen to challenging material so that you'll be exposed to many new words.
How to adapt to ASL? Interact, Interact, Interact! Attend Deaf Community functions as often as possible. Set up silent outings with your signing friends to the mall, restaurant, or park.
*Improve your context skills. Research shows that the vast majority of words are learned from context. To improve your context skills pay close attention to how words are used. Doing a search on a word using dejanews.com (for searching newsgroups) will give you many examples of how that word is used in context. Play our Daily Context Vocabulary Quiz.
How to adapt to ASL? Consider all the different ways to sign a particular English word. Explore the “Fairview Reading Program” (available the NCR library) to get the hang of signing multiple meanings.
*Practice, practice, practice. Learning a word won't help very much if you promptly forget it. Research shows that it takes from 10 to 20 repetitions to really make a word part of your vocabulary. It helps to write the word - both the definition and a sentence you make up using the word - perhaps on an index card that can later be reviewed. As soon as you learn a new word, start using it. Review your index cards periodically to see if you have forgotten any of your new words. Also, do a search on a word using dejanews.com (for searching newsgroups) to get many examples of how the word is actually used.
How to adapt to ASL? Make flashcards for new vocabulary words, and test yourself or practice with a peer. You can also go home and practice newly learned signs in the mirror, to train your eyes to receptively catch them in the future.
*Use mnemonics ( memory tricks). For example, consider the word EGREGIOUS (extremely bad). Think EGG REACH US - imagine we've made a mistake so bad that they are throwing eggs at us and a rotten EGG REACHes US. Such funny little word pictures will help you remember what words mean, AND they are fun to make up. Also, find out which learning style suits you best. Everyone learns differently!
How to adapt to ASL? This isn’t as easy, but like English, ASL has patterns in handshape, movement, body location, and hand orientation. Try to identify those patterns for sign synonyms or words that are somehow related.
*Get in the habit of looking up words you don't know. If you have a dictionary program on your computer, keep it open and handy. America Online and other internet services have dictionaries and thesauruses on their tool bars. Find them and look up any word you are not absolutely sure of. Use a thesaurus when you write to find the word that fits best.
How to adapt to ASL? Use all available resources to help you locate the correct sign, including asking your peers or mentors. There are numerous web-based ASL dictionaries available (look for a list of these on aslskillshop.blogspot.com) as well as paper dictionaries in our NCR library. Use your classroom journal or log book to jot down words or phrases that maybe have you stumped.
*Play with words. Play Scrabble, Boggle, and do crossword puzzles. These and other word games are available for the computer, so you are not dependent on a partner to play. Also, try out the Franklin Electronic Dictionary that features built-in word games.
How to adapt to ASL? Create your own games using ASL handshapes, movement, etc. Do a search on the web and you’ll find some fun games already!
*Use vocabulary lists. For the serious vocabulary student, there are many books that focus on the words most commonly found in standardized tests, such as the SAT and GRE. There are also many interesting word sites on the Internet, many of which will send you a word a day by email.
How to adapt to ASL? Set yourself up to receive a new English word a day by email, and ask yourself (or a peer or mentor) how would you sign it?
*Take vocabulary tests. Playing games, such as the ones on this site, that test your knowledge will help you learn new words and also let you know how much progress you're making.
How to adapt to ASL: try the “Quiz Me” function on www.aslpro.com to test your receptive vocabulary of signs. You can design vocabulary tests for your students as well.
*Get excited about words! Come to appreciate the sometimes-subtle differences between them. Do you know the difference between something that denotes something else and something that connotes something else? If not, go look it up. Learn to say what you really mean and discover the joys of being able to express yourself in writing. Your future can depend on how rich your vocabulary is. It will also determine the quality of your communication. So be in it for the long pull. Let building your vocabulary be a lifelong proposition. Remember: "In the beginning was the word." Until you have a word for something, it does not exist for you. Name it, and you have made your reality richer.
How to adapt to ASL: Sign it, and you have made our students reality riche
Thursday, September 8, 2011
Keeping an ASL Journal
In our first Sign Club meeting of the year, Julia talked about the value of maintaining an ASL journal. Here are some reasons for doing so...
• Jot down questions that come up while interpreting/teaching/aiding a student. This allows the opportunity to go back and research solutions, or for brainstorming with peers. These could be questions related to classroom scenarios, staff roles, classroom positioning, and so on.
• Keep ASL related materials in one place for reference and to share with others. When you stumble upon valuable ASL resources, add it to a list in your journal.
• Keep a vocabulary log, and reference it when there is an opportunity to look up new words/signs in a dictionary or online resource. Even the most advanced signers seek to build their vocabulary, and would like to improve their repetoire of signs and phrases.
• Document your commitment to ASL skill development. Write down some personal goals that are SMART (Specific, Measurable, Attainable, Realistic,
Timely. Here's a link to help you with that...
www.goal-setting-guide.com/goal-setting-tutorials/smart-goal-setting
What other things can be included in an ASL Journal? Post your ideas in the comments section!
• Jot down questions that come up while interpreting/teaching/aiding a student. This allows the opportunity to go back and research solutions, or for brainstorming with peers. These could be questions related to classroom scenarios, staff roles, classroom positioning, and so on.
• Keep ASL related materials in one place for reference and to share with others. When you stumble upon valuable ASL resources, add it to a list in your journal.
• Keep a vocabulary log, and reference it when there is an opportunity to look up new words/signs in a dictionary or online resource. Even the most advanced signers seek to build their vocabulary, and would like to improve their repetoire of signs and phrases.
• Document your commitment to ASL skill development. Write down some personal goals that are SMART (Specific, Measurable, Attainable, Realistic,
Timely. Here's a link to help you with that...
www.goal-setting-guide.com/goal-setting-tutorials/smart-goal-setting
What other things can be included in an ASL Journal? Post your ideas in the comments section!
Subscribe to:
Posts (Atom)