humanitics-educ-210-instructional-technologies-for-teaching-and-learning

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Concentrations. Five Pages

The aim is to develop an understanding of how your two
concentrations can fit together to provide a unique point of view on
understanding human beings and the social world. In this process you will need
to do the following

First, name and chart each concentration in terms of their
courses, names and numbers (levels: 1XX, 2XX, 3XX, etc). You will have five
courses in each concentration. If you are not sure of the specific courses in
each of your concentrations, you should meet with your Liberal Studies
department advisor.

Second, look at the concentrations in turn and describe briefly
the courses that constituted it. What unites and/or divides them? What are the
similarities and differences between the courses within your concentrations?
Detail which course provided the most interesting perspective on human
endeavors, both individual and social, for you and tell us why.

Third, provide a general conception or idea for each of your
concentrations in terms of their disciplinary or theoretical perspective on the
activities and interests of human beings. What assumptions does it possess, how
are people conceptualized by it? What are the primary ways in which the
discipline represented by each of your concentrations would approach an issue
to be studied?

Fourth, select one paper written for one of the classes in that
concentration that you feel is particularly representative or illustrative of
the perspective of the concentration, and describe the process by which you
selected it and elements in the paper that represent the perspective of the
concentrations

Then do the same for the second concentration.

In the final copy of your Synthesizing Essay you please include
copies of the two papers that you have analyzed in Step 2

In the last stage you bring the concentrations together in a
synthesis. Begin by putting your two selected papers together. What unites
and/or divides them? Then compare and contrast the disciplinary or theoretical
perspective. When put together what light do they shine on the activities and
interests of us humans? Are the perspectives sympathetic or contradictory? When
combined, describe how the synthesis provides a unique way of looking at us.

Part 1 (2 concentrations):

1. Education: EDUC 210
(Instructional technologies for Teaching and Learning), EDUC 220 (Foundations
of Education), EDUC 226 (Health, Nutrition, and Safety), EDUC 257 (Psychology
and Development, EDUC 358 (Nature of Learners with Special Needs)

2. Communications: COMM 210
(Communications for Teachers), COMM 240 (Popular Cultural Forms and Society),
COMM 253 (Gender Relations), COMM 350 (Organizational Communication), COMM 370
(Intercultural Communications)

Part 4 (paper to reflect on) COMM370 (Intercultural
Communications)

The
use of high and low context cultures are a big part of communication. Both are
very different from one another but effective if used with the correct person.
Understanding communication is not an easy task, but when the recipient of the
message understands the context then you are successful in the process you
used. By understanding the person’s culture who you are trying to communicate
with, knowing what way would be more effective and understanding the
communication process you will be an effective communicator.

In
class and reading thru the text I learned that every culture is completely
different when it comes to communication. We as Americans are considered to be
a relatively lower context culture. In other words, we take what the meaning in
the words to understand. Asian’s on the other hand, take the meaning of the
context or situation to understand. By knowing this bit of information it will
help me to communicate with someone of an Asian culture more effectively.

By
knowing what culture we are trying to communicate with will ultimately help us
get the message across. Wording a phrase properly to the correct culture can
ultimately help you communicate more effectively. For instance, in a high
context culture I could say “Slow Children at Play” and people would know they
need to slow down because there are children that are playing. In a low context
culture people would take that same phrase and think that there are retarded
(slow) children at play. By knowing what we are trying to communicate and to
whom it can help us know what word phrases may or may not work with a specific
culture.

Understanding
the dynamics of the communication process is key to effetely get a message
across to someone. By understanding the cultures background and how they operate
it will help us communicate effectively. In conclusion, by understanding the
person’s culture who you are trying to communicate with, knowing what way would
be more effective and understanding the communication process you will be an
effective communicator.

Part 4 (Paper to
reflect on) EDUC358

According to the National Institute on
Deafness and Other Communication Disorders (NIDCD), it is estimated that more
than 28 million people in the United States have hearing loss. The U.S. Public Health Service reports that
over one million children are estimated to have a hearing loss. The causes of deafness or hearing impairment
can be attributed to genetic factors, noise or trauma, sensitivity to
medications, and viral or bacterial infections. There are
two types of hearing impairments; Deaf: A hearing impairment which is so severe
that a child is impaired in processing linguistic information through hearing,
with or without amplification, which adversely affects educational performance
and Hard of Hearing: A hearing impairment, whether permanent or fluctuating,
which adversely affects a child’s educational performance but which is not
included under the definition of “deaf” (Keller, 2005).

There are several ways a student can
be affected by hearing impairment; congenital: hearing loss at birth,
adventitious: hearing loss after birth, prelingual: hearing loss prior to
learning how to speak, and postlingual: hearing loss after learning how to
speak. There are two known types of hearing loss, conductive and sensorineural.
Conductive is caused by problems in the outer or middle ear which prevent the
sound from being conducted to the inner ear and hearing nerves. The hearing may
fluctuate and may affect one or both ears to varying degrees. Sensorineural is the
type of hearing loss that is due to a problem in the cochiea (the sensory part
of the ear) or the hearing nerve (the neural part). It can be acquired or be
present at birth (Unknown (2006).

France
was the first place to open up a public school for the hearing impaired in the
1700’s. In 1868 the first college that was available to the hearing impaired
students was authorized to open by President Lincoln and it was called
Gallaudet University. In a study conducted by Schildroth and Hotto through
Gallaudet University’s Research Institute, the data reported indicated that 50%
of America’s hearing-impaired children and youth received their education in
either residential or day schools for the deaf. Of this number, more than 80%
suffer severe to profound hearing losses. The remaining 50% of the
hearing-impaired children educated in the United States are integrated into
local school programs with 25% taught in self-contained classrooms. Of these,
64% are severely or profoundly deaf. Only 38% of the 25% student population
educated in local integrated classrooms is severely or profoundly deaf.
Additionally, the majority of public school programs for children with severe
to profound hearing losses utilize Total Communication in the classroom whether
self-contained or integrated (Schneider
2002).

As
time went on the Oralist Movement (reading of the lips) came to pass. The
characteristics exhibited by students depend primarily on the degree of hearing
loss. With a good support team, hearing impaired students can be very
successful in school. Students that are affected with hearing loss usually show
an increasing gap in vocabulary growth. Lip reading is a characteristic that
falls under this as well (Unknown 2010).

Some
strategies to help a student’s if they are able to lip read are having the
student sit closer to you during instruction, look directly at the student,
speak loud and clear, do not exaggerate your lip movement or shout, and if the
instructor has a mustache to keep it well trimmed.Give
the student and the interpreter outlines of the lecture or written material, in
advance, so that they can become familiar with new technical vocabulary. Interpreters
should not give their opinion of a student’s progress as this can violate the
student’s rights. Provide scripts of video and laser media when possible for both
the interpreted and the student with a hearing disability (with or without
captioning). When writing materials for hearing impaired students: Break up
long sentences, reduce difficult vocabulary load, reduce concept density, when
using a pronoun be sure that the antecedent is very clear, and Do not omit
words such as: “that” where such words will clarify a sentence
connection. Certain language forms are generally to be avoided such as passive
voice verbs, negative forms of verbs and other expressions of negation, too
many modifying forms, such as prepositional phrases, relative clauses. (If a
relative clause must be used, the relative pronoun [who, which, that, where,
etc.] should be next to the word to which it refers), Stylistic embellishments,
such as rhetorical inversions, and colloquial and idiomatic expressions(Keller, 2005).

To promote peer relationships,
students should work in small groups so that a student with a hearing
impairment can get to know classmates. One option that is rarely used is to
teach sign language to the other students to facilitate communication. It was
said by Dr. Alexander Graham Bell

“People
do not understand the mental condition of a person who cannot speak and who
thinks in gestures. He is sometimes looked upon as a sort of monstrosity, to be
stared at and avoided…. Those who believe as I do, that the production of a
defective race of human beings would be a great calamity to the world, will
examine carefully the causes that lead to the intermarriages of the deaf with
the object of applying a remedy.” (Unknown
2010).

These are just some
course descriptions from the catalog you can use to elaborate on.

EDUC 220. Foundations of Education (3 hours)

This course will address topics of historical, sociological,
philosophical, ethical, and profes- sional significance to the discipline of
education, and it will include a study of federal and state educational
policies, laws related to education, and international education. Students will
be expected to think and write critically about issues in education.

EDUC 283. Fundamentals of Special
Education (3 hours)

This course explores the fundamentals of special education in
America’s schools. Emphasis is given to the historical development of special
education, relevant legislation and litigation, educational policy, and
contemporary trends and issues. This course satis- fies the special education
requirement for Georgia certification.

COMM 210
Communication for Teachers (3 hours)

This course deals with all dimensions of human communication and
how they influence classroom environment and learning. Particular emphasis is
given to the impact of culture on the classroom. Students will study verbal and
nonverbal communication behaviors and instructional techniques will be a major
component. Interpersonal relationships in the classroom will be examined.

COMM253 Gender
Relations (3 hours)

A study of relationships between males and females, examining
the ways in which gender relationships both reflect cultural views of gender
(roles and stereotypes) and shape individuals gender identities and behaviors
in particular social contexts (families, schools, media, the workplace, and
other institutions).

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