| 4:20-4:30 |
Quick questions and quandaries. Announcements:
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Don't forget to turn in your key concepts
paper. We will try to have those graded by early next week.
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Don't forget there are reading questions for
Mundy & Willoughby due tomorrow.
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The first draft of your final essay is due
on Monday.
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Use the information from your reading questions,
articles summaries, and your key concept paper to answer the first several
questions.
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Use the syllabus and class outlines to figure
out what might be good resources for the questions we have not touched
upon.
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You can copy the questions (rather than re-typing
them), as well as the references, from the syllabus that is on-line.
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Remember that you will grade yourself, so
read the grading rubric before you begin.
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Bring anything that you have done to date
on your rough draft to class on Friday -- we will have time to share/work
on your drafts in class.
|
| 4:30-4:50 |
Small group activity #1 -- Discuss in
small group:
-
Gesture may be one aspect of communication
in which comprehension does not precede production. What might be some
implications of this for students with severe disabilities, particularly
in a classroom setting?
|
| 4:50-5:10 |
Report out |
| 5:10-5:20 |
Quick write: What did you learn about
the development of gestures that seems important to you as an educator? |
| 5:20-5:45 |
Interactive presentation: Deictic and
representational gestures |
| 5:45-6:15 |
Small group activity #2 -- Discuss in
small group:
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When teaching students with severe disabilities,
with which disability or culture might it be advantageous to teach gestures,
such as pointing and waving, even though a student may be already using
multiword utterances? Would there be a particular disability or culture
where it would be inappropriate?
|
| 6:15-6:20 |
Minute paper:
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What was the most important concept you learned
in class today?
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What was the muddiest part of the class?
|