Sunday, April 14, 2013
Looking for something to do on your summer vacation? (other than rest up for the fall, but let's not think about that now). There will be a CAID conference, June 26-28, in Rochester NY at NTID/RIT (National Technical Institute for the Deaf/Rochester Institute of Technology).
If you are not familiar with CAID, and you teach deaf and hard-of-hearing students, you might want to learn more! CAID is the "Convention of American Instructors of the Deaf". This organization has been serving teachers of students who are deaf or hard-of-hearing for over 160 years. At the conference in June there will be sessions on various topics of interest to teachers of deaf/hh students, as well as exhibits, keynote speakers, etc. What a great way to meet other teachers and get new ideas!
And even more exciting (OK, not more exciting, but it is about math, so I had to say that) - there will be a pre-conference before the conference (yeah I know) and the pre-conference is about mathematics! There will be two days of sessions regarding best practices in mathematics teacher for deaf/hh students, including some cool ideas for language/vocabulary instruction, on-line mathematics videos, and active learning ideas in a mainstream (or other) setting.
So, if you are a teacher, and you teach any deaf/hh students, consider coming to this informative professional conference. Have a look at www.caidconference.org/2013/ for more information. I'll be there, and I look forward to meeting you!
Wednesday, April 3, 2013
Introducing my first guest blogger - Joey Vaughan! She is a curriculum specialist at the Texas School for the Deaf. Thanks Joey! Way to REPRESENT!
A few months ago, I went to a workshop called "Manipulating Your Teaching Practices" where we focused on the use of manipulatives to enhance math instruction.
The training emphasized the importance of multiple representations of mathematical concepts. Instruction needs move from the concrete to the visual to the abstract.
We were provided with a problem that we were tasked with solving without any paper or pencils, but we had a variety of manipulatives at our disposal. (I chose to use linking cubes.)
Once we solved the problem using whichever concrete models we preferred, we created a pictorial representation. After that, we explained the process verbally and then numerically.