Author: Brenda Stephenson The University of Tennessee

1. Author: Brenda StephensonThe University of Tennessee • Date submitted to deafed.net – March 6, 2006 • To contact the author for permission to use this PowerPoint, please e-mail: bsimmon1@utk.edu • To use this PowerPoint presentation in its entirety, please give credit to the author.

2. Language Instructional Approaches Contributed by Brenda Stephenson The University of Tennessee

3. Language Experience Approach • Based on early theories of natural language • Emphasizes that language must be experienced, hands-on and relevant to the child’s world • Students dictate ideas or experiences to the teacher, the teacher records their dictation into the form of an experience story, and the story becomes the reading materials.

4. LEA continued • Pros: • Children become aware of the relationship between spoken or sign language and written language • Success in reading because they create the text • Is motivating to read about their own personal experiences.

5. LEA continued • Cons • Allows one to believe the relationship between written and sign language is a direct one • That writing is a one-step process with no draft • No common narrative or expository structure used.

6. Steps in the LEA • The teacher introduces a stimulus. • The children dictate their thoughts or impressions about the experience. • The children read the story aloud while the teachers points to each word. • The children copy the experience story and the children illustrate. • The children use the experience story over time to reread.

7. Whole Language or Balanced Literacy Approach • Whole language differs from traditional teaching in many ways. • Based on constructivists theories • Class periods are organized into big chunks and integration of subjects • Presented from whole –to-part and is literature-based • Skills are taught in mini-lessons • Authentic contexts and relevant to students’ lives

8. Project or Unit Approach • The project approach is similar to whole language but instead of being literature based, it is topic-based. • Projects have been referred to as thematic units or topic-work. • An in-depth study of a particular topic

9. Three stages of project work • Project Planning • Active Learning Stage • Concluding Activity

10. Project Planning • A graphic organizer is created that identifies all the concepts that have potential for study • The teacher identifies all the skills that will be developed through the project study • The teacher plans the resources, speakers, field trips, etc. • The teacher develops the assessment instruments

11. http://www.state.tn.us/education/ci/standards/index.php

12. Active Learning Stage • Students discuss, investigate, inquire, interview experts and search for information • Students prepare displays of their work and findings

13. Concluding Activity • Students present their findings in a formal way • Celebrate their learning • Examples: • Stage production • Poster session • Newsletter • Video • Web page