Running Head: CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES

Challenging Student Assumptions through Transformative Learning Theory Daniel J. Scheetz University of Cincinnati

Presented to: Dr. Janet Zydney Dr. Suzanne Ehrlich May 14, 2012

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES Challenging Student Assumptions through Transformative Learning Theory I. Proposal and Related Research Introduction

This project is designed to be an online curriculum available to Deaf Studies programs at the college level. Instructors or professors will be able to introduce and explore minorities within the Deaf community with beginning- to intermediate-level sign language students. Students will then create a learning project about invisible minorities within the Deaf community to present to their classmates. A. Content Subject Matter For this project, students will explore and research Deaf people, throughout history to present, who are within another minority. Focus Students will develop their own projects to explore invisible minorities and teach the rest of the class about invisible minorities in the Deaf community. Students will develop questions to quiz the other students. Background: After reading articles about invisible minorities for a masters class, I realized that minorities are not just left out of popular history, but they are also left out of Deaf history. I wanted to explore this with my students. I wanted to create a project so that my students would be able to reveal some of the invisible minorities that have been left out of their Deaf culture and Deaf history lessons. I decided to create a curriculum that can be accessed online for other teachers to help guide students through this process. Goal This is a Peers teaching Peers mid-term project. After some basic instruction by the teacher, students develop a project to learn more about the topic and then teach each other about invisible minorities. Dimensions The dimensions emphasized are historical and cultural. The historical dimension is looking at the historical context of invisibility. The cultural dimension is exploring the cultural significance of invisibility, while encouraging students to explore their own culture(s). Type of Knowledge Two types of knowledge used are declarative and affective. Declarative knowledge is all of the facts the person learns about the topic. Affective knowledge is the emotional and attitudinal knowledge the person gains after studying this topic. Students may feel empathy, sadness, pride, pain, or other emotions after researching this topic.

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES

Perspective Just by taking sign language, students are learning about a completely different culture. It is an invisible one, not written about in the mainstream history books. There are dark sides and abuses just like what I read about in the articles about other minority cultures by Greene (1993) and Rains (2001). Students gained a new understanding and insight into the realities of invisibility. B. Learning Goals The following goals and objectives are based on the modules outlined in the curriculum. Module 1 Learning Goals 1. Gain a new understanding and insight when they research and learn about minorities within the Deaf community. 2. Become aware of multicultural facts highlighted on otherwise invisible minorities. Objectives 1.1 Gain awareness that some cultures or ethnic groups are left out of popular history. 1.2 Note a similar pattern in Deaf history. 1.3 Emphasize the lack of documentation about certain minorities. Module 2 Learning Goals 1. Help to engage some students who might feel like outsiders now, by recognizing their culture or ethnicity. 2. Generate a new level of respect in the classroom and within the community at large. Objectives 2.1 Identify some key issues related to invisible minorities. Module 3 Learning Goals 1. Become more aware or sensitive to the groups or people who arent usually included in the history books. Objectives 3.1 Increase the exposure of diversity within the Deaf community. Module 4 Learning Goals 1. Analyze their understanding of diversity within the Deaf community.

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES 2. Explore the shaping of our history. Objectives 4.1 Gather insight on a current, or modern-day, case of an invisible minority. Module 5 Learning Goals 1. Identify invisible minorities within the Deaf community. 2. Gain respect and understanding upon learning of a lost story.

Objectives 5.1 Use a narrative story and/or lecture using a multi-media presentation for teaching on the topic of invisible minorities. Module 6 Learning Goals 1. Gain awareness of emotional and attitudinal knowledge gained after studying the topic. 2. Feel empathy, sadness, pride, pain, or other emotion after researching, presenting, or learning about certain individuals or topics. Objectives 6.1 Experience a powerful learning experience through student presentations/lessons. Need I teach American Sign Language, which involves grammatical features on the face and body, vocabulary building, sentence structure, and movement and space. There is also a cultural component to these classes. I have discovered that a large portion of the cultural focus tends to be on white Deaf people. This not only leaves out a huge portion of Deaf history, it also allows students to simply accept the Deaf history I present. This project forced students to challenge the typical Deaf history found in my teaching and in our textbooks and gave them the opportunity to think more deeply about the other groups lying outside history they might not have ever considered (Greene, 1993). The results of lying outside history can be extremely damaging. On a larger level, when we dont talk about people from other cultures, we skew history (Greene, 1993). On a personal level, we know that there can be significant physical and mental health implications for the people who are invisible (Meyer, 2007). Williams, Jackson, and Anderson (1997) found that economic, political, and legal inequalities play a major role in the health disparities African Americans experience. Kessler, Mickelson, and Williams (1999) also found that the general population has experienced repeated discrimination leading to health stressors. Research on the Deaf community is limited. Fellinger, Hollinger, and Pollard (2012) posited that this is because the Deaf community is heterogeneous and because the language barrier (sign language) creates a problem for professionals to access these communities. In looking at available statistics and studies, these authors revealed that mental health problem rates are high for Deaf adults and two

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES times higher for Deaf kids. Fellinger, Holzinger, Sattel, and Laucht (2008) studied Deaf kids in Austria and evaluated the Deaf kids quality of life. They found that Deaf kids rated their quality of life lower than their parents and teachers rated the quality of life of the Deaf children. While it isnt surprising that professionals have a hard time understanding the Deaf community, it is striking that the adults closest to Deaf children seem to have a hard time understanding this community as well. All of these studies pointed to a unique opportunity to challenge students to think differently about the history and cultural lessons they have learned in their classes up to this point.

This class presented a unique opportunity to challenge students to consider other cultures as well as allow them to consider their own culture. By appearance, my American Sign Language classes tend to be 90% white. Katz and Ivey (1977) found that white people in the United States perceive most of America as white. This leads white people to become overly accustomed to white norms. The authors advocated that racism will never be solved if white people do not become an active part of change. They advocated for developing self-awareness and understanding that racism exists and many of us are a part of that racism. Pope (2005) found that providing white students with opportunities to challenge their thinking is essential to self-understanding. The author said that it is especially important for educators to give students opportunities to consider their whiteness and the role it plays in their lives. This project gave students the chance to step back and think about traditional history and carefully consider what else might be invisible in their studies. This may be a challenge for some students. Kujawa-Holbrook (2002) asserted that the melting pot theory of Americanism might have kept majority students from understanding the plight of minority students. The melting pot theory is based on the notion that we are all Americans, and focusing on our cultural differences can be perceived as being negative. The University of Cincinnati (http://www.uc.edu/president/strategic_plan.html) places a special emphasis on understanding diversity as a means to creating excellence, however, so it is essential that students understand that it is not only accepted, but it is also essential to seriously consider the differences of other students. Ladson-Billings (1995) demonstrated in her study that creating excellence in students requires that students must have opportunities to challenge traditional thinking and norms. She found that teachers could help students think critically about social and cultural norms and still meet the required state standards. This project moved students toward excellence in their studies and also in their ability to think critically. Research shows that students are able to learn about other cultures and change their attitudes about people who are different from them. Ismas (2001) dissertation showed that students are able to expand their thinking about several different cultures in a brief amount of time. Ladson-Billings (1995) research also showed that students have great capacity to understand cultures differently when presented with the opportunity in school. These papers suggest that the students who are involved in the invisible minorities project will benefit greatly from the chance to learn about a different kind of Deaf history.

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES

Needs analysis A pre-test (see Appendix A) was given to emphasize to students that they are either not aware of the idea of invisible minorities or that they have a lot to learn about the topic. The information gained from the pre-test partially drove the curriculum. Results from the pre-test conducted in Spring 2012 (ASL 291-001) may be found in Appendix B. The information gained from this pre-test not only confirmed that this curriculum is much needed, but it also specifically fed my lesson planning with the students in this class. For example, the topic of forced assimilation was widely misunderstood in the pre-test, so I focused on this topic much more than I anticipated when developing the original curriculum. Question 1 of the pre-test asked students to define invisible minority. Module 1 of the curriculum (See Learning Goals) is designed to cover this concept. Students learned about the broad definition of invisible minorities and then move onto invisible minorities specific to Deaf culture. Question 2, regarding assimilation as it relates to minorities, and Question 3, related to the language and history of minority cultures, on the pre-test were also introduced in Module 1. Examples of forced assimilation were provided, including Native Americans and the abuse children experienced in Anglo school systems as well as an example from Deaf history regarding childrens hands being hit, tied, or forced to wear gloves to prevent them from using sign language. Question 4 relates to historical minority figures and is addressed in Module 3. This module showed examples of how documented history is typically reserved for the majority cultures. Finally, Question 5, referring to modern day Deaf invisible minorities, was addressed in Module 4, which examines a modern day case study. Student presentations are also designed to cover Questions 4 and 5. Plan To meet the above objectives, lesson plans were developed for each module. The lesson plans will have the materials needed, the objectives, learning goals, and other resources that will help in implementing the modules. C. Target Learners Characteristics This was designed for beginning- to intermediate-level college students of American Sign Language. These students had some experience with deafness or Deaf people, or they took a few terms of American Sign Language courses. The students were both male and female. The reason for taking the class varies. Some students take sign language as part of their major or minor in school, have a Deaf relative, take it for a language requirement, or just have a personal interest. The students usually only know what is portrayed in the media with deaf celebrities like Marlee Matlin from various movies and TV shows or Phyllis Frelich from Sesame Street.

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES

Evaluation A pre-test (Appendix A) was given to the students without preparation or instruction. The goal of the pre-test was to show the students there is a lack of knowledge about the subject and a need to learn the material. I wanted the pre-test to be simple but obvious that there is more to learn. I wanted the students to learn about assimilation in minority groups, what an invisible minority is, and provide examples of invisible minorities both historically and present day. A post-test (Appendix C) confirmed that the students gained the knowledge through the six modules and lessons. Student surveys (Appendix D) allowed the students to provide feedback about the effectiveness of the project and the topic of curriculum. An evaluation at the end of the project using a Teacher Reflection Sheet (Appendix E) allowed the instructor to evaluate what was effective or what would need to be changed in the future. Results of the evaluation groups post-test (Appendix F) and the instructors completed Teacher Reflection Sheet (Appendix G) are discussed below. The post-test revealed that there were some positive changes from the pre-test to the posttest. Overall, the students gained knowledge about the topic. It seems the students got the concept of the treatment of the language and culture completely (third question). The answer to that question was covered in Module 1. The students appeared to fully grasp this topic. I used stories of Native American children and Deaf children who were forbidden from using their language, oftentimes through abuse. I also used my personal story to emphasize this point. This may relate back to relevance and real-world experiences in the project-based learning section. The next highest scoring answer on the pre-test was the question of a modern day invisible minority. Most of the class got this answer correct. I think this was related to the student presentations. I would call this a success. The one answer I gave partial credit for was because it was a white minority (woman). I think the change I would want to make in the curriculum is to emphasize that the white women still get more attention and recognition than women from other minority groups. When defining the concept of invisible minorities, only 62% of the class answered with words strong enough for me to count it correct. They needed to add that this group was ignored or left out. No one got it wrong, but it is definitely something I have to emphasize more in my teachings. Maybe I need to develop an activity where the students name groups of people ignored and identify why they were ignored, instead of simply asking what groups would be considered invisible minorities. The historical figure question was disappointing, but I realize I need to find and expand on more examples of Deaf historic invisible minorities. I hesitated to do this, because examples are scarce and I didnt want to use a figure that a student could find and research for themselves. I might just have to, though, in order to increase learning on this topic.

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES

The concept of assimilation was a hard one. No one got it correct on the pre-test, and in the post-test, it was 50%. Again, I wanted to see key words like forced or abusive. When students answered incorrectly, they stated that minorities were trying to fit into the majority cultures. The correct answer is actually the opposite; the majority cultures force the minorities to conform to look and behave like them. I would need to use some better examples so that the concept is better understood, like the topic of language and culture treatment. I will also consider changing the actual wording of the question to, What is forced assimilation? Overall, it seemed the project was worthwhile, and the students learned about the topic. Based on the evaluation, with some modifications, this curriculum will be ready to be used in the classroom. A completed Teacher Reflection Sheet may be found in Appendix G. After completing this evaluation, I have determined that I will need to increase the number of Deaf invisible minorities I introduce to the class. I will also need to change my approach in teaching the topic of assimilation, as this is a question that did not see strong improvement in the post-test. Prior Knowledge and Experience The students had little to no knowledge of the concept of invisible minorities. They had an understanding of the concept of minorities, but they didnt recognize the lack of exposure, attention, appreciation, documentation, and knowledge that has occurred and is still occurring within the Deaf community. Students had some background knowledge and experience with sign language, Deaf culture, and history of deafness. Based on the pre-test results (Appendix B), the students had little to no knowledge of the concept of invisible minorities. Almost half of the class couldnt correctly define invisible minorities. More than 91% of the class couldnt name one historical minority figure in Deaf culture, and 73% couldnt name one present day minority figure in Deaf culture. Students didnt recognize the lack of exposure, attention, appreciation, documentation, and knowledge that have occurred and are still occurring within the Deaf community. This curriculum is designed to change this. D. Educational Setting, Context, and Use

Setting The intended setting is a college classroom with approximately 20 students. The room was equipped with the appropriate technology to support the multimedia presentations and to view examples and videos. This is a curriculum that could also be available as an on-line addendum to a sign language course. Context This is part of the American Sign Language / Deaf Studies program curriculum. The context of this class was at the intermediate level, but it could also be used at the

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES

beginning level or in the Deaf-related theory classes. The class did not have a lot of prior knowledge of the subject. Use Currently, Deaf culture and history are taught with the basics and most common stories. These common stories are usually about Deaf people from the mainstream culture (mostly white males). While these stories and information are important, and need to be learned, there are also some invisible cultures or minorities that are lying outside of history (Greene, 1993). Students will become more aware or sensitive to the groups or people who arent usually included in the history books. II. Instructional Design and Related Research A. Learning Theories and Constructs Learning Theory: Transformative Learning Transformative learning (Jack Mezirow) was used throughout this curriculum. This theory includes three components: assumptions learned in childhood are challenged, reflection of new perspective, and new level of understanding about the new perspective. Jack Mezirow (1991) stated, Transformative learning involves an enhanced level of awareness of the context of ones beliefs and feelings, a critique of their assumptions and particularly premises, an assessment of alternative perspectives, a decision to negate an old perspective in favor of a new one (p. 1819). Assumptions Mezirow called the assumptions habits of mind. An example of a habit of mind is ethnocentrism, the predisposition to regard others outside ones own group as inferior. A resulting point of view is the complex of feelings, beliefs, judgments, and attitudes we have regarding specific individuals or groups (Mezirow, 1997, p. 6). The students were exposed only to influential Deaf figures like, George Veditz, first NAD president; I. King Jordan, first Deaf president of Gallaudet University; Phyllis Frelich, actress seen on Sesame Street; and Marlee Matlin, award-winning movie and television star. All of these figures are white. This curriculum explored the question: Does the Deaf community have the same habits of mind as the mainstream and exclude minorities from the spotlight? Reflection Mezirow (1991) also stated transformation can lead developmentally toward a more inclusive, differentiated, permeable, and integrated perspective (p. 1751). The hope is that the students reflect on their perspectives and conclude that Deaf minorities being oppressed and left out of the Deaf mainstream is something that needs to be changed. The stories of minorities need to be told and not left out of the Deaf mainstream. By learning the modules and completing the student projects, the students were able to communicate their ideas and reflections to other students. Mezirow (1997) indicated that students could become more critical and reflective of their assumptions, resulting in transformation.

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New Understanding Upon learning the curriculum and completing the class project, the students awareness and perspective was hopefully transformed. They took note of the people who are presented when learning or discussing Deaf history, prominent Deaf figures, or influential Deaf members, and challenged this by questioning or adding Deaf minorities into the conversation. This new understanding happens after the students reach a full understanding, as Mezirow (1991) stated, the transformative learning process is irreversible once completed; that is once our understanding is clarified and we have committed ourselves fully to taking the action it suggests, we do not regress to levels of less understanding. (p. 1725). B. Instructional Models, Methods, and Strategies

Instructional Model: Project Based Learning The instructional model used for the masters project is project-based learning (PBL). According to Schlemmer and Schlemmer (2008), project-based learning is something the human does naturally to understand a process or concept, achieve a goal, or find a solution to a problem. The authors explained that, in order to master a skill or understand a concept, a person must do something, like plant a garden, repair a car, or design a website. The authors identified that one cannot learn simply by reading and studying. He stated, it is necessary to get your hands involved to help your brain do its job (p. 10). In the book, A Companion to Interdisciplinary STEM Project-Based Learning, the authors quoted Confucius when introducing project-based learning: I hear and I forget. I see and I remember. I do and I understand (p. ix). Schlemmer and Schlemmer (2008) identified that, when students work on carefully developed, curriculum-aligned projects, students take ownership of their learning, become confident self-directed learners, have real-world type of experiences, and develop unique final products (p. 10). Three basic PBL principles of focus for this project as summarized in the Schlemmer and Schlemmer (2008) book were: 1. Connected to the real world 2. Self-directed learning 3. Conclude with an end product One basic PBL principle of focus for this project as listed in Moursund (2003) is: 4. Challenging, with a focus on higher-order skills. Connected to the real world Harada, Kirio, and Yamamoto (2008) described relevance as the requirement for students to see personal connections between their own lives and the assignments in the classroom. The authors also state that students have to see that the content being studied and the skills being learned are applicable to their experiences outside of school. (p. 15). Sign Language students often times are taking sign language classes as part of

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their major related to deafness or a helping profession like nursing, social work, or education. Since most of these students will encounter Deaf individuals as part of their future work, this information will be relevant and meaningful. The issue that students were presented with is the exclusion of invisible minorities within the Deaf community. The concept of invisible minorities can be applied to any group or community of people. Students learned about historical figures as well as modern day invisible minorities. This information was presented in a way that is familiar to the students: music videos, slideshows, documentary-style news interviews, and YouTube clips. This use of modern tools increased their curiosity. The instructor guided the class through PowerPoint presentations, class discussions, and videos. Self-directed learning The students may be grouped in partnerships or in teams, depending on the size of the class, to address the issue of invisible minorities in the past or modern-day Deaf world. The evaluation class had three pairs of students and two groups of three students. According to Schlemmer and Schlemmer (2008), project-based learning can occur individually, in a partnership, or in groups. Because ASL classes do not allow students to work with each other in their native languages (English), I chose to allow students to work in partnership or groups for this project. This allowed students to engage more deeply because they were able to use their most comfortable language. The Sign Language students were presented with information to spark their interest, increase awareness, and generate discussion, but they were responsible for finding pertinent information to the topic and putting together a presentation and assessment related to their topic. They used resources in the ASL Labs, the UC libraries, the Internet, videos, and articles. Diffily and Sassman (2002) identified that when students determine the resources they want to use, decide on how to organize their information, and decide on how to present their findings, they are engaging in self-directed learning. This project achieves that. The instructors role was to be available as a resource. The instructor assigned the Project Management Worksheet (Appendix H), Project Assessment Worksheet (Appendix I), and various due dates to make sure the students stayed on track. Since this is a self-directed project, the instructor did not tell them what their projects will be, how to make the project, or how to deliver their projects. The instructor gave them guidelines, in the form of instructions (Appendix J) and a rubric (Appendix K), to make sure components are included. A breakdown of the modules (Appendix L) was also provided so that the students had a long-term view of what to expect. Conclude with an end product Moursund (2003) described the end product as the design and development of a product, presentation, or performance that others can use or view (p. 13). The main focus was to produce a project at the end of the curriculum to spotlight and teach about Deaf invisible minorities to classmates. One of the goals of the end product is to be a peers-teachingpeers activity. The students became teachers and experts on invisible minorities. This type of learning method had a more lasting effect than if the students listened to a lecture from the instructor. Schlemmer and Schlemmer (2008) had a section on peer teaching

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES and showed a learning pyramid. The pyramid showed the retention rates related to the teaching method used. After 24 hours, the rate of retention after a lecture is only 5%, after doing is 75%, and after teaching others it is 90%.

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Higher-order skills Moursund (2003) stated, There is a focus on higher-order skills, including problem solving, independent research, setting ones own goals, and self-monitoring (selfassessment) (p. 13). Sign Language students were given the broad topic for the presentations, but they worked together in groups to put the project together. They may have had to resolve problems in scheduling or in obtaining adequate information. They had to set their own goals and determine who is responsible for what and when. To stay on track, the Project Management Worksheet (Appendix H) and the Project Assessment Worksheet (Appendix I) assessed communication and teamwork skills. ASL students are limited in their communication with one another because they do not have a full mastery of ASL. Allowing the students to work in pairs or in groups, using their native language of English, gave them an opportunity to get the most of this project and use higher-order skills. Method Transitional Students learned about the concept of the invisible minority by comparing the mainstream history books with the Deaf history books. Students explored the idea of the people living outside of history (Greene, 1993) by viewing material such as DVDs and reading material about Deaf history to see the imbalance of minorities represented. Instructional Students researched the topic of invisible minorities in the Deaf community and presented the findings in an instructional presentation. For this projectbased learning experience, the students worked in groups or pairs to create a unique project and presentation that was meaningful and relevant to them. The students took on the role of teacher for this project and even quizzed the other students. Sequencing For the instructor, the curriculum was designed to follow six modules to create awareness, generate discussion, and teach the concept of invisible minorities. For the students, they worked on creating, managing, and assessing group projects while learning the six modules. The introduction assessed current knowledge with a pre-test (Appendix A) and then moved on to describe the concept of invisible minorities in general and how it applies to Deaf culture. The topic then lead to psychosocial aspects of invisible minorities, followed by a critical look at Deaf history. Moving on, students examined a current day example of a Deaf minority. Upon completion, the students presented their project to address the issue of invisible minorities. The conclusion of the curriculum was a wrap-up discussion and post-test (Appendix C).

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A description of teacher responsibilities, student responsibilities, and materials needed for each module may be found in Appendix L. C. Media Selection The current design of this class was delivered in a face-to-face classroom setting, but it is available in an online format for the instructor to access and could easily be adapted to be delivered in an online classroom environment. Text Printed materials include the pre-test (Appendix A), post-test (Appendix C), Project Management Worksheet (Appendix H), Project Assessment Worksheet (Appendix I), instructions (Appendix J), and the rubric (Appendix K). Text is bulleted on the slides for topic discussion and information. Graphic A majority of the material is presented in PowerPoint format. Slides include text and graphic images. In each module, each PowerPoint has a different design style, however, all the slides contained within a module are consistent in design and style. Video The videos selected for the PowerPoint presentations are mainly from YouTube. Videos were selected for relevance to invisible minorities:

Module 1 - DPAN Waiting on the World to Change was chosen to show the historic Deaf figures that were represented in this video: http://www.youtube.com/watch?v=hKnF9CCYQPQ. Module 4 - a case study of a current example of a Deaf minority in the news. Students viewed this video in class and the instructor led a discussion on John Meletse: http://www.cnn.com/2012/04/03/world/africa/john-meletse-deafhiv/index.html?iid=article_sidebar.

For the student projects, students were able to access a variety of videos in the ASL Lab to research their findings. Some of these videos include: Preservation of Sign Language DVD, Sign Media 2003 students can explore the minorities represented in this DVD that was filmed 100 years ago. This DVD contains a lot of historical information and will be a good introduction to see what minorities were lying outside history, not represented, on this historical film. Through Deaf Eyes DVD - is a popular film made about deafness. Students can explore this film and also look at the minorities represented. Deaf Mosaic DVD/VHS - a popular televised TV show/news program featuring two co-hosts sharing stories of Deaf people throughout the world. Both co-hosts

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES are white, one female and one male. Students can view these to see what minorities might be represented in the feature stories.

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Sign Language Instructional Videos - throughout our course, we view videos of native ASL signers and culturally Deaf individuals demonstrating vocabulary, sentence structures, and dialogues. Students can take note of what minorities are represented while viewing the videos.

Audio Sound or music clips are added to the slideshows. D. Principles and Guidelines for Instructional Design Proposal Decisions and Information The selection of a modern day video song that incorporated historical Deaf figures was made to show that documented history is still geared toward white Deaf people. Websites that also showed pictures and information about historical Deaf people used in Module 3 were chosen to also show how historical whites are represented. Top 100 Influential Figures in American history: http://www.theatlantic.com/magazine/archive/2006/12/the-top-100-influentialfigures-in-american-history/5384/#slide100 Prominent Figures in Deaf history: http://www.weta.org/about/press/kits/37131/additional/39427 Prominent Deaf people: http://deafpeople.com/history/index.html

Structure Genre - The genre of this project is a narrative story and lecture using a multi-media presentation for teaching on the topic. Instructional Format Situation - This project is designed to increase the exposure of intermediate-level American Sign Language students to the diversity of the Deaf community. This project might also help to engage some students who might feel like outsiders now, by recognizing their own culture or ethnicity. Minority students had the chance to become the experts and taught a majority group of students in class. Hopefully, this generated a new level of respect in the classroom and within the community at large. Sociology Students studied and researched people from all different ethnic backgrounds. The hope is that the feel of this project has a tone of respect and understanding. In regards to the transformative learning, the expert students should convey all the details they can with a manner of respect about the minority figure to the students who are learning.

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Formal Design Features The first four modules contain PowerPoint presentations from the instructor. The fifth module is the peer-to-peer learning where the students teach each other on their selected Deaf figure or other project. The final module includes class discussion, feedback, and evaluation time. E. Scripts, Flowcharts, and Other Design Documents Project Management Worksheet The Project Management Worksheet may be found in Appendix H. The Project Management Worksheet provides students with a guide to creating a successful project, including Steinbergs (1998) six As of designing projects:
1) Authenticity: Does the project explore a subject that has meaning to the student? 2) Academic rigor: Does the student use critical thinking? 3) Applied learning: Does the work require the student to use organizational and self-

management skills?
4) Active exploration: Is the student communicating what they are learning through a

presentation?
5) Adult relationships: Does the student collaborate in the design and assessment of the

work?
6) Assessment: Does the student have opportunity for regular evaluation?

Project Assessment Worksheet The Project Assessment Worksheet may be found in Appendix I. I adapted the Buck Institute for Educations Project Essentials Checklist to create the Project Assessment Worksheet. This was used to evaluate the students Project Management Worksheet (Appendix H) and was implemented by both the students peers and instructor.

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES References Barrett, T. & Moore S. (2011) New Approaches to problem-based learning: Revitalizing your practice in higher education. New York: Taylor & Francis. Braswell, C. A. (2011). The impact of a school-based cultural awareness program on students ethnic identity and self-esteem. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. Buck Institute for Education. (n.d.). Project essentials checklist. Retrieved from http://www.bie.org/tools/freebies/project_essentials_checklist Capraro, R. M., Capraro, M. M., Morgan, J., & Scheurich, J (Eds.) (2010). A companion to interdisciplinary STEM project-based learning for teachers by teachers. The Netherlands: Sense Publishers. Cokely, D. (1980). Sign language: Teaching, interpreting, and educational policy. In C. Baker & R. Battison (Eds.), Sign language and the Deaf community (pp. 137-158). United States: National Association of the Deaf.

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Diffily, D. & Sassman, C. (2002). Project-based learning with young children. Portsmouth, NH: Heinemann. Fellinger, J., Holzinger D., Sattel, H., & Laucht, M. (2008). Mental health and quality of life in deaf pupils. European Child and Adolescent Psychiatry, 17(7), 414-423. doi:10.1007/s00787-008-0683-y Fellinger, J., Holzinger, D., & Pollard, R. (2012) Mental health of deaf people. The Lancet, 379(9820), 1037-1044, doi:10.1016/S0140-6736 Greene, M. (1993). The passions of pluralism: Multiculturalism and the expanding community. Educational Researcher, 22(1), 13-18. doi: 10.3102/0013189X022001013 Harada, V. H., Kirio, C. H., & Yamamoto, S. H. (2008). Collaborating for project-based learning in grades 9-12. Columbus, OH: Linsworth Publishing, Inc. Katz, J. H., & Ivey, A. (1977). White awareness: The frontier of racism awareness training. Personnel and Guidance Journal, 55(8), 485. Retrieved from http://web.ebscohost.com.proxy.libraries.uc.edu/ehost/pdfviewer/pdfviewer?vid=3&hid= 126&sid=a0a1f655-3969-4069-8d58-d604208cba1a%40sessionmgr111 Kessler, R. C., Mickelson, K. D., & Williams, D. R. (1999). The prevalence, distribution, and mental health correlates of perceived discrimination in the United States. Journal of Health and Social Behavior, 40, 208-230. Retrieved from

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http://web.ebscohost.com.proxy.libraries.uc.edu/ehost/pdfviewer/pdfviewer?vid=5&hid= 126&sid=a0a1f655-3969-4069-8d58-d604208cba1a%40sessionmgr111 Mezirow, J. (1991). Transformative dimensions of adult learning. California: Jossey-Bass Inc., Publishers. Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12. doi: 10.1002/ace.7401 Moursund, D. (2003). Project-based learning using information technology. Eugene, OR: International Society for Technology in Education. Padden, C. (1980). The Deaf community. In C. Baker & R. Battison (Eds.), Sign language and the Deaf community (pp. 89-103). United States: National Association of the Deaf. Pope, R. L. (2005). Faculty and curriculum: Examining multicultural competence and inclusion. Journal of College Student Development, 46(6), 679. Retrieved from http://journals.ohiolink.edu.proxy.libraries.uc.edu/ejc/pdf.cgi/Pope_Raechele_L.pdf?issn =15433382&issue=v46i0006&article=679_facemcai Rains, F.V. (2001). No I didnt make it rain last night or rethinking what and how we teach about first Americans. In S. Steinberg (Ed.), Multi/Intercultural conversations: A reader (pp. 527-537). New York: Peter Lang Press. Schlemmer, P. & Schlemmer D. (2008). Teaching beyond the test: Differentiated project-based learning in a standards-based age. Minneapolis, MN: Free Spirit Publishing Inc. Steinberg, A. (1998). Real learning, real work: School-to-work as high school reform. New York, NY: Routledge. University of Cincinnati website: (http://www.uc.edu/president/strategic_plan.html) Williams, D. R., Yu, Y., Jackson, J. S., & Anderson, N. B. (1997). Racial differences in physical and mental health: Socio-economic status, stress and discrimination. Journal of Health Psychology, 2, 335-351. doi: 10.1177/135910539700200305

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES Appendix A: Pre-Test

PreTestInvisibleMinorities DefineInvisibleMinority: WhatisAssimilationintermsofminoritygroups? Whatkindoftreatmentdoeshistoryshowofminoritygroupslanguageandculture?

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NameonehistoricalminorityfigureinDeafCulture,whattheyareknownfor,andwhichminoritygroup theyidentifywith. NameonepresentdayminorityfigureDeafCulture,whattheyareknownfor,andwhichminoritygroup theyidentifywith.

________________________________

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES Appendix B: Needs Analysis Spring 2012 ASL 291-001

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Define Invisible Minority.

I was actually surprised a couple of the students answered this correctly. Some of the students got it partially correct; they had some of the elements of the answer, but missed the concept of exclusion of the minorities. The chart does indicate that almost half of the students dont know what this concept is.

What is Assimilation in terms of minority groups?

Some of the students were partially correct in answering the concept of assimilation as to minorities blending to the majority; however, the concept in relation to minorities is that there is an element of force, abuse, and intention to conform.

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES What kind of treatment does history show of minority groups language and culture?

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For the students that got this partially right or fully correct, it is obvious they gained this from previous courses. The treatment of Deaf peoples language and culture is emphasized in courses like Deaf History, Psychosocial Aspects of Deafness, and Orientation to Deafness. This is still a high percentage of students not understanding the concept.

Name one historical minority figure in Deaf Culture, what he/she was known for, and which minority group he/she identified with?

This was the perfect example of knowing a historical figure, but one from the majority culture. Most of the students answered I. King Jordan, who was Gallaudet Universitys first Deaf president, but who was also a white man.

Name one present day minority figure in Deaf Culture, what he/she is known for, and which minority group he/she identifies with? The people who got this one correct answered about a famous retired professional baseball player who is African American. Others either didnt answer or answered Marlee Matlin, a famous white actress.

0%

27%

Correct Incorrect Partial

73%

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES Appendix C: Post-Test

PostTestInvisibleMinorities DefineInvisibleMinority:

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WhatisAssimilationintermsofminoritygroups?

Whatkindoftreatmentdoeshistoryshowofminoritygroupslanguageandculture?

NameonehistoricalminorityfigureinDeafCulture,whattheyareknownfor,andwhichminoritygroup theyidentifywith.

NameonepresentdayminorityfigureDeafCulture,whattheyareknownfor,andwhichminoritygroup theyidentifywith.

________________________________

Basedonyourexperiencewithinvisibleminorities,whatotherassumptionsinyourlifeoreducation wouldyouliketochallenge?

________________________________

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES Appendix D: Student Survey

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OralPresentationProjectEvaluation PleaseanswerthefollowingquestionstoevaluatethePresentationProjects.Youmayemailthe answers,orprintthemoutandbringthemintoclass. Didyouhaveenoughtimetocompletethisproject? Doyoufeelthiswasaworthwhileproject? WouldyourecommendthisprojectcontinuefortheDeafStudiesProgram? Areyousatisfiedwiththeminorityfigureyouchose? Ifyouhadasecondchoice,whomwouldyouhavepickedasyourminorityfigure? Whatwastheyourfavoritepartoftheproject? Whatwasyourleastfavoritepartoftheproject? Whatdidyoulearnaboutinvisibleminoritiesthatyoudidntknowbefore? Whatadvicewouldyougivetotheinstructortomakethisabetterproject? Whatadvicewouldyougivetofuturestudentsdoingthisproject?

InvisibleMinorities

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES Appendix E: Teacher Reflection Sheet

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TEACHER REFLECTION SHEET

Instructor Class Term Project To what extent were students engaged? What evidence did I see of student engagement?

Did students learn what I intended them to learn? Were my instructional goals and objectives met?

Did I change my goals, objectives, or methods throughout the term? Why?

What will I do differently in the future?

What type of student feedback did I receive?

What information would I like to share with colleagues?

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES Appendix F: Post-Test Analysis

DefineInvisibleMinority

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PreTest PostTest

Iwaspleasedthatthepercentageofstudentsthatansweredcorrectlyjumpedfrom18%onthepretest to62%ontheposttest.46%ofthestudentsansweredthisincorrectlyonthepretest.Noone answeredincorrectlyontheposttest.Iwasreallylookingfortheconceptofbeingignoredorleft out. WhatisAssimilationintermsofminoritygroups?

PreTest PostTest

Iamdisappointedwiththefactthathalfofthestudentsansweredthisquestionleavingouttheconcept ofthisbeingaforcedthingfromthemajorityculture.Someoftheanswerssaidthingslikethe minoritiestryingtofitinorblendin.Iwantthestudentstoknowthiswasaforcedthingoutofabuse andmistreatment.Iamdisappointedthatdidntcomeacrosstohalfofthestudents.Although,82%of theclassgotitincorrectonthepretest,soitisaslightimprovement.

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES

Whatkindoftreatmentdoeshistoryshowofminoritygroupslanguageandculture?

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PreTest PostTest

Iamextremelypleasedwiththisone.Allofthestudentsgottheanswercorrectonthisquestion.Only 27%gotitcorrectonthepretest. NameonehistoricalminorityfigureinDeafCulture,whathe/shewasknownfor,andwhichminority grouphe/sheidentifiedwith?

PreTest PostTest

Iamdisappointedwiththisoneaswell.Iwantedthestudentstoanswerthequestionwithaminority otherthanwhite.Mostofthepartialanswerscamefromlistingwomenasaminority,andtheir womenintheanswerhappenedtobewhite.Although,91%gotthisanswerincorrectonthepretest, only13%gotitincorrectontheposttest.

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES

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NameonepresentdayminorityfigureinDeafCulture,whathe/sheisknownfor,andwhichminority grouphe/sheidentifieswith?

PreTest PostTest

Thestudentpresentationsfocusedalotonpresentdayminorityfigures(becausethatiswheremore informationisavailable),soitlookslikethestudentspaidattention.Only27%gotacorrectanswerto thisonthepretest.87%gotitcorrectontheposttest.

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES Appendix G: Completed Teacher Reflection Sheet

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TEACHER REFLECTION SHEET

Instructor Class Term Project Daniel Scheetz Intermediate ASL I evaluation group Spring 2012 Invisible Minorities in the Deaf community

To what extent were students engaged? What evidence did I see of student engagement? Students were engaged through class discussions, completing project related assignments on time (Project Assessment Worksheets & Project Management Worksheets), and working on their projects. During the in-class project release time, I would check in with the students and they all seemed to be enjoying the process and actively researching their work.

Did students learn what I intended them to learn? Were my instructional goals & objectives met? Some of my instructional goals were that the students would gain knowledge and understanding of invisible minorities with in the Deaf community. From the presentations, the post-tests, and the surveys, it seems that this instructional goal was met. Most students answered to post-test questions correctly, students gave great presentations, and indicated almost unanimously that they learned a lot about invisible minorities. My objectives were to identify key issues, increase exposure, and emphasize the lack of documentation about invisible minorities. One of the key issues facing invisible minorities is the treatment of the groups language and culture by the majority culture. That was the one question on the post-test that all the students answered correctly. I believe there was an increase in exposure just by comparing the pre-tests and posttests. I feel that the students understood the lack of documentation; however, I need to do a better job of showing the students who some of these people are, and the resources that are out there about those people. Did I change my goals, objectives, or methods throughout the term? Why?

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES I didnt change my goals, objectives, or methods throughout the term because it seemed that the students were engaged and completing the assignments correctly. After reviewing the post-tests and student surveys, I can see that my goals and objectives were met for the most part. What will I do differently in the future? As stated above, I need to make changes to the curriculum to emphasize examples of invisible minorities. I need to do a better job of defining invisible minorities, and the concept of assimilation regarding minorities. What type of student feedback did I receive?

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I received positive feedback for the most part. It does seem like the students had a powerful learning experience from learning about the topic and doing their project. Most of the students said they had no advice for me as to how to improve the project. A few students suggested more examples of invisible minorities (which I have already identified as a weakness). What information would I like to share with colleagues? That this is a great topic and one that needs to be shared with students. I would encourage and challenge any colleague taking on this project to do some research first to get a feel of the lack of representation of minorities in the majority and minority cultures.

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES Appendix H: Project Management Worksheet PROJECTMANAGEMENTWORKSHEET
NameofProject: NamesofStudents:

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ProjectIdea:Summaryof theprojectyouwillcreate

Authenticity:Yourreason forchoosingthissubject

AcademicRigor:Sourcesof evidenceneededtocreate thisproject ActiveExploration:Brief

outlineofhowyouwill presentyourproject AdultRelationships: Opportunitiesfor collaborationonthisproject Assessment: InstructorProjectAssessmentWorksheet Opportunitiesfor regularevaluationof PeerProjectAssessmentWorksheet project Rubric AppliedLearning: Timelineforproject completion

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES Appendix I: Project Assessment Worksheet

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PROJECTASSESSMENTWORKSHEET:PeerorInstructor
NameofProject: NamesofStudents: Focus on Significant Content: Is the project focused on a subject that is important to the student? YES NO NOT CLEAR

Development of 21st Century Skills: Is the project building skills valuable for todays world, such as critical thinking, collaboration, and communication?

YES

NO

NOT CLEAR

In-Depth Inquiry: Is the project rigorous, with an extended process of asking questions and using resources?

YES

NO

NOT CLEAR

Organization: Is the project organized around a timeline for completion?

YES

NO

NOT CLEAR

Voice: Does the project reflect student choice?

YES

NO

NOT CLEAR

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES Appendix J: Instructions

MidtermPresentationsInvisibleMinorities

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Partoflearningalanguageistolearnaboutthecultureandhistoryofthepeoplewhousethelanguage. Deafpeopleareminoritiesandtheirlanguage,history,andcultureareoftenleftoutofpopularhistory. Minoritiesingeneralareoftenleftoutsideofhistory.Theyareinvisible.Historicalpaintingsor popularstoriesorfactsaboutAmericanHistoryaremostlycenteredonwhiteAmericans.Iwantour classtofocusontheDeafminoritieswhohave,ormightbe,leftoutofpopularDeafhistorybecause theybelongtoaminoritypopulation.Thesepeoplecouldbecome,orhavebecome,theinvisible minority. 1. Pickaperson/subject/topicaboutDeafinvisibleminoritiestoresearchforyourproject.Createa 3personteamtoworkwithonthisproject. 2. Createapresentationaboutyourminorityperson/subject/topicandteachittotheclass.This couldbeapowerpointpresentation,avideo,avirtualtour,orsomethingcreativethatworks foryourgroup.Chosesomethingthatyouarecomfortableworkingwithbecausethisisdueby weekfive. 3. Becometheteachers.Presentyourfindingstotheclassina10minutepresentationaboutyour minorityfigure. 4. Comeupwithfivequizquestionsaboutyourperson/subject/topic.Givethisquizattheendof yourpresentationaswellassubmitthequestionsandanswerstotheinstructor. Timeline PossiblePoints A. B. C. D. ProjectAssessmentWorksheet(homeworkpoints)5points ProjectManagementWorksheets(homeworkpoints)10points Presentation25points(seeRubric) Presentationquizzes10points March28Startthinkingaboutyourideasforyourprojectmeetwithyourgroupfor10 minutes April4FirstdraftoftheProjectManagementWorksheetisdue April9Projectreleasetimelasthalfofclass(InstructorwillbeintheASLlab) April11ProjectAssessmentWorksheetdue April16SeconddraftofProjectManagementWorksheetisdue April18Projectreleasetimelasthalfofclass(InstructorwillbeintheASLlab) April23Presentations April25Presentations

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES

PresentationDetails Yourpresentationshouldinclude: Timeyourpresentationshouldbeapproximately10minuteslong

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FactsExamples:HowtheybecameDeaf,howtheybecamesuccessful,whatisthereeducational background,whichminorityculturetheyidentifywith,dateofdeathifapplicable,wherearetheynowif applicable,etc. MinorityinformationExamples:Isthereanyindicationofastrugglebecauseoftheirminority?Were thereanyobstaclestheyhadtoovercometosucceed?Didanotherminoritybeforethemhelpthem? Aretheythefirstpersonoftheirminoritytodosomething?Whowastheirgreatestinfluence?Who helpedthembecomesuccessful?Whatwastheirchildhoodlike?Etc. Personal 1.Whyyouchosethisperson/subject/topic? 2.Whatdidyoulearnthatyoudidntknowbefore? 3.HowhasyourperceptionofDeafpeoplehaschanged? 4.Whatwillyoudodifferentlyfromthispointforward? 5.Whatisyourfavoritethingaboutthisperson? MidtermQuestionComeupwithafivequestionquizattheendofyourpresentation. Referencesshouldbeincludedwiththepresentation(websiteinformation,textbook,periodical,etc)

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES Appendix K: Rubric

RubricOralPresentationforInvisibleMinorities Category Time 5 3 Presentation onlylasts5 minutes 1 0 Presentation lastslessthan3 minutesor presenterdidnt present Presentation doesnotinclude anyfactsabout theminority figure Presentation includesno pointsof information aboutthe Minorityfigure Noquestions wereanswered asoutlinedon theinstructions handout Noneofthe referenceswere includedwith thepresentation Presentation& materialsare poorly synthesized. Informationdoes notdemonstrate critical evaluationof references.

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Presentation lastsapprox.10 minutes

Presentation lastslessthan5 minutes

Facts

Presentation includesseveral factsaboutthe minorityfigure Presentation includesseveral pointsof information aboutthe Minorityfigure Allfivequestions wereanswered asoutlinedon theinstructions handout Adequate referenceswere includedwith thepresentation Presentation& materialsare wellsynthesized withevidenceof critical evaluationof references& materials

Presentation onlyincludesa coupleoffacts aboutthe minorityfigure Presentation onlyincludesa couplepointsof information aboutthe Minorityfigure Lessthanfive questionswere answeredas outlinedonthe instructions handout Acoupleofthe referenceswere notincluded withthe presentation Presentation& materialsare mostly synthesizedwith evidenceof somecritical evaluationof references& materials

Presentation onlyincludes1 factaboutthe minorityfigure Presentation includesonly1 pointof information aboutthe Minorityfigure Onequestion wasansweredas outlinedonthe instructions handout Severalofthe referenceswere notincluded withthe presentation Presentation lacksclear synthesis Informationis onlypartially evaluated critically.

Minority Information

Personal

References

Synthesis& Evaluation

CHALLENGING STUDENT ASSUMPTIONS IN ASL CLASSES Appendix L: Sequencing

Mod 1 Teacher IntroduceTopicofInvisible Minorities IntroduceProject Breakstudentsintoproject groups Teststudentknowledgeof diversitywithintheDeaf community PresentonthePsychosocial ImpactofBeingInvisible Providefeedbacktostudent groupsonprojectsthusfar Explainassessmentprocess (bothfromteacher&peer topeer) PresentonLookingat HistoryCritically PresentcurrentCaseStudy Providefeedbacktostudent groups Checkinwithgroups 4 5 Video:AfricanVoices JohnMeletse Assessment:Project AssessmentWorksheet Materials Video:DPANWaitingon theWorldtoChange PowerPoint:Introto InvisibleMinorities Handout:Project ManagementWorksheet Assessment:PreTest PowerPoint:Psychosocial ImpactofBeingInvisible Handout:Project AssessmentWorksheet Handout:ProjectRubric Assessment:Project AssessmentWorksheet PowerPoint:Lookingat HistoryCritically Student

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Meetwith group Begin developing idea Takepretest

Submitfirst draftof Project Management Worksheet

WrapupInvisibleMinorities Project Conductposttestto determinelearning

Assessment:Posttest Assessment:FinalProject Assessment

Submit seconddraft ofProject Management Worksheet Students present Studentsgive quizatthe endof presentation Takeposttest Student reactionsto project process& project outcomes