ASL Classifiers Assessment Alignment

This document shows my ability to design and implement evaluation plans that align with course outcomes.

Assessment Alignment – Pdf Document

ASL Classifiers Course – Link to external website

Folder with finished rubrics – Link to Google Drive folder

 

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ASL Classifiers Design Document

This document shows my ability to analyze a population and design instruction to meet their needs. Specifically it shows my ability to design an infrastructure that aligns my assessment materials with course activities and objectives in a smooth module by module design.

ASL Classifiers Design Document – Word Document

Some graphics and simple formatting are not supported by this WordPress theme. In order to see the document at its finest, please download the document above.

 

EDTECH 512 Design Document

Name: Sarah Baughman

Date: 9/8/15

 

 

American Sign Language Classifiers

Project Summary: This course will provide American Sign Language learners with knowledge of the eight types of classifiers and their uses within the language. It will focus on the identification and use of these classifiers in storytelling and conversation as well as their importance in the language and culture overall.

 

  1. Front-end Analysis

Problem Analysis

What problem are you trying to address?

Students graduating with a Minor in American Sign Language are lacking in the proficient use of classifiers.

Is instruction an appropriate solution for the problem?

Learning a language is a social experience. Without instruction on the intricacies of a language, proficiency is incredibly difficult to attain. Providing instruction on the specifics of classifiers in American Sign Language will increase the proficiency of graduates.

Is web-based instruction an appropriate solution for the problem?

Web-Based instruction allows students to move at their own pace in a facilitated fashion. This is beneficial to acquiring the use of classifiers because sign language is delivered through the medium of video and with access to these videos over the web, learners are able to pause, rewind, and rewatch the videos as often as they need.This flexibility allows for a more personalized learning experience as compared to giving instruction during class time which limits the amount of repetition some learners need.
Learning a language is a social experience. With the use of social media sites, blogs, and forums students will have access to this social learning experience with the added ability to rehearse their own videos as well as review their classmates. In this way complete comprehension is attained through personalized practice. After the students gain confidence in their practiced and rehearsed language skill they are able to utilize synchronous video software to practice natural conversation with classmates and the instructor.

What is your instructional goal?

After taking this course students will be able to accurately recognize and use all eight categories of classifiers in American Sign Language conversation and storytelling.
 

Context Analysis

Description of Organization

American Sign Language Classifiers will be offered at Boise State University through the World Language Department. The World Language Department offers a Minor in American Sign Language with the completion of ASL 101 through ASL 302 and only one of these classes is offered online at this point: ASL 101. There is talk of expanding the program to include a Master’s degree. The construction of this degree will require the development of a variety of ASL courses including; ASL Classifiers, Deaf Culture, Deaf History, and ASL Semantics. The design and development of ASL Classifiers is only the beginning steps to a much bigger goal.

Some pedagogical attributes of the cultural context displayed in this department should be addressed here. The ASL department requires instructors to use a “voice-off” approach when teaching ASL as they would like to immerse the students into the culture and language of the Deaf. This should be considered when designing and developing learning materials by avoiding the use of english. The theoretical context of language learning should also be addressed as a focus on building a community to motivate students to learn and practice new skills. The performance context for these skills will be in ASL conversations and in telling/watching ASL stories. The learning context should reflect this by including practiced and unpracticed conversations and stories.

 

Learner Analysis

General Demographics and Learner Characteristics

The learners are of varying ages at the university level. They come from all different religions and ethnicities but they all speak English fluently. The majority of students are female and span the ages of 17-25.

Motivations

Learners enrolled in this course are motivated by the desire to improve their skill in American Sign Language. Two years of a world language is required for most degrees but this course is recommended for those who seek an ASL Minor.

Prior Knowledge

The learners are required to have a base American Sign Language knowledge either by passing a placement exam or taking the prerequisite of ASL 101.

Technical Skills

The technical skills of the learners vary and some have never taken an online course before. Although the majority of students are technology natives and should have no problems accessing an online course. The skills necessary for success in this course include: internet navigation, video recording and publishing (YouTube), blog creation and maintenance, social media involvement, and access to Google and Moodle.

Abilities and Disabilities

All students are capable of independently using the internet to access information. No students are blind though some may be deaf and/or have a physical disability. All educational materials should be accessible to these learners.

Other Learner Characteristics

Add information here

 

Relevant Standards

There are currently no content area standards for this subject area.

 

Course Goal

After taking this course students will be able to accurately recognize, evaluate, and use all eight categories of classifiers in American Sign Language conversation and storytelling as well as articulate their larger part in Deaf Culture as a whole.

 

Course Outcomes
  1. Define and explain the eight different categories of Classifiers in ASL.
  2. Recognize and evaluate the use of Classifiers in ASL stories and conversations.
  3. Demonstrate appropriate use of Classifiers in storytelling and conversation.
  4. Create ASL stories using only Classifiers.
  5. Formulate a hypothesis as to why Classifiers hold such a strong place in ASL and Deaf Culture.

 

Initial Learning Objectives
Module # Course Outcome Learning Objective Assessment
 1 –

The Deaf Experience/

What are Classifiers?

5, 1 Begin to Formulate a hypothesis as to why classifiers are so important to ASL and Deaf Culture.

Define Classifiers and their place in ASL.

Blog post – My deaf experience.

Blog Post – What are classifiers?

 2 –

Semantic Classifiers/

Plural Classifiers/

Descriptive Classifiers

1,2,3 Define and Explain Semantic, Plural and Descriptive Classifiers.

Recognize and Use Semantic, Plural and Descriptive Classifiers in conversation and storytelling.

Blog post – What are Semantic, Plural and Descriptive Classifiers?

Practiced conversation

 3 –

Instrumental / Locative Classifiers

1,2,3 Define and Explain Instrumental and Locative Classifiers.

Recognize and Use Instrumental and Locative Classifiers in conversation and storytelling.

Blog post – What are Instrumental and Locative Classifiers?

practiced story.

 4 –

Body Classifiers /

Body Part Classifiers

1,2,3 Define and Explain Body and Body Part Classifiers.

Recognize and Use Body and Body Part Classifiers in conversation and storytelling.

Blog post – What are Body and Body Part Classifiers?

Practiced conversation

 5 –

Elemental

Classifiers

1,2,3 Define and Explain Elemental Classifiers.

Recognize and Use Elemental Classifiers in conversation and storytelling.

Blog post – What are Elemental Classifiers?

practiced story.

 6 – Classifiers in Conversation  and Storytelling 2,3 Recognize, Evaluate, and Use all eight categories of classifiers in conversations. Recognize and Evaluate all eight

categories of classifiers in storytelling.

Unpracticed conversation and peer review.

Story analysis and evaluation.

 7-

Final Classifier Story

2,3,4 Recognize, Evaluate, and Use all eight categories of classifiers in the creating of a story. Practiced story and peer review.
 8 – Classifiers and Deaf Culture 5 Formulate a hypothesis as to why Classifiers are so important to ASL and Deaf Culture. Reference supported paper.

 

  1. Design (Mapping the course & instructional planning)

 

Course Map
Module # Course Outcome Learning Objective Bloom’s Level of Thinking for Objective Assessment
 1 –

The Deaf Experience/

What are Classifiers?

5,1 Begin to Formulate a hypothesis as to why classifiers are so important to ASL and Deaf Culture.

Define Classifiers and their place in ASL.

Remember

Creating

Formative

Discussion

 

Summative

Vlog/Blog – What are Classifiers?

Vlog/Blog – My Deaf Experience.

 2 –

Semantic Classifiers/

Plural Classifiers/

Descriptive Classifiers

 

1,2,3 Define and Explain Semantic, Plural and Descriptive Classifiers.

Recognize and Use Semantic, Plural and Descriptive Classifiers in conversation and storytelling.

Remember

Understand

Applying

Formative

Group resource collection.

 

Summative

Vlog/Blog – What are Semantic, Plural and Descriptive Classifiers?

Practiced Conversation

 

 3 –

Instrumental / Locative Classifiers

1,2,3 Define and Explain Instrumental and Locative Classifiers.

Recognize and Use Instrumental and Locative Classifiers in conversation and storytelling.

Remember

Understand

Applying

Formative

Group resource collection.

 

Summative

Vlog/Blog post – What are Instrumental and Locative Classifiers?

Practiced Story

 4 –

Body Classifiers /

Body Part Classifiers

1,2,3 Define and Explain Body and Body Part Classifiers.

Recognize and Use Body and Body Part Classifiers in conversation and storytelling.

Remember

Understand

Applying

Formative

Group resource collection.

 

Summative

Blog post – What are Body and Body Part Classifiers?

Practiced Conversation.

 5 –

Elemental

Classifiers

1,2,3 Define and Explain Elemental Classifiers.

Recognize and Use Elemental Classifiers in conversation and storytelling.

Remember

Understand

Applying

Formative

Group resource collection.

 

Summative

Blog post – What are Elemental Classifiers?

Practiced Story

 6 – Classifiers in Conversation  and Storytelling 2,3 Use, Examine,and Evaluate all eight categories of classifiers in conversations.

Examine and Evaluate all eight categories of classifiers in storytelling.

Applying

Analyzing

Evaluating

Unpracticed conversation and peer review.

Story analysis and evaluation.

 7-

Final Classifier Story

2,3,4 Use, Examine,and Evaluate all eight categories of classifiers in the creation of a story. Applying

Analyzing

Evaluating

Practiced story and peer review.
 8 – Classifiers and Deaf Culture 5 Formulate a hypothesis as to why Classifiers are so important to ASL and Deaf Culture. Creating Reference supported paper and Vlog/Blog post.

 

Instructional Planning

Now that you have aligned your outcomes, objectives, and assessments, it is time to begin brainstorming possible activities you might use each week. Also try to classify the type of interaction the activity involves (e.g., student-to-student, student-to-content, or student-to-teacher)–for more on this see Moore’s foundational article as well this helpful website). If you prefer, you can use Horton’s “Absorb, Do, Connect” approach instead, Gagne’s 9 events of instruction, or David Merrill’s First Principles of Instruction in place of the type of interaction column.

Module # Learning Objective Possible Activity Type of Interaction
 1 –

The Deaf Experience/

What are Classifiers?

Begin to Formulate a hypothesis as to why classifiers are so important to ASL and Deaf Culture.

Define Classifiers and their place in ASL.

1.Review course structure and assign deaf experience.

2.Write a blog post introducing self and explaining experience. Post link in discussion (peers comment).

3.Review provided resources on CLs

4.Then make a Vlog/Blog post – “What are Classifiers?”

 

Student-Content

Student-Teacher

Student-Student

 2 –

Semantic Classifiers/

Plural Classifiers/

Descriptive Classifiers

 

Define and Explain Semantic, Plural and Descriptive Classifiers.

Recognize and Use Semantic, Plural and Descriptive Classifiers in conversation and storytelling.

1.Review provided resources on this modules Classifiers.

2.With assigned group create a Google document (or Google presentation) that gives definitions, examples, and when to use each category.

3.Make Vlog/Blog post of the CLs covered in module as well as some examples they might use in their final story.

4. Practice and record conversation with partner and post to blog.

Student-content

Student-student

Student-teacher

 3 –

Instrumental / Locative Classifiers

Define and Explain Instrumental and Locative Classifiers.

Recognize and Use Instrumental and Locative Classifiers in conversation and storytelling.

1.Review provided resources on this modules Classifiers.

2.With assigned group create a Google document (or Google presentation) that gives definitions, examples, and when to use each category.

3.Make Vlog/Blog post of the CLs covered in module as well as some examples they might use in their final story.

4. Practice and record story and post to blog.

Student-Content

Student-Teacher

Student-Student

 4 –

Body Classifiers /

Body Part Classifiers

Define and Explain Body and Body Part Classifiers.

Recognize and Use Body and Body Part Classifiers in conversation and storytelling.

 1.Review provided resources on this modules Classifiers.

2.With assigned group create a Google document (or Google presentation) that gives definitions, examples, and when to use each category.

3.Make Vlog/Blog post of the CLs covered in module as well as some examples they might use in their final story.

4. Practice and record conversation with partner and post to blog.

Student-Content

Student-Teacher

Student-Student

 5 –

Elemental

Classifiers

Define and Explain Elemental Classifiers.

Recognize and Use Elemental Classifiers in conversation and storytelling.

 1.Review provided resources on this modules Classifiers.

2.With assigned group create a Google document (or Google presentation) that gives definitions, examples, and when to use each category.

3.Make Vlog/Blog post of the CLs covered in module as well as some examples they might use in their final story.

4. Practice and record story and post to blog.

Student-Content

Student-Teacher

Student-Student

 6 – Classifiers in Conversation  and Storytelling Use, Examine, and Evaluate all eight categories of classifiers in conversations.

Examine and Evaluate all eight categories of classifiers in storytelling.

1.Review all eight categories, decide on a topic for conversation with partner and record converation/post to YouTube

2.Examine and Evaluate conversation using EdPuzzle and embed in blog

3.Examine and Evaluate a CL story using provided Rubric

Student-Content

Student-Teacher

Student-Student

 7-

Final Classifier Story

Use, Examine,and Evaluate all eight categories of classifiers in the creation of a story.  1.REview, Plan, and create a CL story/ post to YouTube and embed in blog.

2.REview a peers story using EdPuzzle.

Student-Content

Student-Teacher

Student-Student

 8 – Classifiers and Deaf Culture Formulate a hypothesis as to why Classifiers are so important to ASL and Deaf Culture. 1.Following rubric, write a paper hypothesizing why CL are so important to deaf culture and ASL. post to blog/vlog Student-Content

Student-Teacher

 

 

Motivation Planning

How do you plan to motivate your learners in each module? Whether you think in terms of the ARCs model or Gagne’s 9 events of instruction, it is important to think about how you will get your learner’s attention and help establish relevance. This might change over time but it’s important to think about how you might do this for each module.

 

Module Plans to motivate your learners
Module 1 Classifiers are arguably the most important aspect of ASL. Why? That is what we are going to explore in this class. Your first assignment?  Do not use your voice for 24 hours. Keep track of your experiences because we will use them later when we create a Classifier story to share with the deaf community.

Allow students to choose which blogging site they want to use.

Module 2 Which Semantic, Plural, and Descriptive Classifiers will I use in my story?

Allow students to choose which resources they use/ How they learn the content.

Allow students to choose if they want to Blog or Vlog

Real world conversation practice.

Module 3 Which Instrumental and Locative Classifiers will I use in my story?

Allow students to choose which resources they use/ How they learn the content.

Allow students to choose if they want to Blog or Vlog

Real world storytelling practice

Module 4 Which Body and Body Part Classifiers will I use in my story?

Allow students to choose which resources they use/ How they learn the content.\Allow students to choose if they want to Blog or Vlog

Real world conversation practice.

Module 5 Which Elemental Classifiers will I use in my story?

Allow students to choose which resources they use/ How they learn the content.

Allow students to choose if they want to Blog or Vlog

Real world storytelling practice.

Module 6 Can I correctly use Classifiers spontaneously in conversation?

Allow students to choose partners for final conversation.

Have a real world deaf audience.

Module 7 Can I tell a story with only Classifiers?

Allow students to create their own story.

Have a real world deaf audience.

Module 8 Why are Classifiers arguable the most important aspect of ASL and how do they relate to Deaf Culture?

Deaf community will view and comment.

 

 

Content Planning
Module # Content
Before Course Begins Use enrolled students’ names to create groups of 3 or 4 and post them on the course site early. Also assign four sets of partners for modules 2, 4, 6 & 7.
Module 1 1.Create introduction quiz about course structure

2.Find or create a blog template for students and instructions on how to set it up. FInd or create instructions on how to set up a YouTube account.

3.Find resources on “what are Classifiers” and create discussion questions

4.Create vlog/blog rubric

Module 2 1.Find resources on Semantic, Plural, and Descriptive Classifiers.

2. –

3.-

4. Create the conversation outline and Rubric. Find or create instructions on how to record a video conversation and post to YouTube

Module 3 1.FInd resources on Instrumental and Locative Classifiers

2.-

3.-

4.- FInd CL stories for students to copy and create rubric. FInd  or create instructions on how to record and post videos to YouTube

Module 4 1.Find resources on Body and Body Part Classifiers.

2. –

3.-

4. Create the conversation outline and Rubric. Find or create instructions on how to record a video conversation and post to YouTube

Module 5 1.FInd resources on Instrumental and Locative Classifiers

2.-

3.-

4.- FInd CL stories for students to copy and create rubric. FInd  or create instructions on how to record and post videos to YouTube

Module 6 1.Create list of possible conservation topics.

2.Create instructions on how to use EDpuzzle /Rubric and how to embed it into your blog.

3.Find CL stories for students to evaluate using EDpuzzle. Create Rubric

Module 7 1.Create rubric for CL story

2.Create rubric for peer review

Module 8 1.Create rubric for hypothesis paper

 

 

Social Interaction Planning
Module # Social Interaction
Module 1 Create video introducing myself and the course. A clear set of instructions for the first module
Module 2 A news forum post at the beginning of the module introducing module assignments

Provide formative feedback on group resource collection. Provide summative feedback on practiced conversations.

Module 3 A news forum post at the beginning of the module introducing module assignments

Provide formative feedback on group resource collection. Provide summative feedback on practiced stories.

Module 4 A news forum post at the beginning of the module introducing module assignments

Provide formative feedback on group resource collection. Provide summative feedback on practiced conversations.

Module 5 A news forum post at the beginning of the module introducing module assignments

Provide formative feedback on group resource collection. Provide summative feedback on practiced stories.

Module 6 A news forum post at the beginning of the module introducing module assignments

Create screencast showing how to use EDpuzzle. Summative feedback on unpracticed conversations and story evaluations

Module 7 A news forum post at the beginning of the module introducing module assignments

Provide Summative feedback for stories

Module 8 A news forum post at the beginning of the module introducing module assignments

Provide summative feedback for papers.

 

 

  1. Prototype

Typography
 

Heading 1: Influenced by Canvas

Heading 2: 18 font size, Dark Grey, Bold, RGB:

Heading 3: 14 font size, Bold, Dark Grey, RGB:

Body text: 12 font size, black, RGB:

Color Scheme
Color RGB HEX# Main Purpose
      Body text background
      Body text
      Heading 1
      Heading 2
 N/A     Banner background
N/A     Banner text
N/A     Visited link

 

Design Prototype

 

 

Design Justification

I chose to use black and gray because I would like this course to be basic and professional.

 

  1. Formative Evaluation

 

Process

The formative evaluation will be conducted via online survey with a link to the course. This is the most justified way to perform the evaluation because the course itself is online and it allows the reviewers flexibility while completing the survey.

Reviewers

List and describe who you plan to have review your course. Often this might include your supervisor, a co-worker and/or subject matter expert, as well as a group of learners.

Davina Snow – Subject Matter Expert

Rand Adams – Co-worker

Jessica  – Student

Tim Ronan – Student

 

Questions

 

Formative Evaluation Results

Question 1: How is the navigation of the course?

  • Reviewer 1: The course navigation is easy and fluid.
  • Reviewer 2: The only thing which I do not like is in the home page there is a button in the top left which has to be clicked before the course content can be accessed.
  • Reviewer 3: I would like the buttons on the bottoms of the modules to display the names of the next pages instead of just Next and Back.
  • Reviewer 4: You do a good job of explaining the navigation in the introductory video.

 

Changes: Add a button on the home page that says Start the Course

 

Question 2: How is the organization of the course?

  • Reviewer 1: The course is organized extremely well. I think the syllabus outline is especially useful. I like it that there is a link to every assignment embedded into the course syllabus this is very useful. It also nice that this is a direct link to the assignment tab.
  • Reviewer 2: The modules are straight-forward and organized. They have a logical flow when stepping through the modules in a sequential pattern.
  • Reviewer 3: There is no module TO_DO checklist in modules 3-8.
  • Reviewer 4: You provide a week’s time for each module although some contain quite a bit more information than others.

 

Changes: Get rid of the To-Do list for modules 1 and 2. Re-evaluation the distribution of information.

 

Question 3: How are the learning objectives?

  • Reviewer 1: Learning objective are clearly stated at the top of every module. The text of the learning objectives in modules 1-5 is similar.
  • Reviewer 2: I feel as though the modules provide the correct material and work-load to fulfill learning objectives adequately.
  • Reviewer 3: I like how each rubric has the learning objective covered at the top.
  • Reviewer 4: The learning objectives cover the topic adequately.

 

Changes: Re-Evaluate the learning objectives of Modules 1-5.

 

Question 4: How is the content of the course?

  • Reviewer 1: The course content does follow a logical build and everything is correct.
  • Reviewer 2: I do think that some modules have more content than other modules. Module 5 and module 3 have less content than the other modules throughout the course.
  • Reviewer 3: Overall the content is very informative and clear.
  • Reviewer 4:As students do group resource collection the content throughout the course can be expanded. This course is cool because is seems as though it is easy to keep it fresh year after year.

 

Changes: Re-evaluation the amount of content in modules 3 and 5 compared to other modules.

 

Question 5: How is the interaction?

  • Reviewer 1: Hard to tell without actually taking the course.
  • Reviewer 2: Students have to interact frequently to get a good grade in the course.
  • Reviewer 3: There is a lot of group work throughout the course which forces lots of student interactions.
  • Reviewer 4:Group forums allow everyone including the instructor to remain involved.

 

Changes: N/A

 

Question 6: How is the text?

  • Reviewer 1: Text is easy to read and clear. It is devoid f typos and other grammatical errors. All headings are organized and allow the reader to flow through the lesson plan step by step.
  • Reviewer 2: Consider making all links in .pdf format (Especially grading rubrics). Power points could also be made into .pdf. At the beginning of all power point slides there is a blank slide which could be removed.
  • Reviewer 3: In the beginning of every lesson it says “In this section of module two”. Consider changing this to to the correct module.
  • Reviewer 4: The text is easy to follow and read.

 

Changes: Re-upload PPTs as Pdfs and remove blank slide. Edit the beginning sentence “In this section of module two.”

 

Question 7: How are the visuals?

  • Reviewer 1: I think the visual are one of the strongest aspects of the course. In every module there are video examples which are helpful for students to understand the different groups of classifiers.
  • Reviewer 2: I don’t know if these are available, but step by step still images of classifiers combined with text could be useful.
  • Reviewer 3: If you could provide a document similar to Hand Speak – Semantic classifiers in every module that would be valuable to my learning style and level in ASL (Basic)
  • Reviewer 4:Sometimes the videos are too quick to get all of the content.

 

Changes: N/A

 

Question 8: How is the work load?

  • Reviewer 1: I work-load seems adequate. There is enough work to force students to remain engaged, but not too much to be overbearing.
  • Reviewer 2: It seems as though students will need to do a little work everyday to stay up with the course which is extremely important while learning languages.
  • Reviewer 3: I do not think the work load is distributed evenly throughout the modules.
  • Reviewer 4: It might make sense to provide more time for students to work on module 2 and less time for students to work on module 5.

 

Changes: Re-Evaluate the distribution of information covered in modules 2, 3, and 5.

 

Question 9: Is there anything that was confusing?

  • Reviewer 1: The course is very logical and well organized. It was not confusing at all.
  • Reviewer 2: I am given clear objectives of what it takes to get a good grade and to move through the course material efficiently.
  • Reviewer 3: Overall, I think that this course is successful and with a few corrections is ready to be given to students at a university level.
  • Reviewer 4: The use of ooVoo in the modules 2 and 4 and then a switch to Appear.in is confusing.

 

Changes: Require the use of Appear.in only and get rid of ooVoo.

 

Question 10: How is the evaluation of learning objectives?

  • Reviewer 1: Assignments, and assignment evaluations force students to really fulfill the learning objects. Through continued bloging/vloging and group resource collections the students have to stay engaged with the language on a regular basis which is necessary to gain a language.
  • Reviewer 2: Through group resource collection the course content can continually be expanded and improved as students find new and different examples.
  • Reviewer 3: Requiring story telling and conversations throughout the course is a good way to encourage students to develop new skills and to reinforce old abilities.
  • Reviewer 4: The first conversation is in the end of module 2 which seems to be an adequate starting point for continuing regular conversations and story telling throughout the rest of the course. By starting at the end of module 2 it allows students time to develop skills through module 1 and 2, so they do not feel as though the assignment is undo-able or daunting.

 

Changes: N/A

 

 

  1. Summative Evaluation

 

I plan to offer this course for free over the summer to ASL students wish to improve their classifier use. I will get feedback from them on how to improve it as well as use their questions to create a frequently Asked Questions page.

With the assistance of Davina Snow, the American Sign Language department chair, I plan to collect around 30 volunteers to take the course over the summer. A pre-survey, designed by Mrs. Snow and me, along with a post-survey will provide us the data and information we need to make this course available for credit. The pre-survey will include current classifier skill and knowledge as well as knowledge related to deaf awareness and culture. The post survey will cover the same material with added questions about the difference between Signed Exact English and American Sign Language.

 

ASL Classifiers Course Syllabus

I created this syllabus for a course I created. It is the first syllabus I have ever creates so I tried to encompass the expected environment I hope to foster in my class. I included things like Communication expectations, Academic Dishonesty, and Learning Accommodations.

American Sign Language Classifiers Syllabus – Word Document

 

 

ASL Classifiers

ASLCL -01

Boise State University

Course Syllabus

 

 

INSTRUCTOR INFORMATION:

Instructor:  Sarah Baughman, MA

Office: by appointment

Email: sarahbaughman@u.boisestate.edu

 

COURSE SCHEDULE:

TBA

 

COURSE PREREQUISITES:

ASL 101, ASL 102

 

COURSE DESCRIPTION:

Students will develop increased understanding of the types and uses of classifiers in ASL and develop further abilities to utilize this component of ASL in their expressive and receptive signing abilities through practiced conversations, unpracticed conversations, practiced storytelling, viewing/analyzing of videotaped stories, and individual practice outside of class.  Prerequisite: ASL 101 and ASL 102 or equivalent.

 

For some of the assignments in this class you will need access to a WEBCAM.  BSU provides such access for class related use to all BSU students.Students will be responsible for scheduling times for use of a WEBCAM. Your videotaped signed assignments will be uploaded to YouTube and shared with the class via a personal blog. If you do not wish for your YouTube videos to be public on the web that is acceptable and you will have to adjust the settings of each video on your YouTube Video Manager.

 

REQUIREMENTS:

  • Internet Access
  • Gmail Account (will create in class)
  • Blog Account (will create in class)
  • YouTube Account (will create in class)
  • ooVoo Account (will create in class)
  • EdPuzzle Account (will create in class)

 

COURSE OBJECTIVES:

Upon successful completion of this course the student should be able to:

  1. Define and explain the eight different categories of Classifiers in ASL.
  2. Recognize and evaluate the use of Classifiers in ASL stories and conversations.
  3. Demonstrate appropriate use of Classifiers in storytelling and conversation.
  4. Create ASL stories using only Classifiers.
  5. Formulate a hypothesis as to why Classifiers hold such a strong place in ASL and Deaf Culture.

 

METHODS OF EVALUATION:

Evaluation of student mastery of course objectives will be accomplished using the following methods:

 

6 Blog Posts                                                             60 pts.

4 Vlog Posts                                                             40 pts.

4 Group Projects                                                      40 pts.

2 Practiced Conversations                                        40 pts.

2 Practiced Stories                                                    40 pts.

Unpracticed Conversation                                         30 pts.

Peer Review                                                               5 pts.

Story Analysis                                                            20 pts.

Final Story                                                                  30 pts.

Peer Review                                                                5 pts.

Final Paper                                                                  40 pts.

Total                                                                           350pts.

 

A         280  –   350 pts.

B         210  –   280 pts.

C         141  –   210 pts.

D         71    –   140 pts.

F          0      –   70 pts.

 

ACADEMIC DISHONESTY:

Plagiarism/cheating is a serious academic offense that is to be avoided at all costs.  I advise you against sharing answers with other students on your written work or your study questions.  A student who plagiarizes on an exam or other assignments will receive a grade of “F” for the exam or assignment.  Students who plagiarize will be recommended to the Program Coordinator for disciplinary action.

Information on copyright and Fair Use guidelines will be provided throughout the semester and are expected to be followed. No one wants their hard work stolen from them and credit be given to another. Let’s respect each other’s hard work.

 

LEARNING ACCOMMODATIONS:

If you are a student with a disability that will require accommodation, it is your responsibility to contact the Disability Resource Center at the beginning of the class.  DRC will recommend any appropriate accommodation to both your professor and the Program Coordinator.  The professor and Coordinator will identify what accommodations will be arranged.

 

CLASS PARTICIPATION and COMMUNICATION POLICY:

What I look for in meaningful participation is a student’s preparedness for class, engagement in classroom exercises, and proposal of valid discussion points based on reading materials. We all want a safe and fun place to learn a new language so communication is key. If there is something you need in class, never be afraid to ask for it.

 

MAKEUPS, AND LATE POLICY :

Do to the structure and formatting of this class late work is not accepted. If you miss an assignment and wish to make it up please email the instructor to discuss what can be done to prove competency of skills represented in missed assignment. Full points will not be given but 70% can be achieved.

 

COURSE SCHEDULE

(Schedule subject to change)

 

Date Module # Course Outcome Learning Objective Assessment Due
   1 –

The Deaf Experience/

What are Classifiers?

5, 1 Begin to Formulate a hypothesis as to why classifiers are so important to ASL and Deaf Culture.

Define Classifiers and their place in ASL.

Blog post – My deaf experience.

Blog Post – What are classifiers?

 
   2 –

Semantic Classifiers/

Plural Classifiers/

Descriptive Classifiers

1,2,3 Define and Explain Semantic, Plural and Descriptive Classifiers.

Recognize and Use Semantic, Plural and Descriptive Classifiers in conversation and storytelling.

Blog post – What are Semantic, Plural and Descriptive Classifiers?

Practiced conversation

 
   3 –

Instrumental / Locative Classifiers

1,2,3 Define and Explain Instrumental and Locative Classifiers.

Recognize and Use Instrumental and Locative Classifiers in conversation and storytelling.

Blog post – What are Instrumental and Locative Classifiers?

practiced story.

 
   4 –

Body Classifiers /

Body Part Classifiers

1,2,3 Define and Explain Body and Body Part Classifiers.

Recognize and Use Body and Body Part Classifiers in conversation and storytelling.

Blog post – What are Body and Body Part Classifiers?

Practiced conversation

 
   5 –

Elemental

Classifiers

1,2,3 Define and Explain Elemental Classifiers.

Recognize and Use Elemental Classifiers in conversation and storytelling.

Blog post – What are Elemental Classifiers?

practiced story.

 
   6 – Classifiers in Conversation  and Storytelling 2,3 Recognize, Evaluate, and Use all eight categories of classifiers in conversations. Recognize and Evaluate all eight

categories of classifiers in storytelling.

Unpracticed conversation and peer review.

Story analysis and evaluation.

 
   7-

Final Classifier Story

2,3,4 Recognize, Evaluate, and Use all eight categories of classifiers in the creating of a story. Practiced story and peer review.  
   8 – Classifiers and Deaf Culture 5 Formulate a hypothesis as to why Classifiers are so important to ASL and Deaf Culture. Reference supported paper.  

 

ASL Classifiers Course

This is my final project from my Online Course Design class.

It showcases my ability to select appropriate recourses to optimize learning. It also demonstrates my ability to lead my peers in designing technology supported learning as this course has not yet been created in an online setting in our department.

Follow this link:

https://canvas.instructure.com/enroll/DHP3BE

Or sign up at https://canvas.instructure.com/register and use the following join code: DHP3BE