Class+15+Wednesday,+February+27+by+Sharon+Pokotylo+and+Fleur+McLaughlan

Psychology of Learning, class review, Feb. 28th, 2008 By Fleur McLauchlan and Sharon Pokotylo

Topics of class Discussion
1.     Points on Assignments a.      Presentations b.      Final Assignment (Inclusive Unit Plan) c.      Learning Extension mark redistribution 2.     Simulations 3.     Universal Design a.       Architecture b.      Education 4.     Teacher Evaluation

Intrapersonal activity: Played and discussed, “What animal are you like or unlike?” i.e. I am a bee because I am busy Possible Animals: •      Bee •      Goat •      Lamb •      Butterfly •      Owl •      Ostrich

1. Assignments a.      Presentations We discussed how many of our presentations were lacking when it came to the question, “how does the disability affects the students development and learning?” M. Updike gave examples of how a disability affects a student through the following six categories, social-emotional, physical, moral, language, cognitive, and gross fine motor skills.

M. Updike blurred the overhead to simulate vision loss. As a class, we were asked to think of how this would affect the areas of development. Like dominos, if one area of development is affected, it can affect another.

Collaboration: •	Feedback sheets •	Different people see different things •	Practice giving feedback • practice giving and receiving advice and constructive criticism. •To make us listen •	Discussion page •	If not used, alternative methods i.e. emails, etc.

WIKI: •	Place to see scholarship •	Sources versus resources o	Sources •	Citing works versus plagiarism •	Bibliography / works cited
 * Sources need to be put immediately after the information cited is given.

o	Resources •	Things that people can use for help with the disability •	Books, videos, community groups, societies
 * Resources and References can be different things.

•	Spelling / grammar o	Principle / principal

b.      Inclusive Unit Plan Your lesson should be geared towards a Heterogeneous class, where some students are at grade level, below grade level and above grade level, may have a special need.

You can plan a unit with a partner, but write your own report, and mention on your paper that you did this.

Lesson plan can be in point form

Emphasis on the Inclusive part

You can include concept maps

A lesson doesn’t need to be a class; it can stretch over a few classes.

Unit must have a goal or a cumulative activity

Hand it in on the Monday, e-mail it, and name your sent file specifically as yours.

c.      Learning Extension mark redistrubution M. Updike explained how to calculate the redistributed mark. Yes you can still have your Learning Extension mark redistributed, let her know soon!

2. Simulations 3 experiments to simulate different special needs. a. in partners: one partner speaks with their tongue stuck to the top of their mouth. The second listened intently while the first stated what they had for dinner last night.
 * this was to simulate what someone with Down Syndrome might sound like, or what a person with hearing loss might hear.

b.      Again in partners, without speaking, we had to indicate to our partners that we had to leave early. M. Updike indicated that it is possible that someone without language may not have the motor skills required to create the visuals.
 * this felt a little like charades.

c.      M. Updike played a tape recording that simulates how you might hear with a hearing loss for the class. We were to fill out the following chart...


 * Word # || Slight High Frequency Hearing Loss || No Frequency Hearing Loss, Reduced Volume || Amplified as if by hearing aid || Actual Word ||
 * 1 ||  ||   ||   || Fill ||
 * 2 ||  ||   ||   || Catch ||
 * 3 ||  ||   ||   || Thumb ||
 * 4 ||  ||   ||   || Heap ||
 * 5 ||  ||   ||   || Wise ||
 * 6 ||  ||   ||   || Wedge ||
 * 7 ||  ||   ||   || Fish ||
 * 8 ||  ||   ||   || Shows ||
 * 9 ||  ||   ||   || Bed ||
 * 10 ||  ||   ||   || Juice ||

3. Universal Design

Overhead Cartoon: Mrs. Jones and Mrs. Cooper can’t figure out why Fred doesn’t feel included… The answer: Architecture of the classroom was prohibitive of including Fred in his wheelchair.

We discussed if The Faculty of Education building is well adapted for people with disabilities. We went through a list of points and discussed whether or not each was part of the architecture and design of the education building, for example:

Elevator – Yes, recent addition to the main basement level. Ramps – yes, recent addition Brail - no Large signage - yes Wheel Chair accessible washrooms - yes Flashing fire alarm lights - no Noise, lights alerts for floor levels in elevators – no etc

Not very well built, especially in comparison to the Helen Glass building, which had accessibility incorporated into the design. The Education Building is not inclusion friendly, except for some modern addition which helped update the accessibility, however certain things are still lacking (i.e. Braille on signs).

We did not discuss Universal design principles.

4. Course Evaluation.