My Deaf and hard of hearing students have their national matriculation exams in a few weeks.
For some of these 11th graders it will be their first matriculation exam, ever.
I felt they needed a reminder of the “do’s and don’ts” of taking such exams. I felt it would be more effective and certainly more interesting to present the advice as ways to do poorly on the exam (or worse!) instead of suggestions and warnings.
Therefore, this slideshow is NOT intended for students to review on their own. It is meant as a way to go over important points with the students before the exam.
As always with my students, I tried to present these points in a visual manner, to enhance clarity.
NOTE: The tip regarding “sections on the exam that you don’t have to do” might not be relevant for teachers of students who do not get accommodations due to their hearing loss.
Wishing all our students the best of luck on their exams!
Just before THE pandemic broke out, I was asked to present something about a holiday in a creative manner. It was for a great in-service course for teachers I took with Debbie Ben Tura on the topic of creativity in EFL Teaching.
YAY! Schools will resume teaching “normally” as of tomorrow at full capacity.
OMG! Schools will resume teaching “normally” as of tomorrow at full capacity.
Note: Full capacity at the high-school where I teach is about 1800 students.
It’s a ROLLER COASTER! Last-minute decisions, conflicting and incomplete information – teachers and school administrators can be ready for anything, adapt to whatever is needed at a moment’s notice, right? Isn’t that why educators are one of the most respectedprofessions in the world? Right, huh?
I say “YAY” because I’m thrilled to teach the way I was meant to teach – being with the students in the same room! A lesson in which we can all focus on the task at hand, with all our resources available, leaving technology to be used when, where, and how we want to use it, only when it serves our purpose.
A FACE-to-FACE lesson where we can smile at the students as they enter class, compliment one, encourage another who seems to need it even though no word was spoken, or even just silently point to the whiteboard where the dates of the national exams are written when they ask for the umpteenth time.
Did I say “smile“?
What about THE MASKS?!!
If it is safe now to have so many students in one place for an entire school day, in close proximity, why isn’t it safe for them to ride on a school bus to school? The students won’t come without transportation and the drivers won’t bring them at half capacity.
Who is actually going to come tomorrow? And the day after? And what about those who don’t? And those students and teachers who really can’t return?
Have medical professionals, epidemiologists, been consulted during the “thoughtful process of planning” the reopening of the school system? The fact that I’m looking for a “rhyme and a reason” may be highly Quixotic of me but knowing that doesn’t help me sleep any better.
Is wearing a mask for a full school day at all feasible?
Thanks to an administrator at school I got a mask with a clear plastic window so my Deaf and hard of hearing students can see my lips. Can I spend a whole day with a piece of plastic over my mouth?
I guess I’m going to find out.
The principal sent a recommendation to spend breaks outdoors as much as possible, so as to avoid crowding in the teacher’s room. Students should go out as well.
Unfortunately, the first serious heatwave of the year has just begun. It’s a scorcher worse than our usual seasonal ones. The weather forecast for the area of our school tomorrow will be a whopping 40 degrees celsius!
For once I can foresee the future – the schoolyard will be empty!
When I was first “thrown” so suddenly by the pandemic into a situation where I had to work on reading comprehension via distance learning with my Deaf and hard of hearing students, I used online worksheets consisting of multiple-choice questions a great deal.
There is no doubt that sometimes such a worksheet is EXACTLY what is needed.
For example, take the following old reading comprehension exercise of mine which I updated into an online worksheet – Identifying the Main Idea
My goal is (yet again, and again and again) to try to show the students that they have to read the distractors of a multiple-choice question very very carefully. Distractors often include information that is factually correct but is not the main point at all.
A Self-check multiple-choice online worksheet is absolutely the way to go in this case.
I love it when a student complains that the worksheet must be wrong – surely the main idea of the short video involving a blind man must be “It is important to help blind people”. That fact is true but it is NOT the main idea here – that’s the kind of discussion I want to have!
Sometimes the value of the learning task is greatly diminished by having multiple-choice options. Such as in cases where the answer is fairly obvious, and having options makes the question ridiculously easy.
More importantly, when enriching students’ vocabulary is part of the goal of a particular task, having them write out (or type) the answer on their own forces them to pay attention to the word a bit more. Many formats of online exercise do not enable copy /paste, the students actually have to type in the words letter by letter.
An unexpected difficulty can arise here.
Even though it is quite possible to have the students type in the correct answer and keep the worksheet in “self-check” format, I have stopped doing so.
For the answers to be considered correct the students have to type the answer in EXACTLY as you typed it in. If they wrote the correct answer but inadvertently added a space, used the wrong symbol in the keyboard in the word “don’t ” (a very common error that my students make), added or missed a comma, their answer will be marked as WRONG!
Many of my students really don’t respond well to that sort of situation.
So, as in the worksheet you will see here, I leave all the blanks for the students to type in the answers empty, without a self-check answer. The students then send me pictures of the screen or screenshots and I check them.
I have the luxury of having small classes, but it is possible to send them a document to self-check their work if you find it more applicable to your teaching situation.
Here is a link to a task using abbreviations commonly found online to introduce some phrases, while watching a lovely video that was a huge hit a few years ago.
In order to do well on an exam involving a reading comprehension passage, a student learning English as a foreign language must do more than look up translations of unfamiliar words, right? He/She has to THINK about what is being asked and notice the relevant details in the text, right?
Those are certainly “DUH” questions for any EFL teacher.
But even back in the “good old days“, before Covid_19, when I used to meet my Deaf and hard of hearing high school students face to face, getting students to really examine the reading comprehension questions carefully, to notice all the helpful hints “hiding in plain sight” in the text, was one of the issues I spent a great deal of time on. Every time the students and I worked on a text I would highlight certain points, leaving others for another lesson, careful not to “flood” them with too much information at once.
Now that we’re in “distance learning mode”, not only do I have to find ways to adapt my usual explanations to this new way of studying, I also have to contend with Google Translate. Students certainly use it and I can’t blame them.
But I want them to think about some aspects of the text!
So I prepared a guided reading comprehension task in four sections. It is modular so different students can do it at their own pace. I used LiveWorksheets so that the task would be online with interactive options.
The first stage was getting students to look carefully at the title, the first sentence, and all the names and numbers in the text Students need to be reminded to take advantage of the useful information gained from this simple technique. This was achieved by showing them only this information in the first part of the guided task.
The next two issues I wanted to tackle were much more challenging. My Deaf and hard of hearing students tend to ignore instructions and explanations in general.
And I want them to really READ the questions.
So I kept the explanations as short as I could and just wrote them in L1 (Hebrew). If someone wishes to translate the Hebrew used in these exercises into Arabic (or any other languages) I would be delighted to provide assistance and post additional versions of these tasks.
More importantly, I used L1 as the first step in making the students examine the multiple-choice questions more carefully. I translated the questions into Hebrew but left out words in the questions. The students must fill in the missing words, using the translations. They choose from three options.
I asked the students “DUH” questions about the questions, before going on to answer the questions.
A student who will happily skip an explanation won’t skip a question. There are all sorts of examples but here is the most obvious one:
Line 18 mentions “the astonishing qualities” of Manuka honey. Give one of these qualities from another paragraph.
Line 18 is at the ________(beginning)___________ of paragraph 4.
The answer to this question __(can not be )____________ from paragraph 4.
Will reading paragraph 4 help me answer this question? ___(No)____
The words “give one of” refer to the fact that there is ____(more than one answer) __
The word “astonishing” refers to ____ (something surprising)
And even more “DUH”…
The students are exposed to the reading passage itself slowly, as relevant. At certain points, I erased some words in the reading passage, which they have to fill in using the multiple-choice options. There are no translations, but the words I chose to delete and the options which are given make the correct answer EXTREMELY obvious. But actually stopping to choose these simple words caused the students to slow down and look at the text more than many would have done.
You will find the links to all the sections below.
I hope you find the exercise useful!
Note: The text used was taken from a 2008 “Bagrut” exam for Module D. Not all questions appearing in the original exam were used.
My Deaf and hard of hearing 11th and 12th-grade students should have been about 3 weeks away from taking their national final matriculation exams.
That was before COVID-19 of course.
Assuming that at some point the students WILL be taking these exams, we will continue to teach online after this holiday break.
My students who struggle the most, going for the lowest level of the exams, need a lot of practice with answering Wh questions about short reading passages.
When I say short I mean short.
These are students who don’t do much without me sitting with them. Distance learning is hitting them the hardest. It will be more effective to use shorter passages.
So the exercises I am sharing below are “self-check tasks” of short texts with questions for reading comprehension. Only Wh type questions.
In addition, I really want to emphasize the connection between the correct answer and the “Wh” question word used. So each of the following exercises has two versions. One is a standard “answer the question” version. The other version includes the answers, but the question words are missing.
The last day of school before shifting into “COVID-19 Time.
I had received this “Keep Calm and Carry On” sign as a gift a few months ago and hadn’t known what to do with it. I updated it and leaned it against the whiteboard, over the “How often” card.
Hardly any of my high school students came to school that day. Most of those who did come, left early.
By noon, the only students who could be seen in the empty hallways were those in the photos on the dozens of posters for the 12th graders’ final theatre productions.
Performances scheduled for dates that disappeared off the school calendar all at once.
Friday, March 13, 2020
No school today. The immediate future is so unclear that I manage to ignore it for most of the day. It’s SPRING – flowers everywhere! A short walk around the neighborhood does me a world of good. I’ve dreamed about not working Fridays for years!
Sunday, March 15, 2020, and THE ENTIRE WEEK
So we’re supposed to begin teaching via the Internet immediately, right? I’m all for it, but if I may ask:
How? Which platforms? When? How much? How often? Graded or ungraded? What about our final exams?
And what am I supposed to do about the fact that ALL of the students’ books, notebooks, practice material, readers (and much more!) is in the classroom?!
No “do the exercises on page 58 and send me your answers” for this teacher.
** I am so grateful to all the support I got from the school, my colleagues, publishers who are sharing material online and all the teachers around the world posting helpful information and advice!
Time and scheduling take on new meanings
The upside of spending hours on the challenges of suddenly shifting to distance learning completely
Rising to the new challenges that the sudden shift to distance learning requires is so time-consuming that it has left me with a lot less free time to follow the news and worry.
But best of all is a new kind of connection with the students – they realize that we are partners who need to navigate our way together toward the goal of keeping up their schooling.
It doesn’t matter that we’ve moved to Daylight Savings Time, we are all actually on “Corona time”.
Who knows how long this will last…
Now that my Deaf and hard of hearing adolescent students (some of whom NEVER do any school work at home) have to study from their bedrooms/living rooms or kitchen tables, I needed an amusing prompt to enable me to discuss study habits with them.
It turns out having a blog is quite useful for finding forgotten goodies. I learned of this video years ago on Sandy Millin’s Blog.
Just what I was looking for.
I can use it with all levels because this video works best without sound and without students reading the captions.
All you need to do is watch the video and ask the students what they do. The video is very clear.
The mustard dripping on the notebook is a great touch!
Honestly, even if your students hear EXTREMELY well, you don’t want the sound here.
I did prepare a written “companion” to the discussion because I need that with my students. I’m not sure I can call it a proper worksheet because the level of complexity is mixed. But it wasn’t designed to be done by a student working independently. In any case, I’m adding the downloadable file below.
The sudden shift to online teaching has caused us all to look for more materials.
So this is a short post just to share a reading comprehension worksheet for students, which doesn’t require reading a text. The task focuses on the skills of comparing/contrasting, inferring and “supporting your answer”.
I don’t know who actually said it first, but it seems that a great many people invest a great deal of effort in proving the veracity of this old adage.
My Deaf and hard of hearing students (ok, “MOST of’ , there are notable exceptions) prefer a different version:
“If all else fails, don’t do it .”
Reading the instructions doesn’t even enter into the equation. In ANY language – not just in English as a foreign language!
I encourage, I point out the instructions, sometimes I refuse to help unless they read the instructions, but without my intervention, the instructions usually remain unread. Perhaps 10th grade is a bit late to start working on the importance of “reading instructions”, but I haven’t given up yet.
Now that schools have closed because of THE VIRUS, I have discovered that I now have a golden opportunity (we have to be optimistic and look at the bright side, right? ) to get these students reading instructions!
Over these first crazy days of trying to adjust to online learning with my students, who are not only at every possible level there is, but all their schoolbooks are the classroom I have learned three useful tips.
At least I’m learning new things every day!
Start them off with a task that has two parts. What needs to be done in the first part consists of an exercise of the sort where it is very very obvious what needs to be done. Such as the following Live Worksheet, on the topic of words and phrases that I see often on national exams and confuse my students.
With a live worksheet, the students can do a worksheet online and check their answers on their own, while using content made by their own teachers. The students know exactly what to do.
**** You can see it here, but if you want to try answering it to see how it works, use the link here in green letters : Confusing Words and Phrases
2. The second part of the exercise involves reading a simple instruction. If the students ignored it, you can first praise them for getting the first part right. Builds confidence! My own students were asked to send me translations of this completed exercise.
If your students DO send you a question, don’t answer instantly. Wait a bit. Besides the VERY important message that you want your students to understand regarding you not being on call EVERY SECOND OF THE DAY, let them look at the exercise on their own for a bit. When they don’t get an answer right away, they might actually try again. Try it!
3. When you respond to the question, first ask them to explain exactly what was it in the instructions that was unclear to them, which part or which words. That makes both you and the students reread the instructions.
There’s a good chance that the students will now know exactly what to do.
If not, then YOU, the teacher, may realize that the instructions could be improved.
A win-win situation!
Teaching English as a FOREIGN language to Deaf and Hard of Hearing Students