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Lesson:
OccupationalSafetyinASLInterpreting
Unit:
MultipleModalitiesinSignLanguage
Course:
ASL2B
Instructor:
GuthrieNutter
School:
HeritageHS
Date:
5/08/15
Purpose:
Todevelopsafetyawarenessandskillsinphysical,emotionalandmentalaspects
ofASLinterpreting.
LessonObjectives:
Studentswilllearnandidentifypotentialhazards,longtermexposurerisks,aswellas
takestepstomitigatethosehazardsthroughvideosandactivitiesinclass.
21stCenturyStandards:
PRODUCERESULTS
CreatingResultsApplicabletoIndustryWork
Demonstrateadditionalattributesassociatedwithproducinghighquality
productsincludingtheabilitiestobeaccountableforresults
BESELFDIRECTEDLEARNERS
MakeConnectionsOutsideOfClass
Reflectcriticallyonpastexperiencesinordertoinformfutureprogress
WORKINDEPENDENTLY
CreatingSafeWorkSpacesIndependently
Monitor,define,prioritizeandcompletetaskswithoutdirectoversight
MANAGEGOALS&TIME
EstablishingSafeWorkloads
Utilizetimeandmanageworkloadefficiently
Balancetactical(shortterm)andstrategic(longterm)goals
ADAPTTOCHANGE
RecognizingDynamicWorkEnvironments
Workeffectivelyinaclimateofambiguityandchangingpriorities
WAStateCoreStandards:
CulturesGainKnowledgeandUnderstandingofOtherCultures
Standard2.1:Studentsdemonstrateanunderstandingoftherelationshipbetweenthe
practicesandperspectivesoftheculturestudied.
Standard2.2:Studentsdemonstrateanunderstandingoftherelationshipbetweenthe
productsandperspectivesoftheculturestudied.
ConnectwithOtherDisciplinesandAcquireInformation
Standard3.1:Studentsreinforceandfurthertheirknowledgeofotherdisciplinesthroughthe
worldlanguage.
Standard3.2:Studentsacquireinformationandrecognizethedistinctiveviewpointsthatare
onlyavailablethroughtheworldlanguageanditscultures.
ParticipateinMultilingualCommunitiesatHome&AroundtheWorld
Standard5.1:Studentsusethelanguagebothwithinandbeyondtheschoolsetting.
RequiredMaterials:
Pen
Paper
ArticleaboutASLInterpretersmentalhealth
VideoaboutASLInterpretersphysicalhealth
ScienceDailyArticle
RubberBands
ProgressionofLearningActivities:
Hook:
Askstudentsthisquestion:Supposeyouwerecalledtointerpretatwohourcollegeclassin
forensicscienceatthebeginningofthenextperiod,withnopartner.Whatquestionswould
youaskinthebackofyourheadbeforesayingYEStothisjob?Askthemtowritetheir
answersdownonapieceofpaper.Savethispaper.
InstructionalInput:
1. Bytheendofthisclass,youwillbeabletoanswerthisquestionandexplainyour
rationalebehindaYESorNOanswer
2. Show
VideoaboutASLInterpretersphysicalhealth
3. Dividestudentsintotwogroups.Onegroupwillreadinpairsonearticle,
Articleabout
ASLInterpretersmentalhealth
,whiletheothergroupwillreadinpairstheotherarticle,
ArticleaboutASLInterpretersmentalhealth
.
4. Studentswillsynthesizetheinformationtheylearnedandshareinaclassdiscussion
a. Whatwasthesituation
b. Identifythehazard
c. Whatcouldhappentotheinterpreter
d. Whataretheoptionstheinterpretercandotomitigatethehazards
RUBBERBANDACTIVITY
Modeling:
Demonstratepartneractivity,withanassistant.Haveassistantusetworubberbandsforeach
hand,(totalfourrubberbands)andrandomlybandtogetherfingers(gently!).Instructorthen
willsignpersonalinformation,suchasfullname,age,andwhereshe/hewasborn.
GuidedPractice:
Students,nowpairedup,willbeginthisactivity.Instructorwillmovethroughtheclassroomto
ensurestudentsbandtheirfingersinarealisticwaythatemulatesRMIorCTS,andgentlyto
preventcirculationissues.
Independentpractice:
Studentswillnowsigntheirpersonalinformationtotheirpartner,whilethepartnertriesto
writedownwhattheyunderstand.Thisprocessisrepeatedasstudentsswitchpartners.
Assessments:
Formative:
1) Comprehensioncheckstoaskstudentstoidentifypotentiallydangerousfactors
towardsASLinterpretersinascenario.
2) AssiststudentswithaccuratemodelingofseverecarpaltunnelsyndromeorRMI
(repetitivemotioninjuries)
Summative:
1) Essayparagraphbasedondebriefquestions.Assessmentwillmeasurewhat
strategiesstudentsrecalledfromlesson.
SpecialNeeds/DifferentiationAccommodations:
Studentswithneedscanobserveotherstudentsperformingrubberbandactivity.Simpler
contentcanbeprovidedinsummaryparagraphofreflection.
Debrief:
Studentswillwriteareflectionessayfocusingonthefollowing:
1. Whatchallengesdidyouencounterduringtherubberbandactivity?
2.
3.
4.
5.
6.
Whatstrategiesdidyoulearntoavoidphysicalinjury?
Whatstrategiesdidyoulearntomaintaingoodmentalhealth?
Whatstrategiesdidyoulearntomaintaingoodemotionalhealth?
HowdidthisexerciseimpactyourperspectiveonthefieldofASLinterpreting?
WouldyousayYEStothisjoborNO,andwhy?Useinformationyoulearnedfromthis
class.