Blog 22: 3-column chart

3-column chart

Blog 23: 2014 Interview

1.  Who did you interview and what house are they in?
Ari Cocjin
East house
2.  What ideas do you have for your senior project and why?
I'm not sure but I have narrowed it down to design, marketing, and forensic. I choose these three because I did a poster for project Prometheus and that caught my attention in design and the geometrics that are behind all of it. Marketing because I am drawn to the psychological aspect of it, like why they buy what they buy and why they buy that specific brand. For example the have a bottle of ketchup and they slap a label on it and people buy it.  Lastly, forensic because when growing up I would watch CSI shows and it was always interesting to me. 
3.  What do you plan to do for your summer 10 hour mentorship experience?
I am not sure of what I want to do for mentorship. I am still working on it. 
4.  What do you hope to see or expect to see in watching the 2013 2-hour presentations?
I would like to see some hands on activities and for the seniors to make their topic and presentation interesting and not boring.
5.  What questions do you have that I can answer about senior year or senior project (or what additional information did you tell them about senior year or senior project)?
What would be a good mentorship for me?
I personally can not help you answer that question but there is  a senior, Nicole Diaz, who is doing forensic photography. I know it is not the exact same thing but if you do decide to pursue in forensic then I do recommend that you talk to her and if you could, watch her presentation. 
How would I be able to choose to see her presentation?
You don't, juniors are assigned where they are going to be placed but if you are really determined to see a presentation then you can switch out with another person. But how they did it last year was you had to find another junior who is in the presentation that you want to see and if they are willing to switch with you, you have to have them (the other junior) sign a slip and have both teachers(the teacher of the 2 hr presentation that you were assign to you and the teacher of the 2 hr that you want to see) sign the slip as well. 

Blog 21: Independent Component 2

LITERAL
(a) I, Rahel Hernandez, affirm that I completed my independent component which represents 30 hours of work.
(b)  Sharon Gough (Mentor), Michelle Benavides (Interpreter), and  http://www.tsdvideo.org/ (website)
(c) hours log
(d) Mrs.Gough, my mentor allowed me to teach her 5th period class (it was her 5th period class because that was the time that I would be able to make it after school) .  

INTERPRETIVE
The significant part of my independent component 2 was coming up with the lesson plans. I never know the time and effort that went in to making a good lesson plan. Also how I was going to teach them took alot of planning. I would search up ideas on how to teach a certain topic. Or if I didn't know how to sign a certain word I would have to look it up. I actually went over to Michelle's house and we went over on how to sign my lesson plan I had for the following day.


I use this same picture as on blog 19. I feel like this capture how my independent component 2 was for me. Looking up how to sign words and making lesson plans.

APPLIED
I choose to do this as my second independent component because  I thought it might support my second answer which was knowing different instructional strategies.  My plan was to find which strategies work best for this class that I had. The independent component 2 really did help me understand that every child does learn differently than other. While teaching the class (which is only a class of 3) there was one student who seem to not be comprehending the topic. It was frustrating on my part because I felt like I wasn't doing a good job and I did not know how to explain it any better. In one of our 2-hr house Purther  suggested that I look into IEP (Individualized Education Program). When I looked it up the main purpose of an IEP is to set a goal  for the child and have them try to achieve that goal. Learning all of this, my answer did sort of change to setting an IEP for the student.

Blog 20: Three Column Chart first draft

Three column chart first draft

Blog 19: Senior Project and ESLR's

 Ipoly's 4 ESLR's:

• Effective Learner
• Effective Communicator
• Effective User of Technology
• Effective Ipoly Citizen

The ELSR that I have excelled in my senior year, for me is the Effective Learner and Effective Communicator. I chose the Effective learner because we are suppose to assume responsibility for our own learning. At first, I did not like doing this at all. I didn't like to do research on my own, I kind of felt lost, and I didn't like the freedom that we have. It was too much for me at first. But over time I had gotten use to doing all these research checks and was getting into it. Getting excited when I found a cool article or a book that I knew was going to be very helpful.  I realized there is so much that I don't know and I just wanted to learn more and more. And what is more awesome is that everything that I am learning I can apply it to my mentorship and my independent component 2, which I am currently doing. I also chose Effective Communicator because I've always been the type of person who enjoyed working by myself and can adapt in working in groups. But my biggest problem that I have always had was communicating with other people. So what I notice about myself, especially this year, was that I had to communicate with my teachers in order to gain better understand of what we should be doing and just trying to do my best this year.

I'm not sure if you can see the picture clearly but the first two pictures is of a website that really helped me a lot on improving my signing skills when I go to my mentorship. The bottom picture is something that I have been working on my Independent Component 2. Its just a picture of one of my lesson plan and what I was going to teach them for that day and the problems that I was going to use.

Blog 18: 2 hour meeting answer 3

1. What is your essential question?
How can deaf elementary student best become grade level literate?
2. What is your third answer to your essential question (write your third answer in a complete sentence)?
My third answer is knowing the instructional strategies that are best for their class or students
3. What are three details to support or justify your third answer (details are examples or facts)?

• Every student is a different type of learner. So if a teacher always gives lectures and the student is a visual learner, the student will have a difficult time retaining the information.
• When the teacher creates, establish, and enforces a safe environment in the classroom, the student then feels "safe" and will be able to work and listen better.
• Knowing different technique is important because if you use a technique called Cubing, where you look at something from different sides. One side you compare it, associate it, analyze it, apply it, and then argue for or against it. This is a great idea for a English class, but not as useful in a math class. Maybe for a math class we can use the "Think, Pair, Share" technique.

4. What source helped you prove this answer is justified for your essential question?

The most important source that not only help me get me to this answer but also help me to justify my answer was a book called Differentiated Instructional Strategies: One size doesn't fit all by: Gayle H. Gregory and Carolyn Chapman.
5. What do you plan to study next and why?
I would like to research further in the technology that is available and the different sources that a teacher can use for their class that will help their students.

Blog 17: 4th interview questions

1. How can a deaf elementary student best become grade level literiate?
2. What are some challenges that you face when teaching your elementary students?
3. What kind of visuals do you use and why?
4. What kind of support services does this school or school district provide for the deaf student?
5. When you are teaching, which do you think best benefits the student: being oral or using sign language?
6. What kind of signing do you use in the class? (ASL-American Sign Language, SEE-Sign Exact English, Pidgin sign-a mixed of both)
7. I read in a blog and it said, "SEE was develop in the early 1970's to better enable deaf students to learn better English." (Lineham) Do you agree that SEE does help deaf learn better English? Why or why not?
8. What challenges do you see the child face in the the classroom?
9. Do you think it would be easier for the child if the parents learned sign language?
10. How does ASL grammar and English grammar differ?
11. From your experience what is the best way to teach this grade level and why?
12. Do you think that cochlear implants really help the student to do well academicly?
13. What is the difference between speech and language?
14. What are your thought and feelings on the Rochester method and on cued speech?
15. When you first started teaching, what were the peperations that you had to make?
16. Going back to the first year of teaching, how was your experience?
17. What was one "Ah-huh" moments that you had that you felt you made progress with your students?
18. How can you prepare the students to transition them from elementary to middle school?
19. In your own words, describe what Sign Language is.
20. What is deaf culture?