Blended Course Map:CSD 709: Language Development and Disorders in School Age Populations: School Methods and Procedures in Speech Language Pathology

Name: Courtney Seidel
SCID: College of Letters & Science
Department: Department of Communicative Disorders
Course Name: CSD 709: Language Development and Disorders in School Age Populations: School Methods and Procedures in Speech Language Pathology
Course Objectives:

• Foundational knowledge: Understand language development and disorders of school-aged children and adolescents.
• Application: Apply readings dealing with the language development and disorders of school-aged children and adolescents to school methods/procedures activities
• Integration: Demonstrate critical knowledge by seeing and understanding the connections between language development, school methods/procedures and application activities
• Learning how to learn: Utilize Blooms Taxonomy to guide the reading of research and contemporary literature for application, in lieu of knowledge/memorization.  

Course Units:  

Activity One

Activity: Mock IEP meeting (unit 6)
Description: Students use the resources/readings provided to learn the components and requirements of a student’s Individualized Education Plan (IEP) meeting. Each member of the team will be assigned a role and students will then create and videotape a mock IEP meeting.
Modality: Supplemental Model
Activity Sequence: Pre-Class: Readings and video examples present new information, build knowledge, and prepare students for further activities that encourage deeper learning. In-Class: In groups, write a script and videotape the mock IEP meeting. Post-Class: Reflect on and evaluate the learning experience via a quick knowledge check which is done online at the end of class.
Objectives Supported: Unit 6/Method: Plan, organize, and prepare an IEP meeting according to the DPI guidelines.
Horton Type: Absorb: readings/video examples Do: film mock IEP meeting Connect: prepares students to apply learning to future employment
Bloom's Level: Synthesis
Evidence: Formative: Video quizzing (examples) Formative: Statement correction activity related to components and requirements. Formative: Muddiest point Summative: Rubric to document that all necessary/legally required components of the meeting were addressed. Summative: Individual and Team Readiness Assurance Test (iRAT/tRAT)
Time on Task: Pre-Class: 2-3 hours In-Class: 3 hours Post-Class: 10 minutes
Required Knowledge: Components and requirements of a student’s Individualized Education Plan (IEP) meeting, as well as familiarity with the IEP document.
Pedagogical Role: Carefully select readings and resources that will serve as a resource and clearly emphasize the main points.
Social Role: Monitor that group work promotes community building and student participation.
Managerial Role: Assign students’ roles in advance so that they can read and view resources through that character’s lens. Communicate clear and consistent expectations to the students.
Technical Role: Ensure that students can access the online videos with ease. Create a streamlined method for video submission and grading. Explain the function and purpose of the online video examples.

Activity Two

Activity: Shared book reading (unit 1)
Description:Students will view an online example of shared book reading as well as complete readings on the topic. They will be assigned a children’s book to read to their group using shared book reading techniques.
Modality: Supplemental Model
Activity Sequence: Pre-Class: Readings and a video example present new information, build knowledge, and prepare students for further activities that encourage deeper learning. In-Class: In groups, students will read their story using shared book reading techniques. Post-Class: Reflect on and evaluate the learning experience via a quick knowledge check which is done online at the end of class.
Objectives Supported: Unit 2/Language: Discuss and demonstrate the speech-language pathologist’s role in literacy.
Horton Type: Absorb: readings/video example Do: read a children’s book using shared book reading techniques Connect: prepares students to apply learning to future employment
Bloom's Level: Comprehension and application
Evidence: Formative: 50 Words, “Why literacy is language and within our scope of practice.” Summative: Rubric completed by peer(s) to document that shared book reading strategies were included. Summative: Individual and Team Readiness Assurance Test (iRAT/tRAT)
Time on Task: Pre-Class: 2-3 hours In-Class: 1.5 hours Post-Class: 10 minutes
Required Knowledge: Techniques and purpose of shared book reading. Understanding that literacy is within a SLP’s scope of practice.
Pedagogical Role: Peer rubrics and reading the book to one’s group promotes peer-to-peer response. Provides room for students to personalize their contributions.
Social Role: Provide the model behavior for the type of interaction expected (via video example). Grade for participation.
Managerial Role: Communicate clear and consistent expectations to the students. Provide their assigned children’s stories early on so they can apply strategies to their stories as they read about the different techniques. Thoughtful creation of the rubric to be used by their peers.
Technical Role: Ensure that students can access the online video with ease. Explain the function and purpose of the online video example.

Activity Three

Activity: homelessness (Unit 9)
Description: Students complete readings related to complex syntax as well as children who are experiencing homelessness. They view a video of a young man recounting his life growing up homeless and in poverty, and how it impacted his education. Students are then asked to take on the role of this child’s speech therapist. A real writing sample from the young man is provided for the students to analyze. The main deliverable of this activity is a lesson plan including goals and clinical strategies to be employed.
Modality: Supplemental Model
Activity Sequence: Pre-Class: Readings and a video presentation to present new information, build knowledge, and prepare students for further activities that encourage deeper learning. In-Class: In groups, students will reflect on working with children who are experiencing poverty/homelessness and create a lesson plan addressing complex syntax. Post-Class: Reflect on and evaluate the learning experience via a quick knowledge check which is done online at the end of class.
Objectives Supported: Unit 9/Language: Apply clinical strategies to promote complex syntax. Unit 9/Method: Differentiate language different from a language disorder.
Horton Type: Absorb: readings/video presentation Do: create a lesson plan Connect: prepares students to apply learning to future employment
Bloom's Level: Application and Analysis
Evidence: Formative: What, Do, Because? to provide a rationale as to why specific clinical strategies were selected Formative: Discussion regarding the writing sample and differentiating language difference (dialect) versus language disorder Summative: Rubric to evaluate the clinical strategies selected and lesson plan proposed Summative: Individual and Team Readiness Assurance Test (iRAT/tRAT)
Time on Task: Pre-Class: 2-3 hours In-Class: 1.5 hours Post-Class: 10 minutes
Required Knowledge: Readings addressing different types of poverty and the educational impacts of homelessness/poverty.
Pedagogical Role: Provides room for students to personalize their contributions by selecting a variety of clinical strategies (can opt for strategies not listed in the definitions list). Questions and activities support critical thinking.
Social Role: Teamwork and reporting to the entire group. Providing time for students to digest, reflect, and produce their own responses prior to group work.
Managerial Role: Communicate clear and consistent expectations to the students. The rubric will be accessible to students prior to the activity.
Technical Role: Ensure that students can access the online video with ease. Explain the function and purpose of the online video example.