Modalities and Strategies While Teaming

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Modalities and Strategies While Teaming

by Campbell McDermid

Interactive Workshop

Date | Time | Room

Return to 2020 Conference Schedule
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https://youtu.be/
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[av_toggle title=’English Abstract’ tags=” custom_id=” av_uid=’av-2cfook’]
In this interactive workshop, Hoza’s (2010) four types of feeding strategies will be reviewed (process, correction, enhancement and confirmation). In addition, various modalities and feeding strategies will be outlined (visually through print or ASL or orally through spoken English). Strategies for teaching and assessing these will also be described. Then, in small groups of two or three, individuals will be asked to work with a peer to apply these and examine their efficacy. By the end of the presentation, participants should have a clear understanding of the four types of feeds, how modality impacts feeding strategies, and ways of teaching and determining student preferences around these types.
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Participants will be able to:

  • Outline strategies for teaching confirmation, correction, enhancement or process feeds while working from ASL to English or English to ASL,
  • Describe activities to teach the use of oral or visual feeding strategies, and
  • Explain their own individual strategies (visual/oral) and how they apply to specific source languages (ASL or English).

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[av_toggle title=’About the Presenter’ tags=” custom_id=” av_uid=’av-21dg9g’]
A professional headshot of a white man with short receding gray and brown hair with a grey mustache and goatee. He is wearing a blue button-down shirt in front of a grey backdrop.Campbell McDermid, PhD, is an Assistant Professor at the University of North Carolina Greensboro in the Professions in Deafness program. He has worked as a literacy instructor and College English Professor with Deaf and Hard of Hearing students and taught ASL-English interpretation since 1997. He draws upon various teaching methods such as Grammar-Translation, the Direct Method or Immersion approach and the Audiolingual/Audiovisual approaches. Campbell’s research and publications encompass curriculum design, translation theory, Groupthink, pragmatics, cohesion, and assessment. His peer-reviewed scholarship include a recent publication, Learning to Interpret (2018) published by RIT Press.
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