ࡱ> ` Pfbjbj /r\-  p p p  \\\l x """[[[$ih&Qp q@[qq& ""w6qp l"p "q,D ,p p"| W\ D<6:yzy,pyp pL[%t)H[[[&&?p[[[qqqq   P\dO   \     CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) SAMPLE OBSERVATIONS & REPORTS June Reeves, Geoff Poor, & Frank Caccamise NTID/RIT 96 Lomb Memorial Drive Rochester, NY 14623-5604 jbrncm@rit.edu October 2006 (5th edition) pages SAMPLE CSLA OBSERVATIONS & REPORTS OBSERVATION & REPORT #1 (5, 4.5, 5, 4.5, NR, 4.5) 1 & 3 OBSERVATION & REPORT #2 (2, 2, 1, 1, 1, 1)b 7 & 9 OBSERVATION & REPORT #3 (4, 3.5, 3.5, 4, 4, 3.5)b 13 & 15 OBSERVATION & REPORT #4 (3, 2.5, 2, 2.5, 4, 2)b 19 & 21 OBSERVATION & REPORT #5 (3, 3, 2, 4, 4, 3)b 27 & 31 OBSERVATION & REPORT #6 (4, 3, 3, 1.5, 4, 3)b 37 & 39 REPORT #7 (4, 4, 3.75, 3, 4, 4)b 43 REPORT #8 (5, 5, 5, 5, 5, 5)b 47 CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) OBSERVATION Instructor: #1 Observer: NAME Date of Taping: DATE Course: Nonfiction Reading Lesson Topic: Cause & Effect Primary Communication Mode(s) Used: Simultaneous Communication Directions to observer: Examine instructors use of the six sign language linguistic features listed below. Please rate each feature by circling one of the numbers in boxes for each item. 1.Signs & Fingerspelling Accurately Produced Errors major, warm, interestedAlways/ Almost AlwaysErrors Did Not Interfere with IntelligibilityErrors Interfered Some with IntelligibilityErrors Interfered Significantly with IntelligibilityGenerally Not Under- standable(5)4321 2.Sign Knowledge & Use Convey Message Intent(5)(4)321Positives think for come to mind, hold-in for waiting with baited breath, up-all-night, worthless, know-nothing, bar-mitzvah, run-around/party, look-at hidden area, prove-it, surface, true-biz, run-out-of, move-back- to, overlook, kick-out-of, reader + group for audience Errors not-yet for not (working), interested for interesting, use for usual, influence/affect for cause and effect (happen or result would be a better choice) 3.Space Used Effectively to Refer to Noun ReferentsAlways/ Almost AlwaysMost of the TimeAbout Half the TimeOccasionallyNever/ Almost Never(5)4321Positives b. good use of directional verbs to show relationships: watch, connect-to, focus-on c. contrastive structure used consistently d. events happening before & after referenced a. eye gaze & indexing effectiveErrors/Omissions a. Pronoun referents occasionally omitted: IT, HE, YOU 4.Non-Manual Signals Convey & Support Meaning PositivesAlways/ Almost AlwaysMost of the TimeAbout Half the TimeOccas- ionallyNever/ Almost Neverc. if-then conditional(5)(4)321a. wh??- vs. statements Errors/Omissions 5.Classifiers Convey Accurate Information about the54321(NR*)Physical World Positives*Not Ratable Errors/Omissions 6.Discourse Organization is Visually Effective Positives(5)(4)321a. Used Rh? for highlighting topic c. Good use of body shifts and pauses to signal transitions/beginnings/endings d. Consistent use of specialized signs; FINISH PUT-ASIDE, TOPIC-what?, BACK-TO-POINT not rated (???) b. Listing used effectively Errors/Omissions a. Could make more consistent use of Rh? Additional Comments (Optional): Additional examples, comments about comprehension skills if clearly observable, & other comments pertinent to instructors classroom use of sign language based on observation: None CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) REPORTa Instructor: #1 Course: Nonfiction Reading Lesson Topic: Cause & Effect Date of Taping: DATE Primary Communication Mode(s) Used: Simultaneous Communication Ratings for Six Sign Language Linguistic Features Important to Effective Classroom Communication with Deaf Students Rating Scale for sign language features #1 & #2: Always/ Almost AlwaysErrors Did Not Interfere with IntelligibilityErrors Interfered Some with IntelligibilityErrors Interfered Significantly with IntelligibilityGenerally Not Understandable54321 1. Signs and Fingerspelling Produced Accurately & Clearly: This feature involves use of appropriate production characteristics of signs and fingerspelling. These include handshape, movement, placement/location, and orientation of the hands/arms while producing signs. Also included under sign and fingerspelling production are the appropriate positioning of hands and arms and their movement within the signing space. Rating: 5 Errors: MAJOR, WARM, INTERESTED 2. Sign Knowledge and Use Convey Message Intent: This feature involves breadth of sign vocabulary knowledge and the ability to select and use signs appropriate to intended meanings. It also includes the ability to modify signs as appropriate to communicate more complex meanings; for example, number, size, degree, intensity, manner, distance, and time/duration. Rating: 4.5 Positives: THINK for comes to mind, HOLD-IN for waiting with baited breath, UP-ALL-NIGHT, WORTHLESS, KNOW-NOTHING, BAR-MITZVAH, RUN-AROUND/PARTY, LOOK-AT hidden area, PROVE-IT, SURFACE, TRUE-BIZ, RUN-OUT-OF, MOVE-BACK-TO, OVERLOOK, KICK-OUT-OF, AUDIENCE-READER Errors: NOT-YET for NOT (working), INTERESTED for INTERESTING, USE for USUAL, INFLUENCE/AFFECT for cause and effect (HAPPEN or RESULT would be better choice). Rating scale for sign language features #3 to #6: Always/ Almost AlwaysMost of the TimeAbout Half the TimeOccasionallyNever/ Almost Never54321 3. Space Used Effectively to Refer to Noun Referents: This feature involves establishing and using referents for nouns in the signing space in order to discuss them and to compare and contrast ideas, people, and places. Skills important for this area are establishing points in space as referents, eye-gaze, producing noun signs so that they are consistent with real world orientation, using directional verbs consistently, and shifting of the body to show contrast/ comparison and for assuming roles when reporting indirect discourse (includes role shift). Rating: 5 Positives: You used directional verbs to show relationships (for example, WATCH, CONNECT-TO, FOCUS-ON), contrastive structure, listing on non-dominant had, eye gaze and indexing, and you appropriately referenced events happening before and after a stated time. Errors/Omissions: You occasionally omitted pronoun referents: it, he, and you. Non-Manual Signals Convey & Support Meaning: This feature involves the use of facial expression, eye gaze, head movement, body shift, and pausing to convey information regarding sentence types; that is, to distinguish statements vs. questions, to distinguish Wh (what, who, etc.) from yes/no questions, and to mark conditional statements, rhetorical questions and topics. It also includes use of non-manual signals to convey information regarding relative size, degree, intensity, manner, distance, and time/duration. Rating: 4.5 Positives: You used if-then conditional and wh- vs. statements. 5. Classifiers Convey Accurate Information about the Physical World: This feature involves the use of specified handshapes to communicate efficiently and effectively about the physical world. These specific handshapes are used to show location and movement of nouns, to describe nouns, to show how objects are handled and used, and to show how the body appears/moves. Classifiers are referred to/written about in the following way: CL:B for table located there. Rating: Not Ratable Comment: You did not use classifiers during this class. This is not a negative as there was no occasions during the lesson where use of classifiers would have been appropriate and/or made your communication more effective. 6. Discourse Organization is Visually Effective: This feature involves using signs and sign language techniques for organizing the whole, and the sub-narratives/statements within, in extended communication sequences (such as classroom lectures). Specialized signs (for example, NOW, FINISH & OFF-POINT), rhetorical questions, listing on the non-dominant hand for related items and sequence of events, and other signing techniques (for example, non-manual signals such as body shifts & pauses) are used to signal topic introductions, reviews, endings, transitions, and asides. These signs and techniques help to make the entire discourse visually clear and easy to follow. Rating: 4.5 Positives: You used rhetorical question for highlighting topics and consistently used specialized signs for making transitions; for example, FINISH, PUT-ASIDE, BACK-TO-POINT. Also, you used body shifts and pauses to signal transitions/beginnings/endings and you used listing effectively. Errors/Omissions: You could make greater use of rhetorical questions. Additional Comments (Optional): Additional examples, comments about comprehension skills if clearly observable, & other comments pertinent to instructors classroom use of sign language based on observation: None Priority Sign Language Linguistic Features for Skills Development: None Course/Activities Recommended for Skills Development: None __________ aBased on a form in: Reeves, J., Newell, W., Holcomb, B. R., & Stinson, M. (2000). The Sign Language Skills Classroom Observation: A Process for Describing Sign Language Proficiency in Classroom Settings. American Annals of the Deaf, 145, 315-341. (blank page) CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) OBSERVATION Instructor: #2 Observer: NAME Date of Taping: DATE Course: Academic Writing Lesson Topic: Essay Writing Primary Communication Mode(s) Used: Simultaneous Communication Directions to observer: Examine instructors use of the six sign language linguistic features listed below. Please rate each feature by circling one of the numbers in boxes for each item. 1.Signs & Fingerspelling Accurately Produced ErrorsAlways/ Almost AlwaysErrors Did Not Interfere with IntelligibilityErrors Interfered Some with IntelligibilityErrors Interfered Significantly with IntelligibilityGenerally Not Under- standablelousy, minutes, better, because, at least,543(2)1reserve, category, kind-of, different, exam, language, anyway, about, expect, focus-on, say, sad, something, not-yet/hasnt, now, son, emotion, surface, not, most, back-up-to, people, stay, page, assume, sweet, depressed, world, confident, maybe, nothing, energy across, other Tendency to produce all signs in constricted space in front of chin/neck area. Also tend not to complete movement of some signs (e.g., ASSUME). 2.Sign Knowledge & Use Convey Message Intent543(2)1 Errors ignore for distract, pretty for somewhat identifiable, remember for remind, question-you for question-me, a lot of/much for many, tell for mention, last for end, full for fill-out, R? for hand-out, drink cocktail for alcohol, send-out for e-mail, not-yet for up-to-now/so-far (I dont know yet), tend + to for tend-to, talk + about for tell-about/narrate, outside for apparent/obvious, drink-alcohol for drink, have (possess) for have-been, itself for yourself/your-own, process/procedure for proceed/go-ahead, day for all-day, 11 for 1, picture for got the picture? Sentences/phrases signed word for word: As far as Im concerned for in my opinion, The author does not get into anyones head very much., It might well be that the husband. 3.Space Used Effectively to Refer to Noun ReferentsAlways/ Almost AlwaysMost of the TimeAbout Half the TimeOccasionallyNever/ Almost Never5432(1)Errors/Omissions No effective use of referents, directional verbs, or signed pronouns. f. Use of pronoun it often vocalized, but not signed. 4.Non-Manual Signals Convey & Support Meaning Always/ Almost AlwaysMost of the TimeAbout Half the TimeOccas- ionallyNever/ Almost NeverErrors/Omissions5432(1)c. +++++ if-then d. +++++++++ b. ++++++ not held a. +++ 5.Classifiers Convey Accurate Information about the5432(1)NR*Physical World *Not RatableErrors/Omissions b. Discussion of husband and wife interaction needs CL:1 and CL: (inverted v) 6.Discourse Organization is Visually Effective Errors/Omissions5432(1)+++++ ++++++ ++++++ Written Communication II where we had to summarize the essay  Additional Comments (Optional): Additional examples, comments about comprehension skills if clearly observable, & other comments pertinent to instructors classroom use of sign language based on observation: CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) REPORTa Instructor: #2 Course: Academic Writing Lesson Topic: Essay Writing Date of Taping: DATE Primary Communication Mode(s) Used: Simultaneous Communication Ratings for Six Sign Language Linguistic Features Important for Effective Classroom Communication with Deaf Students Rating scale for sign language features #1 & #2: Always/ Almost AlwaysErrors Did Not Interfere with IntelligibilityErrors Interfered Some with IntelligibilityErrors Interfered Significantly with IntelligibilityGenerally Not Understandable54321 1. Signs and Fingerspelling Produced Accurately & Clearly: This feature involves use of appropriate production characteristics of signs and fingerspelling. These include handshape, movement, placement/location, and orientation of the hands/arms while producing signs. Also included under sign and fingerspelling production are the appropriate positioning of hands and arms and their movement within the signing space. Rating: 2 Errors: LOUSY, MINUTES, BETTER, BECAUSE, AT LEAST, RESERVE, CATEGORY, KIND-OF, DIFFERENT, EXAM, LANGUAGE, ANYWAY, ABOUT, EXPECT, FOCUS-ON, SAY, SAD, SOMETHING, NOT-YET/HASNT, NOW, SON, EMOTION, SURFACE, NOT, MOST, BACK-UP-TO, PEOPLE, STAY, PAGE, ASSUME, SWEET, DEPRESSED, WORLD, CONFIDENT, MAYBE, NOTHING, ENERGY, ACROSS, OTHER You tend to produce all signs in constricted space in front of chin/neck area. You also did not complete the movement of some signs; for example, ASSUME. 2. Sign Knowledge and Use Convey Message Intent: This feature involves breadth of sign vocabulary knowledge and the ability to select and use signs appropriate to intended meanings. It also includes the ability to modify signs as appropriate to communicate more complex meanings; for example, number, size, degree, intensity, manner, distance, and time/duration. Rating: 2 Errors: IGNORE for DISTRACT, REMEMBER for REMIND, QUESTION-YOU for QUESTION-ME, A LOT OF/MUCH for MANY, TELL for MENTION, LAST for END, FULL for FILL-OUT, SEND-OUT for E-MAIL, NOT-YET for UP-TO-NOW (I dont know yet), TEND + TO for TEND-TO, TALK + ABOUT for TELL-ABOUT/NARRATE, OUTSIDE for APPARENT/OBVIOUS, DRINK-ALCOHOL for DRINK, HAVE (possess) for HAVE-BEEN, ITSELF for YOURSELF/YOUR-OWN, PROCEDURE for PROCEED/GO-AHEAD, DAY for ALL-DAY, 11 for 1, PICTURE for got the picture. Your signing tends to be controlled by English pronunciation and spelling (need to give more attention to meaning). For example, the following sentences were signed word for word: As far as Im concerned,.. The author does not get into anyones head very much. It might well be that the husband. Its pretty identifiable Rating scale for sign language features #3 to #6: Always/ Almost AlwaysMost of the TimeAbout Half the TimeOccasionallyNever/ Almost Never54321 3. Space Used Effectively to Refer to Noun Referents: This feature involves establishing and using referents for nouns in the signing space in order to discuss them and to compare and contrast ideas, people, and places. Skills important for this area are establishing points in space as referents, eye-gaze, producing noun signs so that they are consistent with real world orientation, using directional verbs consistently, and shifting of the body to show contrast/ comparison and for assuming roles when reporting indirect discourse (includes role shift). Rating: 1 Errors/Omissions: Almost no use of referents for nouns or pronouns in the signing space in order to discuss them and to compare/contrast ideas. Directional verbs are not used in any organized way. Use of pronoun it often vocalized, but not signed/referenced in signing space. Non-Manual Signals Convey & Support Meaning: This feature involves the use of facial expression, eye gaze, head movement, body shift, and pausing to convey information regarding sentence types; that is, to distinguish statements vs. questions, to distinguish Wh (what, who, etc.) from yes/no questions, and to mark conditional statements, rhetorical questions and topics. It also includes use of non-manual signals to convey information regarding relative size, degree, intensity, manner, distance, and time/duration. Rating: 1 Errors/Omissions: Almost no pausing noted for if-then construction. Sentences tend to run together with little pausing or body shift to separate ideas and questioning expression, when used, is not held. 5. Classifiers Convey Accurate Information about the Physical World: This feature involves the use of specified handshapes to communicate efficiently and effectively about the physical world. These specific handshapes are used to show location and movement of nouns, to describe nouns, to show how objects are handled and used, and to show how the body appears/moves. Classifiers are referred to/written about in the following way: CL:B for table located there. Rating: 1 Errors/Omissions: Examples of instances during discussion in which classifiers could have been used: CL:1 for woman coming out of room and going into kitchen CL:1 and CL:upside down V for husbands and wifes interaction 6. Discourse Organization is Visually Effective: This feature involves using signs and sign language techniques for organizing the whole, and the sub-narratives/statements within, in extended communication sequences (such as classroom lectures). Specialized signs (for example, NOW, FINISH & OFF-POINT), rhetorical questions, listing on the non-dominant hand for related items and sequence of events, and other signing techniques (for example, non-manual signals such as body shifts & pauses) are used to signal topic introductions, reviews, endings, transitions, and asides. These signs and techniques help to make the entire discourse visually clear and easy to follow. Rating: 1 Errors/Omissions: Signing techniques to organize lecture and to indicate topics, subtopics, and transitions are not used; these techniques include body shift, pausing, and specialized signs such as OFF-POINT, FINISH, PUT-ASIDE, RELATE-TO, and Rhetorical Questions. Example: Written Communication II where we had to summarize the essay No pausing, body shifts, or referencing used. Additional Comments (optional): Additional examples, comments about comprehension skills if clearly observable, & other comments pertinent to instructors classroom use of sign language based on observation: None Priority Sign Language Linguistic Features for Skills Development Use of space to refer to noun referents Signing for meaning Effective discourse Courses/Activities Recommended for Skills Development Spatial Referencing ASL Discourse Analysis: Classroom Communication _________________ aBased on a form in: Reeves, J., Newell, W., Holcomb, B. R., & Stinson, M. (2000). The Sign Language Skills Classroom Observation: A Process for Describing Sign Language Proficiency in Classroom Settings. American Annals of the Deaf, 145, 315-341. CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) OBSERVATION Instructor: #3 Observer: NAME Date of Taping: DATE Course: Word Processing Lesson Topic: Word Processing Applications Primary Communication Mode(s) Used: Simultaneous Communication Directions to observer: Examine instructors use of the six sign language linguistic features listed below. Please rate each feature by circling one of the numbers in boxes for each item. 1.Signs & Fingerspelling Accurately Produced ErrorsAlways/ Almost AlwaysErrors Did Not Interfere with IntelligibilityErrors Interfered Some with IntelligibilityErrors Interfered Significantly with IntelligibilityGenerally Not Under- standablesometimes, use, information, pages, body preference, powerful, independence, promise, command, paper/document 5(4)3212.Sign Knowledge & Use Convey Message Intent5(4)(3)21 Errors VT (n) for VT (v), procedure for files specific for specifications, inform for information gift-to for give-to, body for body of text, direction for explain, say for declaration, write for sign-name, form for frame, little-bit for soon (but followed with few minutes to help clarify)3.Space Used Effectively to Refer to Noun ReferentsAlways/ Almost AlwaysMost of the TimeAbout Half the TimeOccasionallyNever/ Almost Never5(4)(3)21Positives c. Contrasting (part one, part 2) indexing for items on screen, orphans and windows, page 1 to page 2 verbs: send back to show overlapping show me look at layers d. RWOto separate windows, turn on/off layers, Picture on top of wordErrors/Omissions Often THAT I will demo THAT in a few minutes f. it often: project different because it gives 2 classes; print it out full size; its an experiment; sometimeshe said he wanted they (om) promised; you HAVE done this before b. sometimenotice, put-in, relate-to, place-in e. occass: background vs. foreground; top, body and a. sometimeseach layer has different purpose 4. Non-Manual Signals Convey & Support Meaning PositivesAlways/ Almost AlwaysMost of the TimeAbout Half the TimeOccas- ionallyNever/ Almost Never5(4)321a. FE for yes/no questions b. ???good. Held last sign, good eye contact. Errors/Omissions d. Not enough pausing etc. to separate sentences and ideas, e.g., suppose you want to print then you occass. nods yes for neg. sentences 5.Classifiers Convey Accurate Information about the5(4)321NR*Physical World*Not Ratable Positives CL:BB for overlapping and piling up documents CL:GG for margins CL:1 for size & shape of poster Errors/Omissions b. CL:l for movement in front of screen 6.Discourse Organization is Visually Effective5(4)(3)21 Positives a. Rh? How do I do that? Move it how? Guide line where b. Listing 4 new things c. some body shift, pausing d. NOW Errors/Omissions a. more Rh? What youll be doing is setting up a document; the only thing left is to put the picture together c. body shifts and pausing sometimes not used to indicate beginning and endings of thoughts and transitions  Additional Comments (Optional): Additional examples, comments about comprehension skills if clearly observable, & other comments pertinent to instructors classroom use of sign language based on observation: None CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) REPORTa Instructor: #3 Course: Word Processing Lesson Topic: Word Processing Applications Date of Taping: DATE Primary Communication Mode(s) Used: Simultaneous Communication Ratings for Six Sign Language Linguistic Features Important to Effective Classroom Communication with Deaf Students Rating Scale for sign language features #1 & #2: Always/ Almost AlwaysErrors Did Not Interfere with IntelligibilityErrors Interfered Some with IntelligibilityErrors Interfered Significantly with IntelligibilityGenerally Not Understandable54321 1. Signs and Fingerspelling Produced Accurately & Clearly: This feature involves use of appropriate production characteristics of signs and fingerspelling. These include handshape, movement, placement/location, and orientation of the hands/arms while producing signs. Also included under sign and fingerspelling production are the appropriate positioning of hands and arms and their movement within the signing space. Rating: 4 Errors: SOMETIMES, USE, CREATE, PAGES, BODY, PREFERENCE, PROMISE, POWERFUL, SIZE, INDEPENDENCE, PROMISE, COMMAND, PAPER/DOCUMENT 2. Sign Knowledge and Use Convey Message Intent: This feature involves breadth of sign vocabulary knowledge and the ability to select and use signs appropriate to intended meanings. It also includes the ability to modify signs as appropriate to communicate more complex meanings; for example, number, size, degree, intensity, manner, distance, and time/duration. Rating: 3.5 Errors: VT (n) for VT (v), PROCEDURE for FILES, SPECIFIC for SPECIFICATIONS, INFORM for INFORMATION, GIFT-TO for GIVE-TO, PRINT (noun) for PRINT (verb), BODY for body of text, QUOTE for TITLE, DIRECTION for EXPLAIN, SAY for DECLARATION, AMERICA for U.S., WRITE for SIGN-NAME, FORM for FRAME, LITTLE-BIT for SOON (but followed with FEW MINUTES), TEACH/INSTRUCTIONS/ EXPLAIN, fingerspelled due Rating scale for sign language features #3 to #6: Always/ Almost AlwaysMost of the TimeAbout Half the TimeOccasionallyNever/ Almost Never54321 3. Space Used Effectively to Refer to Noun Referents: This feature involves establishing and using referents for nouns in the signing space in order to discuss them and to compare and contrast ideas, people, and places. Skills important for this area are establishing points in space as referents, eye-gaze, producing noun signs so that they are consistent with real world orientation, using directional verbs consistently, and shifting of the body to show contrast/ comparison and for assuming roles when reporting indirect discourse (includes role shift). Rating: 3.5 Positives: You used (a) indexing and eye gaze to discuss nouns (for example, orphans and widows and page one to page two), (b) directional verbs to show relationships between nouns (for example, you-SHOW-me, SEND-BACK-there to show overlapping, LOOK-AT layers, MOVE-TO layers), (c) body shift and indexing to contrast part one vs. part two, and (d) real world orientation to show spatial relationships (for example, to separate windows, turn on/off layers, to show document width and length and to show picture on top of words). Errors/Omissions: You sometimes did not use indexing and eye gaze to reference nouns discussed; for example Each layer has different purpose, and the layer tool is a way to control.. You often, signed THAT on palm instead of connecting to noun referent; for example, I will demo THAT in a few minutes. You often vocalized pronoun it, but did not use indexing to connect the pronoun to its noun referent; for example, Project is different because it gives 2 classes; print it out full size, its an experiment, and On instructions, it says to. You sometimes did not sign directional verbs to include noun/pronoun referents; for example, NOTICE, PUT-IN, RELATE-TO, PLACE-IN, and CONNECT-TO. You occasionally did not use real world orientation to show spatial relationships; for example, background vs. foreground, new window on top of old window and the top, body and bottom of page. 4. Non-Manual Signals Convey & Support Meaning: This feature involves the use of facial expression, eye gaze, head movement, body shift, and pausing to convey information regarding sentence types; that is, to distinguish statements vs. questions, to distinguish Wh (what, who, etc.) from yes/no questions, and to mark conditional statements, rhetorical questions and topics. It also includes use of non-manual signals to convey information regarding relative size, degree, intensity, manner, distance, and time/duration. Rating: 4 Positives: You used appropriate facial expression for yes/no questions. You held the last sign and maintained eye contact when questioning. Errors/Omissions: Your sentences occasionally tend to run together with little pausing, body shift, or facial expression to separate ideas; for example, suppose you want to print them you should You sometimes signed a negative statement while nodding your head yes. 5. Classifiers Convey Accurate Information about the Physical World: This feature involves the use of specified handshapes to communicate efficiently and effectively about the physical world. These specific handshapes are used to show location and movement of nouns, to describe nouns, to show how objects are handled and used, and to show how the body appears/moves. Classifiers are referred to/written about in the following way: CL:B for table located there. Rating: 4 Positives: CL:BB for overlapping and piling up documents CL:GG for margins CL:1 for poster size and shape Errors/Omissions: CL:1 could have been used for showing movement in front of screen 6. Discourse Organization is Visually Effective: This feature involves using signs and sign language techniques for organizing the whole, and the sub-narratives/statements within, in extended communication sequences (such as classroom lectures). Specialized signs (for example, NOW, FINISH & OFF-POINT), rhetorical questions, listing on the non-dominant hand for related items and sequence of events, and other signing techniques (for example, non-manual signals such as body shifts & pauses) are used to signal topic introductions, reviews, endings, transitions, and asides. These signs and techniques help to make the entire discourse visually clear and easy to follow. Rating: 3.5 Positives: You used rhetorical questions to introduce/highlight topics and signal transitions (for example, How do I do that? and Guidelines, Where?), and listing on the non-dominant hand (for example, to discuss four new things). You used some body shifts and pauses and the transitional marker sign NOW to signal transitions/beginnings/endings. Errors/Omissions: You did not use Rhetorical Questions as effectively as possible to organize lecture or indicate topics, subtopics, and transitions; for example, NOW DO-YOU? instead of What youll be doing is setting up a document. You sometimes did not use body shift and pausing to indicate beginning and ending of thoughts and transitions. Additional Comments (Optional): Additional examples, comments about comprehension skills if clearly observable, & other comments pertinent to instructors classroom use of sign language based on observation: None Priority Sign Language Linguistic Features for Skills Developmentb Use of space Discourse Course/Activities Recommended for Skills Developmentb Spatial Referencing __________ aBased on a form in: Reeves, J., Newell, W., Holcomb, B. R., & Stinson, M. (2000). The Sign Language Skills Classroom Observation: A Process for Describing Sign Language Proficiency in Classroom Settings. American Annals of the Deaf, 145, 315-341. CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) OBSERVATION Instructor: #4 Observer: NAME Date of Taping: DATE Course: Analyzing Literature Lesson Topic: Literary Analysis Primary Communication Mode(s) Used: Simultaneous Communication Directions to observer: Examine instructors use of the six sign language linguistic features listed below. Please rate each feature by circling one of the numbers in boxes for each item. 1.Signs & Fingerspelling Accurately Produced ErrorsAlways/ Almost AlwaysErrors Did Not Interfere with IntelligibilityErrors Interfered Some with IntelligibilityErrors Interfered Significantly with IntelligibilityGenerally Not Under- standablekind of, example, we, issue, hour, Hispanic,54(3)21grandf., speak, comfortable, fool, use, happen, 2 min., sometimes, us, enough 2.Sign Knowledge & Use Convey Message Intent54(3)(2)1 Positives true-really, culture++ Errors require for lets take 2 minutes, go + to for go-to, gather/collect for herding sheep, point/ specific for point-to (directions), large for a lot, much for many, winter for weather, pointed at 4 fingers for handful, myself for himself, some + one for someone, plant (n) for plant (v), sarcastic for fool, field (curricular) for field (land), that + all for only, back-future for back-past, poem for poet, issues (not pluralized) 3.Space Used Effectively to Refer to Noun ReferentsAlways/ Almost AlwaysMost of the TimeAbout Half the TimeOccasionallyNever/ Almost Never543(2)1Positives d. spatial time line for grandf, parents, himself e. Whats this person telling us a. grandfather boy, grandfather center of world, person left behind his heritage Errors/Omissions e. read THIS poem on Monday+++ b. relate story to deaf p., look at poem a. stories, ethnic groups e. What does THAT mean, happy about THAT? a. Grandfather he spoke few words f. El Norte, whats it mean LeRoy___ d. he pointed to 4 directions a. he knows where he is a. confusing when discussing grandf vs. boy f. he++++++++ who? they 4.Non-Manual Signals Convey & Support Meaning PositivesAlways/ Almost AlwaysMost of the TimeAbout Half the TimeOccas- ionallyNever/ Almost Nevera. Is he happy about that?, Are those 4 words all that is important?54(3)(2)1FE for emphasis really true Errors/Omissions a. have book? a. What generation removed mean? a. who, when, what happened? d. Supposed to read have book c. If not understand want use me human dictionary 5.Classifiers Convey Accurate Information about the5(4)321NR*Physical World*Not Ratable Positives CL: upside-down V for man stand there CL: C for brick layer on house CL:5 for mud CL:B for floors in house Errors/Omissions CL:B for stairs but unclear 6.Discourse Organization is Visually Effective 543(2)1Errors/Omissions d. starting class- opening attention c. pausing, +++++++ (run together) is that what hes talk about the fact that b. listing: stories d. Title of story (no indication of title) e. sometimes Additional Comments (Optional): Additional examples, comments about comprehension skills if clearly observable, & other comments pertinent to instructors classroom use of sign language based on observation. Sometimes you stood in front of direct light. Sometimes you signed while turned away from students. CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) REPORTa Instructor: #4 Course: Analyzing Literature Lesson Topic: Literacy Analysis Date of Taping: DATE Primary Communication Mode(s) Used: Simultaneous Communication Ratings for Six Sign Language Linguistic Features Important to Effective Classroom Communication with Deaf Students Rating Scale for sign language features #1 & #2: Always/ Almost AlwaysErrors Did Not Interfere with IntelligibilityErrors Interfered Some with IntelligibilityErrors Interfered Significantly with IntelligibilityGenerally Not Understandable54321 1. Signs and Fingerspelling Produced Accurately & Clearly: This feature involves use of appropriate production characteristics of signs and fingerspelling. These include handshape, movement, placement/location, and orientation of the hands/arms while producing signs. Also included under sign and fingerspelling production are the appropriate positioning of hands and arms and their movement within the signing space. Rating: 3 Errors: KIND-OF, HOUR, GRANDFATHER, FOOL/FOOLISH, NOTHING, COMFORTABLE, PLACE, LOST, LEFT, HISPANIC, RE-READ, NORMAL, PLANTING, SOMETIMES, LOSE, MEXICO, GRANDSON, US, WE 2. Sign Knowledge and Use Convey Message Intent: This feature involves breadth of sign vocabulary knowledge and the ability to select and use signs appropriate to intended meanings. It also includes the ability to modify signs as appropriate to communicate more complex meanings; for example, number, size, degree, intensity, manner, distance, and time/duration. Rating: 2.5 Positives: MAINSTREAM, NAZIS, TRUE really, CULTURE ++ (plural) Errors: REQUIRE for lets take 2 minutes, GO + TO for GO-TO, GATHER/COLLECT for herding sheep, POINT/SPECIFIC for POINT-TO (directions), LARGE for A-LOT, MUCH for MANY, WINTER for WEATHER, pointed at 4 fingers for handful, MYSELF for HIMSELF, SOME + ONE for SOMEONE, fingerspelled VIETNAM, SOME + THING for SOMETHING, MIXED-UP for CROSS-HERITAGE, PLANT (n) for PLANT (v), FIELD (curricular) for FIELD (land), THAT + ALL for ONLY, BACK-future for BACK-past, POEM for POET, ISSUES (not pluralized), FULL ++ for fill out paper Rating scale for sign language features #3 to #6: Always/ Almost AlwaysMost of the TimeAbout Half The TimeOccasionallyNever/ Almost Never54321 3. Space Used Effectively to Refer to Noun Referents: This feature involves establishing and using referents for nouns in the signing space in order to discuss them and to compare and contrast ideas, people, and places. Skills important for this area are establishing points in space as referents, eye-gaze, producing noun signs so that they are consistent with real world orientation, using directional verbs consistently, and shifting of the body to show contrast/ comparison and for assuming roles when reporting indirect discourse (includes role shift). Rating: 2 Positives: You used indexing and eye gaze to reference some nouns; for example, He (boy, left) has more knowledge than grandfather (right), to show the US melting pot, and grandfather at center of world. You used the spatial time line to show grandfather, parents, and young man and to show that the young man left behind his heritage. You used body shift and indexing to contrast Jewish vs. German heritage. Errors/Omissions: You often did not use indexing and eye gaze to reference nouns; for example Grandfather, he spoke only few words , Author of poem, whats his name?, He has more knowledge than grandfather, Some of first stories related to deaf people, maybe hes part African American, part Indian, and ethnic groups. In general, references to grandfather and the young man were confusing. You sometimes did not use directional verbs to show relationships between nouns; for example, RELATE story to deaf people, LOOK-AT poem. You often signed THAT and THIS on palm instead of connecting to noun referent; for example, THAT concept of 2 generations removed, Those 4 words, THATs all thats important?, Read THIS poem on Monday, Who is author of THIS poem?, Happy about THAT?, and THIS is the important place. You often vocalized pronouns (he, you, us, it), but did not use indexing to connect the pronoun to its noun referent; for example, He gives us , But is he happy?, He feels like a fool, He knows where he is, and El Norte, whats it mean, and Leroy it. You did not use real world orientation to show spatial relationships: for example, when grandfather pointed to the 4 directions. You sometimes did not use the spatial time line to effectively show how events/concepts are related to each other; for example, He tries to find way back to center of the world where grandfather stood and What has he left behind? Non-Manual Signals Convey & Support Meaning: This feature involves the use of facial expression, eye gaze, head movements, body shift, and pausing to convey information regarding sentence types; that is, to distinguish statements vs. questions, to distinguish Wh (what, who, etc.) from yes/no questions, and to mark conditional statements, rhetorical questions and topics. It also includes use of non-manual signals to convey information regarding relative size, degree, intensity, manner, distance, and time/duration. Rating: 2.5 Positives: You used appropriate facial expression for yes/no questions; for example, Is he happy about that? and Are those four words all that is important? You used facial expression to express TRUEreally. Errors/Omissions: You often did not use appropriate facial expression for WH questions; for example, What generation removed means? Who, when, what happened? You sometimes did not use appropriate facial expression, pausing and body shift for making conditional statements; for example, If not understand want use me human dictionary. Your sentences sometimes tend to run together with little pausing, body shift, or facial expressions to separate ideas; for example, You supposed to read have book. You occasionally do not hold the last sign and maintain eye contact when questioning. 5. Classifiers Convey Accurate Information about the Physical World: This feature involves the use of specified handshapes to communicate efficiently and effectively about the physical world. These specific handshapes are used to show location and movement of nouns, to describe nouns, to show how objects are handled and used, and to show how the body appears/moves. Classifiers are referred to/written about in the following way: CL:B for table located there. Rating: 4 Positives: CL:VV for two people standing outside CL:C for bricklayer on house CL:B for floors in house CL:5 for mud Errors/Omissions: CLB: for stairs (but unclear) 6. Discourse Organization is Visually Effective: This feature involves using signs and sign language techniques for organizing the whole, and the sub-narratives/statements within, in extended communication sequences (such as classroom lectures). Specialized signs (for example, NOW, FINISH & OFF-POINT), rhetorical questions, listing on the non-dominant hand for related items and sequence of events, and other signing techniques (for example, non-manual signals such as body shifts & pauses) are used to signal topic introductions, reviews, endings, transitions, and asides. These signs and techniques help to make the entire discourse visually clear and easy to follow. Rating: 2 Positives: You sometimes used facial expression to indicate beginning and ending of thoughts and to indicate transitions. Errors/Omissions: You did not use listing on the non-dominant hand to discuss nouns; for example, for stories, for different types of literature, and for techniques for literary analysis. You often did not use body shifts and pauses to indicate transitions/beginnings/endings of thoughts; for example, Is that what hes talking about the fact that.. You did not use specialized signs for marking transitions (for example, FINISH, PUT-ASIDE, UP-TIL-NOW) which could have made communication more effective; for example, when starting class to get attention and begin lesson and there was no indication of the title of the story/poem. You sometimes speak without signing, for example, I have tried to include was signed TRY INCLUDE. Additional Comments (Optional): Additional examples, comments about comprehension skills if clearly observable, & other comments pertinent to instructors classroom use of sign language based on observation. Sometimes you stood in front of direct light; this may interfere with students reception of your signing and/or speechreading. Sometimes you signed while turned away from students. Priority Sign Language Linguistic Features for Skills Development Use of space Discourse organization Course/Activities Recommended for Skills Development Spatial Referencing ASL Discourse Analysis: Classroom Communication __________ aBased on a form in: Reeves, J., Newell, W., Holcomb, B. R., & Stinson, M. (2000). The Sign Language Skills Classroom Observation: A Process for Describing Sign Language Proficiency in Classroom Settings. American Annals of the Deaf, 145, 315-341. (blank page) CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) OBSERVATION Instructor: #5 Observer: NAME Date of Taping: DATE Course: Digital Imaging Lesson Topic: Photoshop Primary Communication Mode(s) Used: Simultaneous Communication Directions to observer: Examine instructors use of the six sign language linguistic features listed below. Please rate each feature by circling one of the numbers in boxes for each item. 1.Signs & Fingerspelling Accurately Produced ErrorsAlways/ Almost AlwaysErrors Did Not Interfere with IntelligibilityErrors Interfered Some with IntelligibilityErrors Interfered Significantly with IntelligibilityGenerally Not Under- standable54(3)21win, survival, level, intermediate, early, camera, magic, cause, chemical, record, sensitive, see, neutral, instead-of, win (winning award), part (color part), at-least, talk-about, idea, early, awkward, go, have++, look-like, today, pay-attention, empty, watch, goal, intelligent, talk-about, coupled, not-yet, record, concept, remember, wonderful, anyway, enough, win, only Production often looks hurried, with tendency to inappropriately repeat some sign movements Elbows tend to be held close to the body, restricting use of the signing space 2.Sign Knowledge & Use Convey Message Intent54(3)21 Positives award, competition, emulsion, run-out-of, enlarger, process, scanner, familiar, fundamental, tends-to-negative, theory, complicated Errors listen for sound, not + not-yet for not-yet, thunder for noise, couple (n) for coupled (v); not-yet for not, film (movie) for unexposed/undeveloped film, inform for information, 2h grab for capture (with camera), name for call, show-up for appear on paper, hearing for sound, role for image record, VT (n) for videotaping (v), ask question for request, bet for guess, gift for give (energy) 3.Space Used Effectively to Refer to Noun ReferentsAlways/ Almost AlwaysMost of the TimeAbout Half the TimeOccasionallyNever/ Almost Never543(2)1Positives a. camera models, color picture there, scanner there, both those situations, shows sequencing of a process (Videotape, feedback, score), equipment, picture show up there (on paper) b. transfer to (camera to computer), hit (light hits paper), change (in that range), linked (3layers to 3 layers), merge (3 layers to 3layers), Loan camera to you, bring back, come to class, tape-me, loan-to-you d. show/describe camera, light to paper, white to dark (range), middle of range a. this/that camera, thats called 950 c. compare real vs. fake Errors/Omissions e. Do you know the name of that thing I dont know if that is covered. Thats (CCD) whats inside the scanner. Whats that mean, emulsion? f. How does it look? How is it able to do that? Then it changes. It (scanner) doesnt have layers. Itself; It (what)? it doesnt know the amount, cant see, cant measure, what has sensitivity, has 3 layers, has 2 diff. methods, wont be good quality, tends to follow. a. Whats on the film Whats on the paper Chemical absorbs light energy Whats inside the scanner to allow that? Each one (layer) has Signed both but didnt sign what both were Huge difference & a little bit (not clear re: scanner and digital), c. Light vs. dark, types of exposure d. light going from enlarger, through the neg. and onto the paper absorbing light from emulsion; Small or large amount of light coming through connecting the 3 pairs; middle or neutral tone. 4.Non-Manual Signals Convey & Support Meaning PositivesAlways/ Almost AlwaysMost of the TimeAbout Half the TimeOccas- ionallyNever/ Almost Never5(4)321a. yes/no questions+++, wh++++ b. Holds last sign and maintains eye contact Uses nose crinkle technique for agreement feedback Errors/Omissions d. sentences tend to run together 5.Classifiers Convey Accurate Information about the5(4)321NR*Physical World*Not Ratable Positives CL:CC for camera model CL:G for camera screen CL:bent VV for people sitting facing CL:1 for person approaching CL:C for camera movement CL:Modified L for LCD screen behind camera CL:O !5 for light shining down CL:B for photo sheet and for photo on scanner CL:5 claw for camera overhead Errors/Omissions b. You could use CL:4 or CL:1 for lines on scanner beams (pixels) Classifiers not always clearly produced. 6.Discourse Organization is Visually Effective54(3)21 Positives a. Today, do?; looks-like what?, how that happens, how? What causes that, what?, Not talk about digital, why?, what happens? b. 3 colors merging d. now, finish, then, back-up-to-previous-point You used topic/comment structure: Game Boy, have? Native wish not-yet Errors/Omissions b. Listing: three different pairs; should use 3 on non-dominant hand & 2 on dominant hand for the three pairs b. Could use listing for the steps regarding process of lights and darks caused by chemicals in emulsion  Additional Comments (Optional): Additional examples, comments about comprehension skills if clearly observable, & other comments pertinent to instructors classroom use of sign language based on observation. You display very good feedback techniques, make sure students finish writing and are looking before continuing, make sure students see each other during discussions, and check for understanding effectively. Sometimes you inappropriately ask the same question twice. Sometimes you stand in front of the screen when giving lecture. Sometimes you did not use instructional techniques that are helpful when new vocabulary is introduced; for example, writing new word on the board and explaining meaning. CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) REPORTa Instructor: #5 Course: Digital Imaging Lesson Topic: Photoshop Date of Taping: DATE Primary Communication Mode(s) Used: Simultaneous Communication Ratings for Six Sign Language Linguistic Features Important to Effective Classroom Communication with Deaf Students Rating Scale for sign language features #1 & #2: Always/ Almost AlwaysErrors Did Not Interfere with IntelligibilityErrors Interfered Some with IntelligibilityErrors Interfered Significantly with IntelligibilityGenerally Not Understandable54321 1. Signs and Fingerspelling Produced Accurately & Clearly: This feature involves use of appropriate production characteristics of signs and fingerspelling. These include handshape, movement, placement/location, and orientation of the hands/arms while producing signs. Also included under sign and fingerspelling production are the appropriate positioning of hands and arms and their movement within the signing space. Rating: 3 Errors: WIN, SURVIVAL, LEVEL, INTERMEDIATE, EARLY, CAMERA, MAGIC, CAUSE, CHEMICAL, RECORD, POSITIVE, SEE, NEUTRAL, INSTEAD-OF, PART (color part), AT-LEAST, TALK-ABOUT, IDEA, SENSITIVE, WIN, EARLY, AWKWARD, GO, HAVE, LOOK-LIKE, TODAY, PAY-ATTENTION, EMPTY, WATCH, GOAL, INTELLIGENT, CONCEPT, REMEMBER, WONDERFUL, ANYWAY, ENOUGH, WIN, ONLY Production often looks hurried, with tendency to inappropriately repeat some sign movements. Elbows tend to be held close to the body, restricting use of the signing space. 2. Sign Knowledge and Use Convey Message Intent: This feature involves breadth of sign vocabulary knowledge and the ability to select and use signs appropriate to intended meanings. It also includes the ability to modify signs as appropriate to communicate more complex meanings; for example, number, size, degree, intensity, manner, distance, and time/duration. Rating: 3 Positives: AWARD, COMPETITION, RUN-OUT-OF, EMULSION, DARK-increasing, ENLARGER, SCANNER, FUNDAMENTAL, TENDS-TO NGATIVE THEORY Errors: VT (n) for VT (v), LISTEN for SOUND, NOT + NOT-YET for NOT-YET, THUNDER for NOISE, COUPLE (n) for COUPLED (v), NOT-YET for NOT, light HITS chemical, AMOUNT of light, INFORM for INFORMATION, LIGHT-BULB for LIGHT, (light) HITS-A-handshape for light hits paper, FILM/MOVIE for film in camera, GRAB for capture with camera, NAME for CALL, SHOW-UP for appear on paper, HEARING for SOUND, ROLE for IMAGE RECORD, ASK-QUESTION for REQUEST, BET for GUESS, GIFT for GIVE (energy) Rating scale for sign language features #3 to #6: Always/ Almost AlwaysMost of the TimeAbout Half The TimeOccasionallyNever/ Almost Never54321 3. Space Used Effectively to Refer to Noun Referents: This feature involves establishing and using referents for nouns in the signing space in order to discuss them and to compare and contrast ideas, people, and places. Skills important for this area are establishing points in space as referents, eye-gaze, producing noun signs so that they are consistent with real world orientation, using directional verbs consistently, and shifting of the body to show contrast/ comparison and for assuming roles when reporting indirect discourse (includes role shift). Rating: 2 Positives: You used indexing and eye gaze to reference some nouns; for example, camera models, color picture there, scanner there, both those situations, to show sequencing of a process (videotape, feedback, score), equipment, picture show up there (on paper), this camera, and thats called 950. You used directional verbs to show relationships between nouns; for example TRANSFER (camera to computer), HIT (light hits paper), CHANGE (in that range), CONNECT/LINK (3 layers to 3 layers), MERGE (3 layers to 3 layers), LOAN camera, BRING here, and VIDEOTAPE me. You used real world orientation to show spatial relationships: for example, to show/describe camera, light to paper, white to dark (range), and middle of range. You used body shift and indexing to contrast real vs. fake. Errors/Omissions: You often did not use indexing and eye gaze to reference nouns; for example, Whats on the film, Whats on the paper, Chemical absorbs light energy, Whats inside the scanner to allow that?, Each one (layer) has both (both of whatnot clear), and Huge difference & a little bit (not clear re: scanner and digital). You often signed THAT on palm instead of connecting to noun referent; for example, Do you know the name of that thing, I dont know if that is covered, Thats (CCD) whats inside the scanner, and Whats that mean, emulsion? You often vocalized the pronoun it but did not use indexing to connect the pronoun to its noun referent; for example, How does it look?, How is it able to do that?, Then it changes. It (scanner) doesnt have layers, itself; It (what)? It doesnt know the amount, cant see, cant measure; what has sensitivity, has 3 layers, has 2 different methods, it wont be good quality, and it tends to follow. You sometimes did not use real world orientation to show spatial relationships; for example, to show light going from enlarger, through the negative and onto the paper absorbing light from emulsion, small or large amount of light coming through connecting the 3 pairs, and middle or neutral tone. You did not use body shift and indexing to contrast light vs. dark and types of exposure. 4. Non-Manual Signals Convey & Support Meaning: This feature involves the use of facial expression, eye gaze, head movements, body shift, and pausing to convey information regarding sentence types; that is, to distinguish statements vs. questions, to distinguish Wh (what, who, etc.) from yes/no questions, and to mark conditional statements, rhetorical questions and topics. It also includes use of non-manual signals to convey information regarding relative size, degree, intensity, manner, distance, and time/duration. Rating: 4 Positives: You used appropriate facial expression for yes/no and Wh questions. Also, you held the last sign and maintained eye contact when asking questions, and you used nose crinkle technique for agreement feedback. Errors/Omissions Your sentences tend to run together with little pausing, body shift, or facial expressions to separate ideas. 5. Classifiers Convey Accurate Information about the Physical World: This feature involves the use of specified handshapes to communicate efficiently and effectively about the physical world. These specific handshapes are used to show location and movement of nouns, to describe nouns, to show how objects are handled and used, and to show how the body appears/moves. Classifiers are referred to/written about in the following way: CL:B for table located there. Rating: 4 Positives: CL:CC for camera model CL:G for camera screen CL:bent VV for people sitting facing CL:1 for person approaching CL:C for camera movement CL: Modified L for LCD screen behind camera CL:O!5 for light shining down CL:B for photo sheet and for photo on scanner CL:5 claw for camera overhead Errors/Omissions: You could use CL:4 or CL:1 for lines on scanner beams (pixels). Classifiers not always clearly produced. 6. Discourse Organization is Visually Effective: This feature involves using signs and sign language techniques for organizing the whole, and the sub-narratives/statements within, in extended communication sequences (such as classroom lectures). Specialized signs (for example, NOW, FINISH & OFF-POINT), rhetorical questions, listing on the non-dominant hand for related items and sequence of events, and other signing techniques (for example, non-manual signals such as body shifts & pauses) are used to signal topic introductions, reviews, endings, transitions, and asides. These signs and techniques help to make the entire discourse visually clear and easy to follow. Rating: 3 Positives: You used rhetorical questions to organize lecture and signal transitions; for example, Today, do?, Looks-like what?, How that happens, how? What causes that, what?, and Not talk about digital, why? You used some specialized signs for marking transitions; for example NOW, FINISH, THEN, and BACK-UP-TO PREVIOUS-POINT. You used listing on the non-dominant hand to discuss nouns; for example, for 3 colors merging. You used topic/comment structure; for example, Game Boy, have? Native wish, not-yet. Errors/Omissions: You sometimes did not use listing on the non-dominant hand to discuss nouns; for example, for three different pairs you should use 3 on the non-dominated hand and 2 on dominant hand and you should use listing on the non-dominant hand for the steps regarding process of lights and darks caused by chemicals in emulsion. You sometimes did not use body shifts and pauses to indicate transitions/beginnings/endings of thoughts. Additional Comments (Optional): Additional examples, comments about comprehension skills if clearly observable, & other comments pertinent to instructors classroom use of sign language based on observation. You display very good feedback techniques, make sure students finish writing and are looking before continuing, make sure students see each other during discussions, and check for understanding effectively. Sometimes you inappropriately ask the same question twice. Sometimes you stand in front of the screen while lecturing. Sometimes you did not use instructional techniques that are helpful when new vocabulary is introduced; for example, writing new word on the board and explaining the meaning. Priority Sign Language Linguistic Features for Skills Development Use of space to refer to noun referents Signing for meaning Course/Activities Recommended for Skills Development Spatial Referencing Signing for Meaning __________ aBased on a form in: Reeves, J., Newell, W., Holcomb, B. R., & Stinson, M. (2000). The Sign Language Skills Classroom Observation: A Process for Describing Sign Language Proficiency in Classroom Settings. American Annals of the Deaf, 145, 315-341. (blank page) CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) OBSERVATION Instructor: #6 Observer: NAME Date of Taping: DATE Course: Web Applications Lesson Topic: Word Processing Applications Primary Communication Mode(s) Used: Simultaneous Communication Directions to observer: Examine instructors use of the six sign language linguistic features listed below. Please rate each feature by circling one of the numbers in boxes for each item. 1.Signs & Fingerspelling Accurately Produced ErrorsAlways/ Almost AlwaysErrors Did Not Interfere with IntelligibilityErrors Interfered Some with IntelligibilityErrors Interfered Significantly with IntelligibilityGenerally Not Under- standablequestion-to-you, without, fields, ways,5(4)321equal, upload, sort-of (relatively), show/indicate sometimes rush through phrases without fully articulating signs; reason want do that, some things appear, if (I) want (to) set-up, indicate that you want (the) files 2.Sign Knowledge & Use Convey Message Intent54(3)21 Errors all-over for all-of-them, on + mon. & wed. for past (last) mon./wed., question-you for question-me, button-on shirt for button-on-screen, interesting + in for interested-in, hands for handles/squares, land/property for properties/characteristics, get + form set-up for get the form set up, normal for like normal, choose/select for find, value (like important) for , hard + drive for hard-drive (computer), test for question, gun++ for bullets (on menu), R at ear for radio 3. Space Used Effectively to Refer to Noun ReferentsAlways/ Almost AlwaysMost of the TimeAbout Half the TimeOccas- ionallyNever/ Almost Never54(3)21Positives a. box and contents c. html vs. front page, name vs. value d. changing tab order, showing cursor moving on screen, pull down from menu, HTML and VALUE lists juxtaposed, Lists same, Mouse indicated by light flashing on screen b. SEND-TO and SEND-BACK functions e. THAT real locationErrors/Omissions e. many choices that appear on menu, Before I do that, I want to, We control that (what?) with size Value is abbreviated name for what that means, Property box that describes all properties associated with that text box f. ++++++; Well see how it (what?) works in HTML, Where to go to find it (refers to something new), Lets leave it for now, well come back to that later. a. ++++++: Automatically turns on the TOP one (radio button) g. describing white sections of the board, b. match-with, look at (HTML), notice, d. ++ its ABOVE the form, first step is select form, TOP of screen 4.Non-Manual Signals Convey & Support MeaningAlways/ Almost AlwaysMost of the TimeAbout Half the TimeOccas- ionallyNever/ Almost NeverErrors/Omissions543(2)(1)a. +++ c. ++ d. especially when showing procedures or asking question; Ex: Right now it (omitted) says no what does that mean (no pausing between sentences), reason want do that, some things appear, if want set-up, indicate that you want the files b. +++ does not indicate that a response is expected (as in sentence above) 5.Classifiers Convey Accurate Information about the5(4)321NR*Physical World*Not Ratable Positives CL:GG for box size, for column going down page, for textbox, for headings, and for different point sizes CL:BB for width of box CL:11 for box size CL:F for buttons CL:O for buttons Errors/Omissions b. CL:4 for lists from menu CL:F (smaller to larger) for buttons 6.Discourse Organization is Visually Effective54(3)21Positives b. different choices for radio buttons a. BACK-TO-POINT+++ You paused to check for student comprehension. Errors/Omissions a. The reason I wanted to go back was I wanted to explain I GO BACK, WHY?, Its important that the first step is to select a form FIRST STEP, WHAT? c. ++++ d. ++ You did not use appropriate facial expression when checking for comprehension. +++ Additional Comments (Optional): Additional examples, comments about comprehension skills if clearly observable, & other comments pertinent to instructors classroom use of sign language based on observation. None CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) REPORTa Instructor: #6 Course: Web Applications Lesson Topic: Word Processing Applications Date of Taping: DATE Primary Communication Mode(s) Used: Simultaneous Communication Ratings for Six Sign Language Linguistic Features Important to Effective Classroom Communication with Deaf Students Rating Scale for sign language features #1 & #2: Always/ Almost AlwaysErrors Did Not Interfere with IntelligibilityErrors Interfered Some with IntelligibilityErrors Interfered Significantly with IntelligibilityGenerally Not Understandable54321 1. Signs and Fingerspelling Produced Accurately & Clearly: This feature involves use of appropriate production characteristics of signs and fingerspelling. These include handshape, movement, placement/location, and orientation of the hands/arms while producing signs. Also included under sign and fingerspelling production are the appropriate positioning of hands and arms and their movement within the signing space. Rating: 4 Errors: BACKGROUND, QUESTION-TO-YOU, WITHOUT, FIELDS, WAYS, RADIO?????, EQUAL, UPLOAD. SORT-OF (relatively), SHOW (indicate) You sometimes rush through phrases without fully articulating signs; for example, REASON WANT DO THAT, SOME THINGS APPEAR, IF (I) WANT (T0) SET-UP, and INDICATE THAT YOU WANT (the) FILES. 2. Sign Knowledge and Use Convey Message Intent: This feature involves breadth of sign vocabulary knowledge and the ability to select and use signs appropriate to intended meanings. It also includes the ability to modify signs as appropriate to communicate more complex meanings; for example, number, size, degree, intensity, manner, distance, and time/duration. Rating: 3 Errors: ALL-OVER for ALL-of them, ON + MON. & WED. for PAST (last) MON/WED, QUESTION-YOU for QUESTION-ME, BUTTON-ON-SHIRT for BUTTON-ON-SCREEN, INTERESTING + IN for INTERESTED-IN, LAND/PROPERTY for PROPERTIES/ CHARACTERISTICS, GET + FORM SET-UP for get the form set up, NORMAL for LIKE NORMAL, CHOOSE for FIND, VALUE (like IMPORTANT) for , HARD + DRIVE for HARD-DRIVE (computer); TEST for QUESTION, GUN+++ for BULLETS (on menu), R at ear for RADIO Rating scale for sign language features #3 to #6: Always/ Almost AlwaysMost of the TimeAbout Half The TimeOccasionallyNever/ Almost Never54321 3. Space Used Effectively to Refer to Noun Referents: This feature involves establishing and using referents for nouns in the signing space in order to discuss them and to compare and contrast ideas, people, and places. Skills important for this area are establishing points in space as referents, eye-gaze, producing noun signs so that they are consistent with real world orientation, using directional verbs consistently, and shifting of the body to show contrast/ comparison and for assuming roles when reporting indirect discourse (includes role shift). Rating: 3 Positives: You used indexing to reference some nouns; for example, box and contents. You used real world orientation to show relationships between nouns; for example, changing tab order, showing cursor moving on screen, pull down from menu, HTML and VALUE lists juxtaposed, lists same, and mouse indicated by light flashing on screen. You used some directional verbs to show relationships between nouns; for example SEND-TO and SEND-BACK functions. You signed THAT to properly indicate real world location for a noun. You used of contrastive structure; for example, THIS HTML, THIS FRONT PAGE, and DIFFERENCE BETWEEN NAME AND VALUE. Errors/Omissions: You sometimes signed THAT and THIS on palm instead of connecting to noun referent; for example, many choices that appear on menu, Before I do that, I want to , We control that (what?) with size, Value is abbreviated name for what that means, and Property box that describes all properties associated with that text box. You sometimes vocalized pronouns, but did not use indexing to connect the pronoun to its noun referent; for example, Well see how it (what?) works in HTML, where to go to find it (refers to something new), Lets leave it for now, and well come back to that later. You sometimes did not use indexing and eye gaze to reference nouns; for example, Automatically turns on the TOP one (radio button). You sometimes talk about things projected behind and beside without referencing; for example, describing white sections of the board. You sometimes did not use directional verbs to show relationships between nouns; for example match-with, look at (HTML), and notice. You sometimes did not use real world orientation to show spatial relationships; for example, its ABOVE the form, first step is select form, and TOP of screen. 4. Non-Manual Signals Convey & Support Meaning: This feature involves the use of facial expression, eye gaze, head movements, body shift, and pausing to convey information regarding sentence types; that is, to distinguish statements vs. questions, to distinguish Wh (what, who, etc.) from yes/no questions, and to mark conditional statements, rhetorical questions and topics. It also includes use of non-manual signals to convey information regarding relative size, degree, intensity, manner, distance, and time/duration. Rating: 1.5 Errors/Omissions: You often did not use appropriate facial expression for yes/no and wh-questions. You often did not use did not use appropriate facial expression, pausing, & body shift for making conditional statements. Your sentences tend to run together with little pausing, body shift, or facial expression to separate ideas, especially when showing procedures or asking question; for example Right now it (omitted) says no what does that mean (no pausing between sentences) and reason want do that, some things appear, if want set-up, indicate that you want the files. You often did not hold the last sign and maintain eye contact when questioning (as in sentence above). 5. Classifiers Convey Accurate Information about the Physical World: This feature involves the use of specified handshapes to communicate efficiently and effectively about the physical world. These specific handshapes are used to show location and movement of nouns, to describe nouns, to show how objects are handled and used, and to show how the body appears/moves. Classifiers are referred to/written about in the following way: CL:B for table located there. Rating: 4 Positives: CL:GG for box size, for column going down page, for textbox, for headings, and for different point sizes CL:BB for width of box CL:11 for box size CL:F for buttons CL:O for buttons Errors/Omissions: You could have used CL:4 for lists from menu CL:F (smaller to larger) would be a better classifier for showing the buttons 6. Discourse Organization is Visually Effective: This feature involves using signs and sign language techniques for organizing the whole, and the sub-narratives/statements within, in extended communication sequences (such as classroom lectures). Specialized signs (for example, NOW, FINISH & OFF-POINT), rhetorical questions, listing on the non-dominant hand for related items and sequence of events, and other signing techniques (for example, non-manual signals such as body shifts & pauses) are used to signal topic introductions, reviews, endings, transitions, and asides. These signs and techniques help to make the entire discourse visually clear and easy to follow. Rating: 3 Positives: You used listing on the non-dominant hand to discuss different choices for radio buttons. You used the specialized sign BACK-TO-POINT for marking transitions. You paused to check for student comprehension. Errors/Omissions: You sometimes speak without signing: for example, The reason I wanted to go back was I wanted to explain I GO BACK, WHY?, and Its important that the first step is to select a form FIRST STEP, WHAT? You often did not use body shifts & pauses to indicate transitions/ beginnings/endings. You often did not use specialized signs for marking transitions. You sometimes did not use appropriate facial expression when checking for comprehension. Additional Comments (Optional): Additional examples, comments about comprehension skills if clearly observable, & other comments pertinent to instructors classroom use of sign language based on observation: None Priority Sign Language Linguistic Features for Skills Development Use of Space Non-Manual Signals Course/Activities Recommended for Skills Development ASL Spatial Referencing __________ aBased on a form in: Reeves, J., Newell, W., Holcomb, B. R., & Stinson, M. (2000). The Sign Language Skills Classroom Observation: A Process for Describing Sign Language Proficiency in Classroom Settings. American Annals of the Deaf, 145, 315-341. CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) REPORTa Instructor: #7 Course: Instrumentation Lesson Topic: Jobs Available in IST Date of Taping: DATE Primary Communication Mode(s) Used: Simultaneous Communication Ratings for Six Sign Language Linguistic Features Important to Effective Classroom Communication with Deaf Students Rating Scale for sign language features #1 & #2: Always/ Almost AlwaysErrors Did Not Interfere with IntelligibilityErrors Interfered Some with IntelligibilityErrors Interfered Significantly with IntelligibilityGenerally Not Understandable54321 1. Signs and Fingerspelling Produced Accurately & Clearly: This feature involves use of appropriate production characteristics of signs and fingerspelling. These include handshape, movement, placement/location, and orientation of the hands/arms while producing signs. Also included under sign and fingerspelling production are the appropriate positioning of hands and arms and their movement within the signing space. Rating: 4 Errors: ROCK, SEA, FAMOUS, DIFFERENT, EARTH, BLOOD, RAIN, HEART-BEAT, SOIL; signs made with index handshape sometimes are produced with little finger extended 2. Sign Knowledge and Use Convey Message Intent: This feature involves breadth of sign vocabulary knowledge and the ability to select and use signs appropriate to intended meanings. It also includes the ability to modify signs as appropriate to communicate more complex meanings; for example, number, size, degree, intensity, manner, distance, and time/duration. Rating: 4 Positives: ANALYZE, CHEMISTRY, PHYSICS, ALCOHOL, LOCAL, MILITARY, COMMON, CLONING, VITAMINS, MANY-very, RECENTLY-very Errors: TRAIN for THERAPY, DESIGN for DIAGRAM, MEETING for MEET, FAR for a stretch, WAR for WEAPON, NORMAL for REGULARLY, BEAT-COMPETITION for BEAT/OVERCOME cancer, DIRTY for DIRT/SOIL Suggestions: Consider fingerspelling more of the technical vocabulary in order to support students and your signs; for example, PHARMACUTICALS, DYE, CLONING, FORENSICS. Your sign for instrument may not be appropriate for use outside the classroom. Rating scale for sign language features #3 to #6: Always/ Almost AlwaysMost of the TimeAbout Half the TimeOccasionallyNever/ Almost Never54321 3. Space Used Effectively to Refer to Noun Referents: This feature involves establishing and using referents for nouns in the signing space in order to discuss them and to compare and contrast ideas, people, and places. Skills important for this area are establishing points in space as referents, eye-gaze, producing noun signs so that they are consistent with real world orientation, using directional verbs consistently, and shifting of the body to show contrast/comparison and for assuming roles when reporting indirect discourse (includes role shift). Rating: 3.75 Positives: You used/ indexing and eye gaze to reference nouns; for example, jobs, how pollution moves, environment, lawyers, scientists-there, crime stories, Kodak, friend-he, Iraq- there, lecturer-he, and THAT directed towards item on list of non-dominant hand. You used/ directional verbs to show relationships between nouns; for example, RELATE-TO nuclear medicine, REMOVE-FROM there and PLACE-there, QUESTION-me, HELP-them, GO-THERE-AS-GROUP, and TELL-ME examples. You used body shift and indexing to contrast nouns; for example, big company vs. small company, WMD vs. NTID instruments, deaf scientists vs., jobs in field, chemistry vs. biology, last week vs. this week, and natural vs. man-made. You used real world orientation to show spatial relationships; for example, discussing Venn diagram on board and planets. Errors/Omissions: You sometimes voiced but did not sign pronoun referents (he, I, you); for example, ___used to work for EPA and ____ should write that down. 4. Non-Manual Signals Convey & Support Meaning: This feature involves the use of facial expression, eye gaze, head movement, body shift, and pausing to convey information regarding sentence types; that is, to distinguish statements vs. questions, to distinguish Wh (what, who, etc.) from yes/no questions, and to mark conditional statements, rhetorical questions and topics. It also includes use of non-manual signals to convey information regarding relative size, degree, intensity, manner, distance, and time/duration. Rating: 3 Positives: You sometimes used appropriate facial expression for yes/no and WH questions; for example, ROOM # WHAT?, SATISFIED?, and DISCUSS WHAT? You sometimes held the last sign and maintained eye contact when questioning. Errors/Omissions: You sometimes did not use appropriate facial expression, pausing, and body shift for making conditional statements. Your sentences sometimes tend to run together with little pausing, body shift, and/or facial expression to separate ideas. 5. Classifiers Convey Accurate Information about the Physical World: This feature involves the use of specified handshapes to communicate efficiently and effectively about the physical world. These specific handshapes are used to show location and movement of nouns, to describe nouns, to show how objects are handled and used, and to show how the body appears/moves. Classifiers are referred to/written about in the following way: CL:B for table located there. Rating: 4 Positives: CL:FF for circles in diagrams and how they overlap CL: B for fish CL: 5 for combining together Errors/Omissions: You use appropriate classifiers, however, production not always fluent/clear/controlled. 6. Discourse Organization is Visually Effective: This feature involves using signs and sign language techniques for organizing the whole, and the sub-narratives/statements within, in extended communication sequences (such as classroom lectures). Specialized signs (for example, NOW, FINISH & OFF-POINT), rhetorical questions, listing on the non-dominant hand for related items and sequence of events, and other signing techniques (for example, non-manual signals such as body shifts & pauses) are used to signal topic introductions, reviews, endings, transitions, and asides. These signs and techniques help to make the entire discourse visually clear and easy to follow. Rating: 4 Positives: You used rhetorical questions to organize lecture, and signal topics, subtopics and transitions; for example, THERE-WHAT-DO? and JOBS-WHAT KIND? You used listing on the non-dominant hand to discuss related items; for example, experiments related to environment, discuss what weve learned so far, and analysis techniques. You used body shifts and pauses to indicate transitions/ beginnings/endings; for example, last week - now this week, and Chemistry - Biology. You used specialized signs for marking transitions; for example, FINISH, PUT-ASIDE, BACK-TO-POINT, NOW, OK? , OFF-POINT, BACK-UP-TO, and UP-TIL-NOW. Errors/Omissions: You could use Rhetorical Questions more effectively to organize lecture and to signal transitions; for example, I want to discuss this because could be signed I WANT DISCUSS, WHY? Additional Comments (Optional): Additional examples, comments about comprehension skills if clearly observable, & other comments pertinent to instructors classroom use of sign language based on observation: None Priority Sign Language Linguistic Features for Skills Development Inclusion of pronouns together with appropriate use of space for referents Use of non-manual signals to convey and support meaning Use of rhetorical question for lecture organization and transitions Course/Activities Recommended for Skills Development Tutoring __________________ aBased on a form in: Reeves, J., Newell, W., Holcomb, B. R., & Stinson, M. (2000). The Sign Language Skills Classroom Observation: A Process for Describing Sign Language Proficiency in Classroom Settings. American Annals of the Deaf, 145, 315-341. CLASSROOM SIGN LANGUAGE ASSESSMENT (CSLA) REPORTa Instructor: #8 Course: Hydraulic & Pneumatic Systems Lesson Topic: Vessel Pressure Analysis Date of Taping: DATE Primary Communication Mode(s) Used: ASL [used English mouthing and incorporated ASL features] Ratings for Six Sign Language Linguistic Features Important to Effective Classroom Communication with Deaf Students Rating Scale for sign language features #1 & #2: Always/ Almost AlwaysErrors Did Not Interfere with IntelligibilityErrors Interfered Some with IntelligibilityErrors Interfered Significantly with IntelligibilityGenerally Not Understandable54321 1. Signs and Fingerspelling Produced Accurately & Clearly: This feature involves use of appropriate production characteristics of signs and fingerspelling. These include handshape, movement, placement/location, and orientation of the hands/arms while producing signs. Also included under sign and fingerspelling production are the appropriate positioning of hands and arms and their movement within the signing space. Rating: 5 Errors: VISCOSITY (incompletely fingerspelled), FORCED Comment: Fingerspelling used well for technical terms, with appropriate pairing of signs & fingerspelling for technical terms. 2. Sign Knowledge and Use Convey Message Intent: This feature involves breadth of sign vocabulary knowledge and the ability to select and use signs appropriate to intended meanings. It also includes the ability to modify signs as appropriate to communicate more complex meanings; for example, number, size, degree, intensity, manner, distance, and time/duration. Rating: 5 Positives: TURBULENT, FEEDING, INPUT, OUTPUT, ELECTRIC, MOTOR, FORMULA, EQUAL, ENERGY, FLOW, EQUATION, JUST-BARELY, CALCULATE, SUPER-BRAIN, SIMULATION, EXPERIMENT, FORGET-IT, GO-BACK, DIFFERENT-plural, FRICTION, MUST-emphasis, POWER, ESTABLISH, HEAT, SAME-exactly, FLOW-fast/slow, NARROW-very, PRESSURE-a lot, DECREASE-overtime, ROTATE-fast, SAME-all over, DIFFERENT-frequently, IMPORTANT-very, POUR-slowly, HOT-very, FLOW-turbulent, LONG-very, FAR-very, PERFECT-very, LAST-WEEKEND-recently, and ALWAYS for emphasis Errors: Used THIN-person for THIN-viscosity, VARIABLE (V), STIMULATION, KEY (object) for KEY/IMPORTANT Rating scale for sign language features #3 to #6: Always/ Almost AlwaysMost of the TimeAbout Half the TimeOccasionallyNever/ Almost Never54321 3. Space Used Effectively to Refer to Noun Referents: This feature involves establishing and using referents for nouns in the signing space in order to discuss them and to compare and contrast ideas, people, and places. Skills important for this area are establishing points in space as referents, eye-gaze, producing noun signs so that they are consistent with real world orientation, using directional verbs consistently, and shifting of the body to show contrast/comparison and for assuming roles when reporting indirect discourse (includes role shift). Rating: 5 Positives: Used indexing and eye gaze to reference nouns; for example, if see RESULT when ERROR go-back-to FIGURE-OUT-number-to-correct NUMBER-final result. Used directional verbs to show relationships between nouns; for example, PLUG ( ENERGY-feed ( PRESSURE, ENERGY-feed-feed-feed, POINT ( in-circle-for PRESSURE within-the-circle-DIFFERENT-plural, DECREASE ( in-circle-BACK-to-ZERO, LOOK-at-BOOK, and RESPECT-GRAVITY. Used body shift and indexing to contrast nouns or comparison; for example: FLOW and RATE, 10W-40 and 10W-30, ENGLISH and METRIC, CALCULATE-this and GO-BACK to CALCULATE-that (INPUT and OUTPUT), LAMINAR and TURBULENCE. Used real world orientation to show spatial relationships; for example, PRESSURE-right X RATE-left = answer?, PRESSURE-decrease all around pipe, FEED-into pipe, PUSHES-up and down, CALCULATE-numbers. 4. Non-Manual Signals Convey & Support Meaning: This feature involves the use of facial expression, eye gaze, head movement, body shift, and pausing to convey information regarding sentence types; that is, to distinguish statements vs. questions, to distinguish Wh (what, who, etc.) from yes/no questions, and to mark conditional statements, rhetorical questions and topics. It also includes use of non-manual signals to convey information regarding relative size, degree, intensity, manner, distance, and time/duration. Rating: 5 Positives: Used appropriate facial expression for yes/no and WH questions; for example: OVER 100%, CAN? And if answer wrong, DO++? Held the last sign & maintained eye contact when questioning; for example, when a student replied NO, you asked WHY?, waiting for a reply from the student. Used appropriate facial expression, pausing, & body shift for making conditional statements; for example: [clenched teeth] for INCREASED FRICTION, [oo] for MEAURE SPIN [hunched shoulder] and [chin-in] for CLOSED or ALMOST, [squint eye] for reading-small-gauge, [mm] for COULD BE, MAYBE or EITHER, [head nod] for AFFIRMATIVE and [head shake] for NEGATION, [squint eye] for PIPE-getting smaller-in-size, [prrr] (puff of air) PIPE become BIGGER in circumference, SHH for ENERGY-flow, [one cheek puffed] for PUMP FLOW, [cheek puffed] for DIFFERENT-plural, and [oo] for THIN OIL-to flow through. Paused to indicate new thought and used body shift when comparing and when changing to new topic. 5. Classifiers Convey Accurate Information about the Physical World: This feature involves the use of specified handshapes to communicate efficiently and effectively about the physical world. These specific handshapes are used to show location and movement of nouns, to describe nouns, to show how objects are handled and used, and to show how the body appears/moves. Classifiers are referred to/written about in the following way: CL:B for table located there. Rating: 5 Positives: CL:B for balance energy feed CL:O for feed energy CL:4 for hydraulic pump flow CL:44 for liquid flow CL:S for tube-expansion pump and hydraulic flow CL:1 for measure spin (meter read) and electric-spin-through (small motor blends turning CL:Claw for thick CL:C for meter in pipe rising and forcing CL:CC, CL:FF, CL:SS for pipes in various positions and various sizes 6. Discourse Organization is Visually Effective: This feature involves using signs and sign language techniques for organizing the whole, and the sub-narratives/statements within, in extended communication sequences (such as classroom lectures). Specialized signs (for example, NOW, FINISH & OFF-POINT), rhetorical questions, listing on the non-dominant hand for related items and sequence of events, and other signing techniques (for example, non-manual signals such as body shifts & pauses) are used to signal topic introductions, reviews, endings, transitions, and asides. These signs and techniques help to make the entire discourse visually clear and easy to follow. Rating: 5 Positives: Used rhetorical questions to organize lecture, or signal topics, subtopics and transitions; for example: Q WHATS Q?, INFORMATION ALL INFORMATION SAME?, SAME PRESSURE (if yes) WHERE?, PRESSURE PRESSURE SAME WHERE/, CALCULATED #550, WHY? Used body shifts & pauses to indicate transitions/beginnings/endings. For example: Conditionals visually effective (Facial expression and space) IF YOU SEE _____, USE THIS _____, IF LESS, MEANS LAMINAR. WHEN ENERGY LOST, EFFIICIENCY ____, and IF YOU SEE PSI, USE THAT. Used specialized signs for marking transitions; for example: NOW THIS NEW CONCEPT or introduce new, FINISH, THIS IS WHAT WE WILL DISCUSS TODAY, LETS GO-BACK-TO ___(previous concept)__, NOW-BREAK, THIS AFTERNOON BACK FOR LAB, NEXT OK, EXPLAIN-LATER, DONT-WORRY, and HOMEWORK, YOU READ, which could have made communication more effective. Additional Comments (Optional): Additional examples, comments about comprehension skills if clearly observable, & other comments pertinent to instructors classroom use of sign language based on observation: Used appropriate sign language classroom management techniques; for example, signed HOLD/WAIT before going to board or book. Repeated students answers for class. Paused after writing on board to establish eye contact with students before signing. One time mouthed/said you have to know that they mean but didnt sign it. Got a bit confusing with the pointing to power point display wonder if students had enough time to read the display before you started signing. 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