Uploaded January 2024 | Updated September 2026, 2 weeks ago
From "58-in-Mind: Multilingual Teaching Strategies for Diverse Deaf Students."
Edited by Debbie Golos, Marlon Kuntze, Kimberly Wolbers, and Chris Kurz.
Find out more at https://gupress.gallaudet.edu/58-IN-MIND
Published by Gallaudet University Press.
****This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.****
Signed by chapter co-author David H. Smith.
A white man in a grey shirt and glasses stands in front of bookcases filled with books and mementos.
Transcript: Hello, my name is Dave Smith. I am Deaf myself. I was formerly a middle school and high school teacher at California School for the Deaf, Riverside. At the middle school, I taught social studies, math, health, and so forth. At the high school, I taught science and math also. Currently, I am at the University of Tennessee. My research focuses on Cultural Teaching Practices of Teachers who are deaf in K-12 settings. My co-author’s name is Kathleen Mockus, who taught and worked for over 25 years at California School for the Deaf, Fremont. She is currently a curriculum specialist and mentor teacher in the areas of social studies, science, and other topics. Our goal for the chapter is to provide ideas and recommendations for those teachers who want to incorporate social studies in the curriculum and how to embed it. That’s with all the requirements for English tests, math tests, and a list of other demands. We show where to embed social studies and how to integrate it. In this chapter, we offer four core recommendations. First, include inquiry-based learning that includes Deaf Studies and anti-bias plus anti-racist content to incorporate. Second, how to use cooperative learning civic discourse to interact with appropriate approaches to have discussions and conversations. Third, how to provide authentic, real-life learning experiences for students that are realistic and hands-on. Fourth, the integration of a variety of sources like writing and reading text, geography of the earth with maps, GPS, et cetera. Also, how to use media to observe current media online, such as screening information safely. This includes both history and current events.
From "58-in-Mind: Multilingual Teaching Strategies for Diverse Deaf Students."
Edited by Debbie Golos, Marlon Kuntze, Kimberly Wolbers, and Chris Kurz.
Find out more at https://gupress.gallaudet.edu/58-IN-MIND
Published by Gallaudet University Press.
****This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.****
Signed by chapter co-author David H. Smith.
A white man in a grey shirt and glasses stands in front of bookcases filled with books and mementos.
Transcript: Hello, my name is Dave Smith. I am Deaf myself. I was formerly a middle school and high school teacher at California School for the Deaf, Riverside. At the middle school, I taught social studies, math, health, and so forth. At the high school, I taught science and math also. Currently, I am at the University of Tennessee. My research focuses on Cultural Teaching Practices of Teachers who are deaf in K-12 settings. My co-author’s name is Kathleen Mockus, who taught and worked for over 25 years at California School for the Deaf, Fremont. She is currently a curriculum specialist and mentor teacher in the areas of social studies, science, and other topics. Our goal for the chapter is to provide ideas and recommendations for those teachers who want to incorporate social studies in the curriculum and how to embed it. That’s with all the requirements for English tests, math tests, and a list of other demands. We show where to embed social studies and how to integrate it. In this chapter, we offer four core recommendations. First, include inquiry-based learning that includes Deaf Studies and anti-bias plus anti-racist content to incorporate. Second, how to use cooperative learning civic discourse to interact with appropriate approaches to have discussions and conversations. Third, how to provide authentic, real-life learning experiences for students that are realistic and hands-on. Fourth, the integration of a variety of sources like writing and reading text, geography of the earth with maps, GPS, et cetera. Also, how to use media to observe current media online, such as screening information safely. This includes both history and current events.
