5c - The GRAND FINALE assignment

For this assignment, you will post a reflection of the class journey -- where did we start, where did we go, what did you learn, whose shoes did you walk in along the way. Include in your work the following:

1. What difference did you notice in your choice of topics in the first part of the class versus the topics found in the texts My California and Train Go Sorry?

The primary difference between my choice of topics and the required texts was the content and material covered. With the priming assignments, as long as we stayed within the boundaries of what was requested we could use for our subjects basically anything that we desired (for an example, we had the freedom to “visit” any of the museums in California). I tried to choose subjects that both had an impact and made an impression on me in my life, as well as observe some places that I wasn't completely familiar with. The result was satisfactory and I feel that I have learned a considerable amount. On the other hand, the topics found within My California and Train Go Sorry were personal accounts, stories about the authors and the individuals that the various authors wrote about. The two books were very interesting and were immensely entertaining.

2. What difference did you notice when you read your classmates work regarding the same topics versus your own opinions? Did their works make you think of something different?

I initially thought that my opinions and comments would be vastly different from that of my fellow classmates but I was incorrect. A lot of the times my classmates would write about similar topics or interpret something in a fashion that I had done. My classmates work made me think of the myriad of ways that a given topic can be understood and built upon (using Freire's philosophy). After reading an assignment completed by a classmate, I would take what they expounded and find a way in which I could build upon it and perhaps add to the significance of an answer. I found this to be a very effective method that helped with my learning in this class.

3. How would Freire and the idea of dialogue and scaffolding play into your answers?

Freire's ideas of dialogue and scaffolding had a lot to do with how an individual actually learned material. By participating in class we were able to learn from each other and hear what everyone had to say about a particular assignment. This method of active learning was a relatively new thing – seeing that I am used to reading from books and memorizing facts and bits of information – and I found it an effective way to take a course. By using Freire's pedagogical theory on scaffolding, we were able to make an interpretation and allow another classmate to take that interpretation and insert something that they found to be interesting or different.

4. What was your overall experience with these topics?

My experience with this class was rewarding. I was able to apply myself to the readings and successfully explore California online, and come away with a new founded knowledge of culture and diversity. My California provided some interesting accounts about various writers and the book Train Go Sorry made me aware of a Deaf Culture that I never knew existed before I enrolled in this humanities class. I was ultimately able to aggregate all of the information that I had learned and turn it into something meaningful and positive that I can use in society. This has been a great introduction to the humanities. This will be the equivalent of one page length.

5b - "Train Go Sorry" Class Reflection

5b - Class Reflection

Choose any 3 classmates of project 5a. Read each of these 3 essays.Create a blog post with the classmates names as references. Tell us one thing you learned from each classmate.


Response to Miranda Ashe's Essay:

After reading Miranda Ashe's essay on the book “Train Go Sorry,” I learned that according to statistics, if offered the choice, most deaf people would choose to remain unable to hear because it is greatly apart of who they are as individuals. I thought this to be a rather astonishing fact because most would probably speculate that if an opportunity presented itself, the majority would assume the ability to hear. This allegedly isn't true and I think this truly shows the strength and resilience of a remarkable culture that many misunderstand.

Response to Michele Piscitello's Essay:

Through reading Michele Piscitello's essay, I learned that one of the major debates within the deaf world is special versus mainstream education. While the book mentioned this concept several times, I didn't put substantial thought into the importance of this question until I read Michele's essay. Indeed, it is a significant question and there exists no really definite answer. Probably a balanced, intermediate approach would be the best thing in such circumstances concerning the education of deaf students. I believe special education to be important for the student because it allows for special emphasis in areas of learning that are not as acute in regular schools. On the other hand, being involved in mainstream education is also important because it allows for one to get a reasonable grasp on culture outside of the deaf community. A great mention in the essay, it really makes one question which would be the better choice regarding education for the deaf community.

Response to Megan Mullen's Essay:

Megan mentioned in her essay that she once knew a student that had a cochlear implant, and that after the procedure is finalized, you cannot resort to traditional hearing aids. I knew that damage was done to the point of being irreparable to traditional hearing, but I wasn't aware that you couldn't utilize frequent hearing aids afterwards. It is perfectly understandable why such a procedure would be formidable, especially considering it's the result is ultimate.