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Success Stories:
Gov. Baxter School for the Deaf
In 1993, the U. S. Department of Education through the Office of Special Education Programs (OSEP) funded the MainePOINT Project to research the possibility of teaching American Sign Language over a distance learning network as a modern language. The Project’s focus was to develop, implement and evaluate an American Sign Language course at a distance. The delivery of the distance ASL course was a success with students and the Deaf community.
The Department of Education continued to support the ASL program delivery when the federal funding ended. The Gov. Baxter School for the Deaf assumed full responsibility for the ASL Distance Learning Program in the fall of 2004. Large numbers of students are drawn to this popular Modern Language, but enrollment is limited to 10 students with preference given to students who are deaf or hard of hearing. The MainePOINT distance learning class is a credit- bearing academic class.
Universal Access Room
A Universal Access Room was created at the Governor Baxter School for the Deaf site adjacent to the ATM distance-learning classroom. Additional technology is provided at this location for remote captioning and interpreting services. Governor Baxter School for the Deaf is the only site in the state equipped with this capacity.
Any Maine citizen who needs captioning or interpreting services unavailable in their local area for a distance-learning program should contact Barbara Keefe at 781-6209 for information necessary to access the State of Maine's "Universal Access Room."
Sally Gatehouse teaches ASL as part of the MDLP
Governor Baxter School teacher Sally Gatehouse teaches several American Sign Language classes to students throughout Maine. Sally agreed to answer some questions about her experience teaching over distance, and below are her responses:
Why did you originally decide to teach your course over distance?
MainePOINT invited me to teach over the network.
Before you started teaching over distance, did you have any apprehension about learning the technology? If so, how were those feelings eased?
I had a lot of reservation about teaching ASL at a distance because the language was one that traditionally required a physical presence to capture all the visual signals. Training in the use of the technology calmed many of my fears and the success students were having in learning ASL convinced me that ASL could be taught via a broadband network.
In your opinion, what are some of the unique challenges facing a teacher in a distance learning classroom?
Student behavior is an issue. Too frequently, students who are not mature have difficulty focusing when the teacher is not physically present in the classroom. The MainePOINT design model included a facilitating teacher at each site to support the class. I believe that support is essential for the Language class I teach.
Making sure the numbers of students in a class is manageable. Too many students and the level of communication is negatively impacted, especially first year ASL students. I limit the number of students in my ASL classes to no more than 10/12 students.
Interaction between students using their ASL skills needs to be planned. Planning well in advance needs to happen.
All schools need to have the SAME rich materials for the class. Since the ASL program was started with grant funds – the original pilot schools received curriculum materials but when other schools were added they were not given the same materials, unfortunately.
Class schedules vary from district to district so working through that maze for the delivery of classes is a big challenge.
How have you had to adapt your teaching materials for the distance learning environment?
I reformat materials for students to meet the size of a TV screen.
Materials/supplies, i.e. games need to be available at local sites for the ASL class - not just in the broadcast room.
Evaluation of student receptive and expressive skills is done one on one. I used to have students make individual videotapes and send them to me. The process was just too cumbersome.
Can you describe the feedback you have received from students at the receiving sites in your course(s)?
Daily exercises in ASL provide me with feedback on their language skills but there are also focus groups held twice a year and formal assessments asking for student reaction to the class. The assessments ask for student feedback on the teacher, text and materials. The feedback always is helpful to me in understanding what students like and don’t like about the class. One thing they DON’T like is my “banging” on the podium to get their attention. One of the things they like is storytelling. I think many students think the class will be fun and easy. When they really get into it they still think it’s fun but not quite so easy.
Room set-ups are problematic. Some sites have auditorium-like set-ups that are not good for teaching ASL. The class seating should allow students access to one another. A semi-circle is preferred.
In addition to using the distance learning equipment, what other kinds of technology have you managed to integrate into your course curriculum?
I use my laptop for presentations.
Can you share some examples of strategies for encouraging interactivity that you have used in the distance learning classroom?
Small group activities; games with a facilitator at receiving sites overseeing; student practice sessions with classmates at other sites; field trip to Mackworth Island.
Are there any additional innovations and features that you would like to see added to the project?
I'd really like to see regular professional trainings scheduled for the teachers who are teaching on the system. Perhaps computers in each DL classroom for student use also.
What advice would you offer to someone who is thinking of teaching as part of the Maine Distance Learning Project?
Be comfortable with your subject matter; be ready for surprises; be enthusiastic, it's infectious; attend training on teaching strategies for distance learning when possible; introduce yourself to students by writing them a letter before class begins; personalize your teaching.
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