Empathizing with hearing loss Activity
Prepared by Anita Grady
Grades: 7 - 9
Activity Duration: 60 minutes
Objective:
The Empathizing with Hearing Loss Activity is designed to allow students at the Junior High level to understand and to empathize with those who are deaf and or hard of hearing. The activity involves watching a series of videos that informs the students on how we hear, how hearing loss occurs and what the implications are for those with a hearing impairment. As well, the students will engage in exercises related to the videos that will help them to reflect and to develop a deeper appreciation for those with hearing disabilities.
Materials:
pen
paper
deck of cards
props for 4/5x-students (depending on class size) to wear such as a big shoe, big hat, big yellow t-shirt or a big bow tie
The Hearing Video Question Guide Handout pdf
Activity:
Part 1: Why Me?
Explain to the students that a random numbered card will be distributed to each of them. Tell them that four random numbers will be called and those students called will be asked to wear a particular item. The item will be worn throughout the duration of this class activity. A discussion about the purpose of this exercise will be discussed at the end of this activity.
Part 2: The Hearing Video
The Hearing Video is a fun and engaging video for students to watch at the Junior High Level. The video focuses on hearing and hearing protection in the workplace, however it is a great learning resource for understanding how hearing works and how hearing loss occurs. It is also applicable for this age group to understand how their hearing is important and that they should consider protecting their hearing from loud sounds, like playing their musical i-pods too loud. While the video is 17 minutes and 30 seconds, it is recommended to stop the video at 12 minutes, as the information presented to this time is most relevant to the learning required for this activity. As the video focuses on the workplace aspect for hearing, have the students consider the implications for being hearing impaired on the job or in the classroom. Distribute the handout for following along with the video. Allow the students a few minutes to review the questions in the handout. Provide the students the option of recording the answers on the handout or completing a concept map showing the central concepts of the video or completing a 'sketch-to-stretch' drawing (a rough sketched drawing of concepts heard in the video). Allowing students a choice in recording their learning is purposeful to recognize diversity of learning for the students.
Grades: 7 - 9
Activity Duration: 60 minutes
Objective:
The Empathizing with Hearing Loss Activity is designed to allow students at the Junior High level to understand and to empathize with those who are deaf and or hard of hearing. The activity involves watching a series of videos that informs the students on how we hear, how hearing loss occurs and what the implications are for those with a hearing impairment. As well, the students will engage in exercises related to the videos that will help them to reflect and to develop a deeper appreciation for those with hearing disabilities.
Materials:
pen
paper
deck of cards
props for 4/5x-students (depending on class size) to wear such as a big shoe, big hat, big yellow t-shirt or a big bow tie
The Hearing Video Question Guide Handout pdf
Activity:
Part 1: Why Me?
Explain to the students that a random numbered card will be distributed to each of them. Tell them that four random numbers will be called and those students called will be asked to wear a particular item. The item will be worn throughout the duration of this class activity. A discussion about the purpose of this exercise will be discussed at the end of this activity.
Part 2: The Hearing Video
The Hearing Video is a fun and engaging video for students to watch at the Junior High Level. The video focuses on hearing and hearing protection in the workplace, however it is a great learning resource for understanding how hearing works and how hearing loss occurs. It is also applicable for this age group to understand how their hearing is important and that they should consider protecting their hearing from loud sounds, like playing their musical i-pods too loud. While the video is 17 minutes and 30 seconds, it is recommended to stop the video at 12 minutes, as the information presented to this time is most relevant to the learning required for this activity. As the video focuses on the workplace aspect for hearing, have the students consider the implications for being hearing impaired on the job or in the classroom. Distribute the handout for following along with the video. Allow the students a few minutes to review the questions in the handout. Provide the students the option of recording the answers on the handout or completing a concept map showing the central concepts of the video or completing a 'sketch-to-stretch' drawing (a rough sketched drawing of concepts heard in the video). Allowing students a choice in recording their learning is purposeful to recognize diversity of learning for the students.
Part 3: Hearing for the first time - Short video clips
Silence the class and have the students plug their ears for 30 seconds. Then have them do this again, but only slightly plugged. Read a paragraph from a book or a short poem. Ask the students if they could make out what was spoken aloud. Tell them that is what sound is like for those who are deaf or have a hearing impairment. Have the students sit in silence for about one minute and to imagine that every moment of their living existence is that silence. After tell the students they will watch three short video clips about what it is like to hear for the first time.
Silence the class and have the students plug their ears for 30 seconds. Then have them do this again, but only slightly plugged. Read a paragraph from a book or a short poem. Ask the students if they could make out what was spoken aloud. Tell them that is what sound is like for those who are deaf or have a hearing impairment. Have the students sit in silence for about one minute and to imagine that every moment of their living existence is that silence. After tell the students they will watch three short video clips about what it is like to hear for the first time.
DEAF GIRL CRIES AFTER HEARING HERSELF TALK FOR THE FIRST TIME: ‘HEY! I SOUND WEIRD the blaze.com
Part 4: Class Discussion
Allow the students at their table groups to discuss their thoughts and feelings about what they saw in these videos and to reflect on the amazing technology we have today for some to have surgical cochlear implants. After ~ 4 minutes collect the attention of the class. Go around to each of the table groups and have one student from each group share with the whole group what they learned about the videos. Explain to the students that there are some who might have their hearing corrected with cochlear implant surgery, however, the expense of the surgery is an obstacle to most. As well, there are certain hearing losses that can not be corrected by surgery. Ask the students wearing the props how it felt to wear them throughout this activity and what did they notice about wearing the props. Open the question to the class: what did they think about their peers wearing the various props? Explain that the purpose of this exercise was to help us understand what it it like for someone with a hearing disability or any disability for that matter, who is always aware of their disability and that it greatly impacts his/her quality of life.
Part 5: Personal Reflection
In conclusion of this activity, have the students reflect on their learning about hearing loss and what it means to extend empathetic understanding and acceptance towards those with exceptional learning disorders. Allow the students to chose their own format for expressing their thoughts and ideas. They may chose to write a journal reflection, a poem, a story, create a drawing, a drama act, or a college.
Allow the students at their table groups to discuss their thoughts and feelings about what they saw in these videos and to reflect on the amazing technology we have today for some to have surgical cochlear implants. After ~ 4 minutes collect the attention of the class. Go around to each of the table groups and have one student from each group share with the whole group what they learned about the videos. Explain to the students that there are some who might have their hearing corrected with cochlear implant surgery, however, the expense of the surgery is an obstacle to most. As well, there are certain hearing losses that can not be corrected by surgery. Ask the students wearing the props how it felt to wear them throughout this activity and what did they notice about wearing the props. Open the question to the class: what did they think about their peers wearing the various props? Explain that the purpose of this exercise was to help us understand what it it like for someone with a hearing disability or any disability for that matter, who is always aware of their disability and that it greatly impacts his/her quality of life.
Part 5: Personal Reflection
In conclusion of this activity, have the students reflect on their learning about hearing loss and what it means to extend empathetic understanding and acceptance towards those with exceptional learning disorders. Allow the students to chose their own format for expressing their thoughts and ideas. They may chose to write a journal reflection, a poem, a story, create a drawing, a drama act, or a college.