MATT
ANDERSEN
I’m an assistant professor at Columbia College Chicago. I received a Master’s Degree in Sign Language Education from Gallaudet University (DC, 2019) and a Bachelor of Science Degree in Graphic Media from Rochester Institute of Technology (NY, 2018). A few of my interests include teaching and designing online curriculums for remote learning with subjects ranging from sign language to Deaf culture related topics. My other focuses are on technology usages within the sign language education, linguistic variants within the Deaf Queer community, and L2 students’ language attitude and language acquisition. Besides working in the academic field, I also invest my time and energy into doing some work as a sign language consultant/specialist, where I work with interpreters, specializing in Theatrical ASL, translating from English to ASL, and vice versa.
TEACHING
PHILOSOPHY
Principled Eclecticism: use of various teaching styles in a discriminating manner as required by learner needs and styles.
Communicative Language Teaching: learn and practice the target language through interaction with one another and the instructor, the study of authentic examples, and the use of the language both in and outside of class.
Interactive Learning: incorporates hands-on and real-life experience opportunities into course design.
Cooperative & Collaborative Learning: students team together to enhance their skills and accomplish meaningful projects.
Learner Centered: empowers students to take over their learning experience in and out of the classroom.
ASSESSMENT
TOOLS
Assessment is an essential part of an effective education process. There must be a variety of methods of assessment to provide diverse learning opportunities for students with different learning styles and requirements (Brown & Lee, 2015)
Assessment should not exclusively be focused on students’ ability to complete tests but should also provide opportunities to guide them to accomplish their academic goals. Assessments have to be aligned with the learning outcomes identified for a specific lesson or unit (Brown & Abeywickrama, 2010)
Authentic assessments provide students the learning opportunities in a real-world context. With authentic language assessment/support, students will learn how to deal with real-life communication situations and tasks as they experience a form of scaffolding through relevant and timely feedback and backwashes (Brown & Lee, 2015)
As an educator, I must specify the criteria in the rubrics so that students will know what will be expected of them (Brown & Abeywickrama, 2010). Students should be given learning opportunities to excel in class and should be allowed to engage in self-assessment so that they will have the chance to understand, reflect and monitor their learning (Brown & Lee, 2015).
CONTACT
