Samples
Below are my teaching samples from various courses that I’ve taught in the past and these are to portray my abilities to coordinate and teach Sign Language and Deaf Studies related courses.
Image description: a screenshot of the first page of Matthew’s American Sign Language IV course syllabus.
Syllabus
I incorporated both of my knowledge and skills from both fields, visual communication, and education, to develop my syllabus layouts and designs. I also create them with my experience as a college student in mind.
This sample is for my ASL IV course at Columbia College Chicago. (SP2019)
Image description: a screenshot of the first page of Matthew’s American Sign Language IV lesson plan.
Lesson Plan
I developed my lesson plans to assist me in repeating what works in the past and recognizing what needs to be revised. My plans also allows my coworkers and I to evaluate the curriculum more effectively. My lesson plans are still work in progress and will always be.
This sample is for my ASL IV course at Columbia College Chicago. (FA2018)
Image description: a screenshot of the first page of Matthew’s American Sign Language IV video assignment rubric.
Assessment Tool - Rubric
I put together this assessment tool which it states the instructions and purpose of the assignment. The goal for this document is to allow the students to be able to comply the instructions and satisfy the assignment’s objectives and expectations.
This sample is for my ASL IV course at Columbia College Chicago. (FA2019)
American Sign Language I @ Columbia College Chicago
Closed Caption - edited 2019
Video Description
[Video Description: The video starts with a mid-thirty man, Matthew Andersen in a classroom teaching. He’s wearing a pastel colored Hawaiian button up shirt with navy blue cardigan.]
[Presentation: Pastel yellow background with large bold type face “ASL ONE”]
Matthew:
“Hello! Good morning!”
“No? Tired? Sleepy? Oh you too?”
“In this class, you will become awake. Wide awake. Ok?”
[Presentation: White background with large bold pastel yellow type face “ROLL CALL”]
Matthew:
”I will ask one of you “What’s your name?” Please reply by stating your name. When I understood your fingerspelling, I will mark your attendance on my roll call sheet. After marking you, you choose one of your classmates and ask for their name. The other student will introduce themself and I will mark their attendance. Repeat until everyone’s attendance is marked.”
[Presentation: White background with 18 colored circles.
First row: Blue, green, yellow, brown, dark green and black.
Second row: Blue, purple, red, tan, light green, and grey.
Third row: Yellow, orange, red, beige, neon green and white. ]
Matthew:
”Blue? Yes. Blue.”
”Blue and yellow, what color would we get if mix them together? Green. That’s correct.”
”Blue and red, what color would we get if we mix them together? Purple. Yes”
”Green. Yes. But give me more. Green, green, green… all same? No. Different. Ah yes. Dark green. What about this one? Light green. Wow. You said it perfectly. You used the correct facial-grammar to indicate “very”. Light green. Now what about this one? Yes. Bold green. Okay. What’s the other way to describe a neon color? Umm? Yes. Bright. Bright Green.”
[Presentation: Pastel yellow background with three sets of photo and gif.
Set 1:
Photo: White t-shirt Gif: Matthew: “White t-shirt”
Set 2:
Photo: Gold loop earrings Gif: Matthew: “Earring, gold loop”
Set 3:
Photo: Black boot with red laces. Gif: Matthew: “Black boots”]
Matthew:
”What’s this? Hey! Don’t cheat. Look at the pictures not the gifs. Look up here. What’s this? Yeah. White t-shirts. Does it have a collar? Nah. What about buttons? Does this white t-shirt got buttons? Like the one I’m wearing now. Buttons. Nah.”
[Presentation: White background with three gifs of Matthew and a big bold pastel yellow type face “SEE…”
Gif 1: See person there
Gif 2: See man there
Gif 3: See woman there. ]
Matthew:
“The person there and we aren’t friends. I don’t know this person or their name. I shouldn’t assume their gender. Use the “person”. Now this other person, my buddy. My best friends. I know he identifies as male. With him I can use “this man” A stranger, don’t assume and use “person””
[Presentation: Pastel yellow background with a large photo showing a group of diversity people.]
Matthew:
”See the person wearing a yellow shirt and black glasses.”
”Where? This one? This? Nah. Ah. This person. Yes. Hey. Does this person’s shirt has a collar? Yes it does.””
[Presentation: Pastel yellow background with two sets of two gifs.
Set 1: Gif: male typing on keyboard. Gif: Matthew: “typing”
Set 2: Gif: male wearing a headphone rhyming to music. Gif: Matthew: “listening to music” ]
Matthew:
”Listening to music”
”Who loves to listen to music? Ah! All of you. Me too. Yeah. I do enjoy music too. Yeah!”
[Presentation: A drawing of a classroom with one teacher and fourteen students.]
Matthew:
”See the person there. The person has long wavy blonde hair and wearing a skirt, black and white stripes. Chewing gums and blowing bubbles”
”This student’s name is Kim”
[Presentation: Pastel yellow background with big pastel yellow type face “UNIT TWO” A gif of Doctor Who waving hello. ]
Matthew:
”Today you all did good. I can see that you’ve been practicing.”
Waving hands.
[The video ends.]
Deaf Culture
Syllabus
I created my syllabus based on what would I as a student want to see in syllabus. I utilized both of my knowledge and skills from both fields, visual communication, and education, to develop my syllabus layouts and designs.
This sample is for my Deaf Culture course at Columbia College Chicago. (FA2018)
Lesson Plan
I developed my lesson plans to assist me in being able to incorporate my own and others’ personal experiences and perspectives while providing details about Deaf culture and its history. My plans also allows my coworkers and I to evaluate the curriculum more effectively. My lesson plans are still work in progress and will always be.
This sample is for my Deaf Culture course at Columbia College Chicago. (FA2018)
Assessment Tool - Rubric
I put together this assessment tool which it states the instructions and purpose of the assignment. The goal for this document is to allow the students to be able to comply the instructions and satisfy the assignment’s objectives and expectations.
These video samples are from my Deaf Culture course. (FA2018)