Picture from TIME

Warm-up

1. Ask students to type their name and ID # for attendance
   • “YOU LIST 2- NAME, ID NUMBER TYPE”
2. Start with 5-7 Minute conversations in breakout rooms
   • “NOW DAY START BREAKOUT ROOMS TIME 5-7 MINUTE CONVERSATIONS DISCUSS WHATEVER”
3. Open up the Google Slides Presentation
4. Vocabulary
   1. COCHLEAR IMPLANT
      1. Dom hand shape X tapping behind the dominant side ear
   2. SITUATION
      1. Same as HAPPEN-Both hand shapes 1 palms oriented facing one another move wrists to twist palms to be parallel to the ground
   3. IMPACT
      1. Located on the dom side of the chest dom hand shape S moving forward and pressing knuckles on stationary non dom hand shape 1
   4. POPULATION
      1. Located at lower waist both hands shaped P palms facing down to the ground both moving in a circular motion outward from the body
   5. FACTORS
      1. Non dom hand shape 5 at chest palm orientation facing chest and dom hand shape 1 moving my pointing at each of the 5 fingers on the non dom hand
5. introduce the lab via the video about cochlear implants
6. Follow up with a discussion using the following guiding questions:
   1. What stood out to you in the video, both positively and negatively? Why was that so impactful for you?
      • • “VIDEO FINISH YOU GOOD BAD THINK WHAT? YOU IMPACT YES NO WHICH?”
   2. What more would you want to know about their situation?
      • • “SITUATION YOU KNOW MORE ABOUT WANT WHAT?”
   3. Did you understand the signing in the video? Which parts were unclear?
      • • “YOU SIGNING UNDERSTAND ? NOT CLEAR PART WHAT?” 

Main Activity

Cochlear Implant Debates

** Lab students were emailed a week before their lab to read the following article and come prepared with at least one question and one comment **

1. Flip to the lightbulb slide in the Presentation and have students type into the chat
   1. This will allow students to type their questions and comments from the article right onto the chat. Make sure that their responses are displayed for all to see.
   2. This will serve as proof they read the article.
2. Students will share their questions and comments with the group.
   • “TAKE TURNS QUESTIONS THOUGHTS GROUP SHARE”
   • The lab assistant will do their best to answer any questions students have, allowing for peer discussion about the questions.
3. After students have discussed their contributions, use the following guiding questions to further the discussion (if not discussed already):
   1. What is your personal opinion of CIs?
      • • “YOUR PERSONAL OPINION CI’S WHAT?” 
   2. Since you have started taking/learning ASL, has your view(s) on CIs changed? Why or why not?
      • • “PAST START LEARN ASL, YOUR VIEWS CHANGE? WHY [SHIFT] WHY NOT?” 
   3. If your child was born deaf would you elect for them to get a Cochlear Implant? Why or why not?
      • • “YOUR CHILD BORN DEAF YOU COCHLEAR IMPLANT FOR THEM WANT? WHY [SHIFT] WHY NOT?”
   4. Before adopting sign language, do you think your opinion of CIs would have been different? How is this reflective of the general population?
      • • “IF YOU ASL DON’T KNOW YOU YOUR OPINION CI DIFFERENT THINK YOU?  YOU  YOUR OPINION SAME-AS HEARING POPULATION THINK YOU?”
   5. What factors may lead to the decision of someone getting a CI or not?
      1. • “FACTORS LEAD SOMEONE GET CI [SHIFT] NOT WHAT?”  
      2. Socioeconomic
      3. Family Culture
      4. Distribution of time
         1. Spending more time on mastering the skill to speak rather than on school, friends, or extracurricular activities)
      5. Timing of operation (e.g. after being deaf for 10 years compared to months after birth)
      6. Who’s choice? Parent’s or child’s?
         • • “CHOICE PARENT [SHIFT] CHILD WHO?” 
   6. What are some social, psychological, and developmental benefits for children with cochlear implants?
      1. • • ” LIST: 1. SOCIAL 2. PSYCHOLOGICAL 3. DEVELOPMENTAL BENEFITS FOR CHILDREN WITH COCHLEAR IMPLANTS WHAT?” 
      2. What are some comparable costs for children with cochlear implants?
         1. • “COMPARABLE COSTS FOR CHILDREN WITH COCHLEAR IMPLANT WHAT?” 

Wrap-up

1. Are people with cochlear implants still considered a part of the Deaf community? Why or why not?
   • “YOU THINK PEOPLE WITH COCHLEAR IMPLANTS IN DEAF COMMUNITY? WHY [SHIFT] WHY NOT?” 

End of Lab:

• Sign or show Can-Do statements once more and have students evaluate their confidence
  • (Use thumbs up/ thumbs down or have them rate 1-5 on how they feel after the activity)
• Encourage students to be honest in their self-evaluation
• Pay attention, and try to use feedback for future labs!