Design & Teaching Strategies
As part of the Preparing School Interpreters (PSI) Project’s first objective — “to review and revise the existing American Sign Language–English Interpretation (ASLEI) BA curriculum and integrate units of learning with the necessary scope and sequence to develop the new 15-credit interdisciplinary School Interpreting Series” — was the integration of targeted design, teaching strategies, and intervention structures that proactively supported Scholar learning within the curriculum.
The ASLEI BA program, with the newly created Interpreting Skills Series (ISS) and the additional School Interpreting Series (SIS), was designed to provide interpreting students with the competencies needed to be entry-level interpreters. While the ISS encompassed various community and educational settings, the SIS focused solely on educational settings.
Embedded interventions and teaching strategies directly into the curriculum were vital to creating a centralized, cohesive design. Rather than treating support strategies as separate, this approach integrated them into every stage of the learning process, ensuring that all Scholars consistently benefited from evidence-based instruction and targeted support.
This provided:
-
Consistency and equity – Every Scholar experienced the same intentional support structures, ensuring equitable access to learning opportunities and a consistent standard of academic rigor across all courses and instructors.
-
Early and continuous support – Embedded interventions allowed instructors and the PSI Project team to identify challenges early and respond proactively. Rather than reacting to learning gaps after they occur, interventions are part of the ongoing learning experience and are further supported by the PSI Project through post-graduation bridge activities.
-
Data-informed improvements – Integrated teaching strategies made it easier to collect meaningful data about what works and what doesn’t. This feedback loop strengthened curriculum alignment and helped refine instructional methods in real time.
Ultimately, embedding interventions and teaching strategies into the curriculum transformed it from a series of courses into a deliberately designed system — one that ensured rigor, responsiveness, and relevance for each learner. This centralized design kept the PSI Project curriculum both cohesive and adaptable.
Sampling of PSI's Teaching Strategies
ACTIVE LEARNING
Engaged Scholars in doing, thinking, and reflecting
to construct their own understanding
Case-Base Learning:
Scholars challenged to apply theory to practice through decision-making scenarios and interpreting scenarios.
Role Play & Simulation:
Scholars practiced what they would say and do in situations, playing them out (e.g., writing an email to the case manager).
COMMUNITIES OF LEARNING
Supported groups of Scholars who actively collaborated,
shared knowledge, and participated in each other’s growth
Network Building:
Scholars created networks of academic and professional peer support and collaboration across course and bridge activities.
-
Cohorts of Scholars
-
Team-based Inquiry Projects
-
Case Conferencing
-
Mentorship
REFLECTION & METACOGNITION
Consider one’s own learning processes to evaluate understanding,
identified strategies, and made intentional improvements
Explore Thinking:
Scholars spent more time exploring the WHY, HOW COME, and SO WHAT than the WHAT.
The Scholars' actions were the beginning, not the end.
Interpretations:
Scholars reacted and reflected on interpreting product using professional approaches & use interdisciplinary-friendly framing.
UNIVERSAL DESIGN FOR LEARNING
Created flexible learning environments to accommodate diverse Scholars through multiple means of engagement, representation, and expression
Activities & Assignments:
Scholars accessed learning through multiple means of engagement, representation, and expression.
-
Ecological System
ASSET-BASED PEDAGOGY
Recognized and built on Scholars’ strengths, experiences,
and cultural backgrounds as valuable resources for learning
Valuing Personal Jounries:
Scholars tied their lived and unique backgrounds, perspectives, and experiences into the academic work.
-
Journals
FORMATIVE ASSESSMENTS
Checked for understanding and provided ongoing feedback to guide
and improve teaching and learning before final evaluations
Low-Stakes Check Ins:
Scholars practiced learning and identified gaps early before completing assignments.
-
Application Activities
-
Quizzes
-
Adaptive Scenarios
SCAFFOLDED LEARNING
Helped Scholars build on prior knowledge and gradually achieve
independence in mastering new skills or concepts
Chucking & Sequencing:
Scholars started with smaller, manageable components and build up ability step-by-step within and across courses (e.g., Adaptive Scenarios, Si Website).
I Do, We Do, You Do:
Scholars viewed modeling, then guided group practice, followed by independent application. Aligned with formative assessment to support self-correction & growth.
