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Kristin Scheibe

American Sign Language and Deaf Culture Instructor

I am proud to be Deaf. I grew up as the only Deaf child in a hearing family. I graduated from the Iowa School for the Deaf and was an exchange student in Norway. I attended the National Technical Institute for the Deaf majoring in photography. I got a Bachelor's degree in American Sign Language Studies from Metropolitan State University. I am currently in graduate school at UW-Eau Claire majoring in Master of Education - Professional Development. I enjoy learning something new everyday.

I have been involved in various committees, activities, presentations and workshops. I have also been a guest speaker on Deaf culture and American Sign Language throughout Wisconsin and United States. I am proud to have used the 5 C's: Communication, Culture, Connections, Comparisons and Communities in helping to develop the currculum for ASL 1, 2, 3,and 4 and Deaf Culture from the Standards for Foreign Language Learning.

I have achieved one of my dreams, by being able to teach and share my knowledge of Deaf Culture and American Sign Language at UW-Eau Claire.


Intellectual Sources


The Developmental of Intellectual and Ethical Scheme in Adulthood

This scheme begins when the student enters into the adulthood stage, usually around age 18 after graduating from high school.  After high school we have a variety of choices such as entering college, technical college, military, job, etc…
Perry’s Intellectual and Ethical Development stages outline the processes of development:

  1. Dualism – the choice between right or wrong answers
  2. Multiplicity – discover that some answers are opinions and starts to follow one's own opinions and thoughts.
  3. Diversity – discovers the enrichments of diversity
  4. Relativism – begins to recognize the value of experiences and knowledge
  5. Commitment – the ability to commit yourself to what is right for you in your life and make the commitment to yourself.

Temporizing – a critical stage where the student feels lost or is overwhelmed in their life, which leads to Retreat or Escape.
Retreat – worn out from life but able to try to start over again.
Escape – burned out from both learning and life, and a feeling of hopelessness.


Main Line of Development

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Physical, Moral and Social-Emotional Development in Adulthood

Physical Development in Adulthood

  • The process is no longer defined by physical and cognitive growth spurts.
  • Experience excellent health, vigor, and physical functioning.
  • Enjoy the benefits of society’s emphasis on youthfulness.
  • Encompasses the majority of a person's life span marked by considerable psychosocial gains that are coupled with steady but slow physical decline.

Stage theory of adult development
Early adulthood (age 17-45)
Novice phase (age 17-33)

  • Early adulthood transition (age 17-22)
  • Entering the adult world (age 22-28)
  • Age 30 transition (age 28 to 33)

Culminating phase (age 33-45)

  • Settling down (age 33-40)
  • Midlife transition (age 40-45)

Moral Development in Adulthood

  • Stage 3- Interpersonal (tribal) conformity: “Good boy/ Good girl”
  • Stage 4 – Law and Order “the good citizen”
    Stage 4 ½ - The Cynic
    Stage 5 – Prior Rights and social contract “The philosopher/ King”
  • Made major life decisions
  • Have an established set of beliefs
  • Reassess life choices
  • In the commitment stage for morals and values

Social Emotional Development in Adulthood

Stage 5 – Identity vs. Diffusion (SENSE OF SELF)
Stage 6 – Intimacy vs. Isolation (LOVE)
Stage 7 – Generosity vs. Self-absorption (CARE)
Stage 8 – Integrity vs. Despair (WISDOM)

  • Buddy up with a coworker or student
  • Prefers to work in a group
  • Want learning to have real life relevance
  • Include life experiences to affect their learning
  • Act with confidence
  • Strong sense of self
  • Internally motivated
  • More responsible
  • Independent
  • Puts education second to family

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Brain Learning


It is important for a teacher to understand the student's process of brain learning to develop the best methods to teach the students. There are two important factors affecting brain learning: 1) students who attend school from kindergarten through secondary school typically spend more than 13,000 hours of their developing brain's time in the presence of teachers, 2) the student's brain are highly susceptible to environmental influences -- social, physical, cognitive, and emotional. Their brains will be altered by the experiences they have in school.

  • Physical
    • Eating green vegetables, salmon, nuts, lean meats and fruits is good for the brain
    • Need physical activities to increase attention span
    • Need to stay hydrated
    • Sleep is important for learning - especially REM stage/ last few hours
  • Intellectual
    • After age 4 our brain structure does not change much
    • We only use a small percentage of our brain's capabilities
    • Our brain adapts - grows and shrinks according to our environment
    • Environment has a strong affect on our brain by using the appropriate lighting, wall and carpet color, and seating.
    • We learn from new challenges and reflection
  • Emotional
    • Threat/ stress can cause "shut down" activity and cause a "give up" attitude
    • As educators, we need to be a role model, by showing empathy, setting clear rules, avoiding yelling and threats
    • Laughter and hugs are good
  • Social
    • Social play helps with the development of quick thinking skills
    • Working cooperatively enhances learning
    • Students are motivated when given choices
    • Students in groups with the same learning ability tend to compete and then strive to learn
  • Moral
    • We feel good about our learning achievements if they are linked to our beliefs and values
  • Physical Environment
    • Correct colors on wall
    • Calm environments (natural lights, scent, and sounds)
    • Proper seating

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  • Forms of Ethical and Intellectual Development in the College Years: A Scheme. William G. Perry, Jr.
  • The Adult Learner. Malcom S. Knowles
  • The Adult Learner, Some Things We Know. Robin J. Fogarty and Brian M. Pete.
  • Teaching with the Brain in Mind. Jensen, Eric

Other Sources

  • Physical - Levinson
  • Social/ Emotional - Erikson
  • Moral - Kohlberg, Piaget and Gilligan
  • Intellectual - Perry

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Updated: November 10, 2008
Contact: Kristin Scheibe scheibkk@uwec.edu