• Hannah Krimm

Several weeks ago I had the privilege of attending Vanderbilt Center for Teaching’s Course Design Institute. I am thankful that this year they opened a session for graduate students and postdocs -- just in time for me to design a new course syllabus within a structured, supportive, and collaborative environment!

We used the backwards design process:

desired outcomes -> assessment -> instruction (more info here)

This process helps us to

ask what students need to learn rather than what we want to say.

We started by developing course objectives. In doing so, we thought through these questions:

- What does transfer of the learning look like?

- What big ideas do students need to understand?

- What are some provocative questions (i.e., questions experts are still debating) relevant to the course?

- What do students need to know?

- What do students need to be able to do?

- What information should students know is out there?

Working through these questions reminds us that there is value in explicitly teaching foundational principles and value in supporting students in moving past right/wrong, black/white thinking to wrestle with ambiguous questions – a skill that is central to clinical practice.

FYI: Vanderbilt Center for Teaching has tons of awesome resources. Check them out!

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Last week I had the pleasure of guest teaching in an Introduction to Exceptionality class full of inquisitive freshman and sophomores. Here are some of the things we talked about:

  1. Speech and language are two different things. Speech happens in the mouth; language happens in the brain. Speech is the mode; language is the message.

  2. Language impairment affects roughly 12% of children (Tomblin et al., 1997). Contrast that with autism spectrum disorders, which affect less than 2% of children.

  3. Children with language impairment often experience reading disability (Catts et al., 2005; Werfel & Krimm, 2017).

  4. Language impairment affects academics outside of just English Language Arts. Most instruction is delivered via language, so we can expect difficulties with math, science, social studies, and even related arts like PE.

  5. Difficulty with syntax is a hallmark of language impairment (Rice & Wexler, 1996). If a child is 5 and says things like "he run" instead of "he runs" or "I jump" instead of "I jumped," his or her language should be evaluated.

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Last week the Child Language and Literacy Lab put on the 6th Annual School SLP Conference at Vanderbilt. It was a huge success; with the help of many dedicated colleagues we provided professional development for about 300 SLPs from about 30 districts.

A question arose in my morphology talk that I thought I'd answer here:

Is there a way to know what sound regular past tense -ed makes?

Why YES! There IS!

-ed gets pronounced three ways: /t/, /d/, and /əd/. Pronunciation depends on the identity and voicing of the final phoneme in the base word. If the base word ends in /t/ or /d/, -ed will be pronounced /əd/ because it'd be awfully difficult to articulate those words without inserting the schwa vowel (/ə/):

  • wanted

  • needed

For all sounds besides /t/ and /d/, if the base word ends in a voiceless consonant, -ed will be pronounced /t/:

  • wished

  • kissed

  • buffed

If the base word ends in a voiced consonant or a vowel, -ed will be pronounced /d/:

  • fizzed

  • loved

  • toed


© 2019 Hannah Krimm