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Vocabulary Learning Vocabulary Learning & Instruction& Instruction
Concordia UniversityConcordia University
On the index card write:
• your name
• grade level or content you’ll teach
• home city and state
• 2 things you hope to learn today
ResourcesResources
Jen’s wiki– http://jenmadison.wikispaces.com/
Lenny’s wiki– http://lvermaas.wikispaces.com/
Email Jen or Lenny– [email protected]– [email protected]
TodayToday’’s Objectivess Objectives
Use research supported strategies to teach individual vocabulary directly and encourage long term retention.
Use facets of brain research to enhance student learning and promote long term memory.
Identify and experience APL strategies.
Sharing ObjectivesSharing Objectives
What: explanation and display of clear descriptions
of what students will know and/or be able to do as a result of instruction– Identify characteristics of effective vocabulary
instruction.
When: beginning of lesson (segment)
Why: requires clarity of instruction increase accurate focus and retention
TodayToday’’s Agendas Agenda
Opening activities
Priming the brain, thinking about vocabulary
Why is it important to develop vocabulary?
Eight characteristics of effective vocabulary
instruction.
A six step model from Marzano
Ways to “muck” around with words.
We pledge to…We pledge to… Have fun Avoid flat butt
syndrome Focus discussion
about what is best for kids
To let you know why we are doing what we are doing during the presentation
We also pledge to…We also pledge to… Do activities rather
than talk about them. This means we will not cover as much.
Have materials ready to use in your classroom
Not be a mile wide and an inch deep.
It is not what you cover but what your students discover.
You pledge to…You pledge to… Interrupt us with
questions, observations, comments or something you want to share.
Take care of yourself– Stand up– Use the restroom
When helping students When helping students learn we would like you to learn we would like you to pledge to…pledge to…
Have fun Avoid flat butt
syndrome Focus on what is best
for kids Let your students
know why you are doing what you are doing during class
Encourage a growth mindset vs fixed mind set
Why Index Cards?Why Index Cards?
Prime Brain
All students have the expectation that they may need to provide input.– Make sure students have a chance to be
successful.– Do not call on unfocused students as a
classroom management technique.
Calling on StudentsCalling on Students
“Random” Every student has opportunity to be
selected, each time. Equal distribution of student involvement Eliminates teacher bias Quick, user-friendly Can also be used for easy grouping
Creating a Name TentCreating a Name Tent Fold the paper in half hamburger style.
On the open end approximately 1 inch from the bottom fold the paper to the middle or inside. (This creates the bottom.)
At the top near the fold write your first name in large letters (2 inches tall).
Leave space under your name to write one more word.
Vocabulary EmphasisVocabulary Emphasis
Vocabulary acquisition must be one of your top priorities as a teacher.
Think of a vocabulary term that describes you and be able to provide a reason.
My vocabulary word is trapezoid.
Write that term below your name.
Word PowerWord Power
2006 Nebraska Volleyball National Champions
Each Husker selected a word as a guide during the 2006 season.
Belief, Presence, Love, Fearless, Trust, Impact, Discipline, Serve, Intensity, Impact, Moxie, Passion
Jordon Larson, passion, “I want to come into every match showing the love for the game, how much I want to play it.”
Sarah Pavan, impact, “I wanted to make a bigger impact both on and off the court this year in terms of leadership and my play.”
When You See My Hand Up:When You See My Hand Up:
Raise your hand– This lets me know that you have seen my
signal.– This lets others in the room who may not be
looking at me become aware of the signal.
Finish your thoughts with your partner or group.
Wait for clarification or more directions.
Vocabulary EmphasisVocabulary Emphasis
Vocabulary acquisition must be one of your top priorities as a teacher.
Write that term below your name.
Standup, pair-up, share your words and rationale for choosing the word.
Interest CircleInterest Circle
Directions Please tell me what we are going to do
when we get started. Let’s get started. I played a musical instrument in high school. I have read a book for pleasure in the last 3
months. I am an only child. I have a close relative who is a teacher. Categories from the group
Processing Interest CircleProcessing Interest Circle
Why did we do the activity?
Goals– Provide an opportunity to get your voice in the
room– Get to know your students better
Explore learning styles
– Get up and move around
Learning is all Learning is all aboutabout
relationships.relationships.Get to know your Get to know your
students by students by asking questions.asking questions.
Students donStudents don’’t t care what you care what you
know, know, they want to they want to
know that you know that you care.care.
So why is it So why is it necessary to change necessary to change
up instruction?up instruction?
As your brain gets numb-er You get dumber.
Changing STATESChanging STATES
Change up instruction every 5-10 min. for pre-
adolescents andevery 10-20 minutes for adolescents to adults.
Thinking About ItThinking About It
Why would you want to change states when you finally have students quiet, sitting in their seats, and looking like they are listening to you?
The brain needs a chance to refocus and start again.
When you stand up, blood flow to the brain increases.
Synapses or Brain BreaksSynapses or Brain BreaksJudith WillisJudith Willis
Change activates and turns on different parts of the brain.
Dopamine is a pleasure neurotransmitter that makes you feel good and is released during certain activities and depletes over time.
Dopamine, a neurotransmitter, needs an opportunity to recharge and rebuild.
Brain breaks (synapses) help to replenish.
Key PointsKey Points
Changing States Processing time Primacy-recency VAK Going Limbic Brain schematic Chunking Making sense/meaning Long term memory working memory
ResourcesResources
Eric Jensen– Teaching With the Brain in Mind– Different Brains, Different Learners
David Sousa– How the Brain Learns, Third Edition
Pat Wolfe– The Brain Matters
Robert Sylwester– How to Explain a Brain– The Adolescent Brain
Eric Jensen and the BRAINEric Jensen and the BRAIN It’s not enough to know just the right thing
to do.
Understanding why you do what you do is critical.
Most purposeful thinking means that you are a professional who makes learning an on-going part of your career.
Those who excel in this field do not do it by accident.
Eric Jensen (continued)Eric Jensen (continued) Good teachers are constant learners who want to
understand the science, the research and the rationale behind what they do.
They want to know details; when, where and how to do it.
An attorney understands the legal system, a mechanic should understand cars, as teachers we should understand learning and the brain.
Become a “brain shaper”, “neuro-cognitive surgeon”, or “sculptor”
Craft KnowledgeCraft Knowledge
Craft knowledge: the knowledge about the practice that is collected, codified, legitimated, and shared by professionals. (Burney, 2006)
Professionals in any field…Professionals in any field…
Act on the most current knowledge that defines their field.
Are client-centered and adapt to meet the needs of the individuals whom they serve.
Are results oriented. Uphold the standards of the profession in
their own practice and through peer review.
(Wiggins and McTighe, 2006)
Educational PracticeEducational Practice
We must develop and nurture a practice in our profession.
Collaboration and peer review is the model in all other professions.
We need to develop an open, collaborative system about our practice, as opposed to private practice.
Private PracticePrivate Practice
Private practice: Individual actors working in isolation. The replication of any success is unlikely
Collaborative PracticeCollaborative Practice
Collaborative Practice: Staff working under common beliefs and expectations about teaching and learning. The practices are continually open to discussion and review. The replication of success is likely.
Examples:– Important curriculum is agreed upon and
enacted in all courses.– Research based principles of instruction are
agreed upon and enacted by all staff.
Craft knowledgeCraft knowledge
Lets take a minute to record the strategies we have used to this point.– Interest circle– Think-pair-share– State changes, synapses, or brain breaks
Clock PartnersClock Partners
Cooperative learning, strategy for base partners
The teacher designates a time, the students meet, and share ideas on designated topic.
A specific time, for example 12:00 is designated as homework partner. That clock partner is responsible for getting assignments and handouts when either is absent.
For today, fill in a different partner on your clock for 12:00, 3:00, 6:00, and 9:00
The Importance of Processing The Importance of Processing TimeTime The brain needs time to create
connections and pathways to create long term memories.
The hippocampus can only hold so much.
Example of glass of water. Too much, to fast, it won’t Last.
If the rectangle below If the rectangle below represents a period of time represents a period of time when learning will occur, when learning will occur, when does the when does the best best learning learning occur? occur?
Primacy-Recency EffectPrimacy-Recency EffectSerial PositioningSerial Positioning
During a learning episode, we remember best that which comes first, second best that which comes last and least that which comes just past the middle.
(Sousa, p. 90)
Amount of Prime Learning Amount of Prime Learning TimeTime 20 minute episode
– 18 prime time (90%), 2 down time
40 minute episode– 30 prime time (75%), 10 down time
80 minute episode– 50 minute time (62%), 30 down time
QuestionQuestion
Does primacy-recency apply to the school year?
If it does, how should it affect your planning?
Lets take a minute to record the strategies we have used to this
point.
Craft KnowledgeCraft Knowledge
Vocabulary Vocabulary Instruction and Instruction and
LearningLearningWhy should I teach some words
explicitly, and what are the characteristics of effective vocabulary
instruction?
Facets ofFacets ofPurposeful Vocabulary Purposeful Vocabulary InstructionInstruction Provide rich and varied language experiences
– discussion, focused attention on words, being read to, wide and frequent reading
Teach word-learning strategies– Using context, using morphology (word parts), using a
dictionary
Foster word consciousness– Awareness, interest in words and their meanings,
understanding of communicative power of language
Teach individual words(Graves, 2006)
Why should I teach Why should I teach some words some words explicitly?explicitly?
Which reasons are most compelling to you?
What concerns or questions must be addressed?
Characteristics of Effective Direct Characteristics of Effective Direct Vocabulary Instruction Vocabulary Instruction (Marzano, (Marzano, 2004)2004)
1. Effective vocabulary instruction does not rely on definitions.
2. Students must represent their knowledge of words in linguistic and nonlinguistic ways.
3. Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.
4. Teaching word parts enhances students’ understanding of terms.
Characteristics of Effective Direct Characteristics of Effective Direct Vocabulary Instruction Vocabulary Instruction (Marzano, (Marzano, 2004)2004)
5. Different types of words require different types of instruction.
6. Students should discuss the terms they are learning.
7. Students should play with words.
8. Instruction should focus on terms that have a high probability of enhancing academic success.
Run the Tournament:Run the Tournament:Most relevant, interesting to Most relevant, interesting to
learnlearn Use a “tournament bracket” to decide which
characteristic is most relevant or interesting.
1. Each person will receive one characteristic.2. Read yours carefully and be ready to defend your
characteristic as most relevant or interesting3. Line up the eight characteristics (randomly).4. For each pair, decide which should advance.5. Once a winner is decided, choose one
consolation characteristic from any of the other seven.
Musical CardsMusical Cards
Trade cards while the music plays.
When the music stops, partner with the person currently trading with you.
Read each card and together distribute 7 points between the two cards to represent the degree of importance and relevance toward the question: Why should I teach some words explicitly?
Vocabulary Vocabulary Instruction and Instruction and
LearningLearningHow might I introduce new words
effectively?
ADULTADULTA person who has stopped
growing at both ends and is now growing in the middle.
Just for fun!
ObjectivesObjectives
Describe three essential components for word introduction.
Describe Marzano’s Six Steps for introducing new words.
For the strongest possible For the strongest possible results…results… Include both definitional and contextual
information.
Involve students in active and deep processing of the words.
Provide students with multiple exposures to the word.
Review, rehearse, and remind students about the word in various contexts over time.
Involve students in discussions of the word’s meaning.
Spend a significant amount of time on the word.
(Graves, 2006)
So many words…so little So many words…so little time.time.
“Often, it will be necessary to teach words in ways that do not consume large amounts of time and do not produce the strongest possible results. In these cases, think of your initial instruction on a word as just that—initial instruction, an initial experience that starts students on the long road to learning a full and rich meaning for the word.”
(Graves, 2006, 70)
Introducing Specific WordsIntroducing Specific WordsThree EssentialsThree Essentials
1. Student Friendly Explanations– Characterize word and typical use– Explain meaning in everyday language– Emphasize critical attributes– Explore morphemes and cognates
2. Teacher-Created Contexts– Develop instructional contexts that provide strong clues to
meaning– Provide examples and non-examples
3. Active Engagement with Words– Short, lively opportunities for students to interact with
words and meanings right away and over time with feedback
(Archer & Hughes, Explicit Instruction, 2011; others!)
IMPORTANT!
Student Friendly Student Friendly ExplanationsExplanations Consider resist
– Dictionary: “to withstand the force or the effect of”
– Student-friendly: “when a person struggles or fights not to give in to something”
Teacher-Created ContextsTeacher-Created Contexts
Consider convey– Literary Context: “Of the Right Whale, the best
outline pictures are in Scoresby; but they are drawn on too small a scale to convey a desirable impression” (Melville, Moby Dick).
– Teacher Created: The speaker was successful in conveying his message to the audience. They all heard what he said, and understood his ideas.
– Though she can’t talk much, Lily quite clearly conveyed her want for her sippy cup by shouting “bup” and pointing at the cup on the table.
3. Active Engagement with 3. Active Engagement with WordsWords
Identify Example & Non-ExamplesIdentify Example & Non-Examples Consider interior (as the central area of a
region—the area that is away from the coast, state line, or border)
3. Active Engagement with 3. Active Engagement with WordsWords
Identify Example & Non-ExamplesIdentify Example & Non-Examples
Newport, OR
• Summer Lake, OR
• Ontario Municipal Airport, OR
• Umatilla National Forest, OR
3. Active Engagement with 3. Active Engagement with WordsWords
Identify Example & Non-ExamplesIdentify Example & Non-Examplesleisurely or in a hurry? Taking a walk in the park
Firefighters getting to a fire
Runners in a race
Sitting and talking to friends
A dog lying in the sun
T-P-S: Think of more situations that sound leisurely.
3. Active Engagement with 3. Active Engagement with WordsWords
Identify Example & Non-ExamplesIdentify Example & Non-Examplesglimpse scrutinize– Which can you do more quickly?
inspector spectator– What would you probably call every person
watching a football game?
largo ritardando – Which tells me to slow down gradually?
crater caldera– Regarding volcanoes, which is generally larger?
3. Active Engagement with 3. Active Engagement with WordsWords
GenerateGenerate Example & Non-Examples Example & Non-ExamplesActivate Student Knowledge– Jake thought it would be fun to explore the interior of
Alaska. Why might you want to spend time in the interior of Nebraska?
Sentence Stems– After a trip to the coast, we traveled to the interior of the
country because _____.
Non-Linguistic Representation– Draw (or act, demonstrate, etc.) interior. Be ready to
explain how this represents the critical attributes of the word.
637 percentile pts. higher
than… …students who kept repeating definitions.
421 percentile pts. higher
than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed…
Students who used imagery to learn vocabulary, on average, performed…
# of studies
(Pickering, 2007, ASCD presentation)
Research on Imagery as Research on Imagery as ElaborationElaboration
3. Active Engagement with 3. Active Engagement with WordsWords
Answer QuestionsAnswer QuestionsConnect with Student Knowledge– Why might someone want to spend time in the interior
of Nebraska?– Can you describe a place you know about that is located
in the interior of Nebraska?– What are the differences between how we use interior
when discussing a state, country, or region and when discussing a room or an object?
3. Active Engagement with 3. Active Engagement with WordsWords
Answer QuestionsAnswer Questions
Consider Relationship to Previously Taught WordsWould you suppress a profound thought?
Would blurting out your thought be an example of indecorum?
Could a seismogram indicate an impending tsunami?
RECEPTION CHECKRECEPTION CHECK
FULL BARS…DECENT RECEPTION…DROPPED FULL BARS…DECENT RECEPTION…DROPPED CALL?CALL?
Lets take a minute to record the strategies we have used to this
point.
Craft KnowledgeCraft Knowledge
Building Academic Building Academic Vocabulary: Vocabulary:
The Six-Step MethodThe Six-Step MethodMarzano, R. (2004). Building background
knowledge for academic achievement. Alexandria, VA: ASCD.
Marzano, R. (2005). Building academic vocabulary: Teacher’s manual. Alexandria, VA:
ASCD.
Building Academic VocabularyBuilding Academic VocabularyA Six-Step ProcessA Six-Step Process
Learning new words representing known or unknown concepts
4. Engage students in word activities
5. Discuss words
6. Engage student “play” with words
1. Introduce word
2. Students generalize meaning
3. Students create nonlinguistic representation
(Marzano, 2004)
Massed Practice
initial word learning
Distributive Practice
all previous words
Elementary ExampleElementary Example
April Kelley, ESU 6 “reluctant”
http://voicethread.com/?#q.b1800817.i9462303
Experience & ObserveExperience & Observe
Strategy observer– What steps/processes did you observe?
Participant observer– What words, behaviors, evidence of
student learning did you notice?
Participants– What did you learn? What worked for
you? How did you feel as a learner using this strategy?
Please answer:Please answer:
Yes or No: “Staycation” is a neologism.
Rate your understanding of the word neologism.
1 I’ve never heard this word before.
2 I’ve heard this word, but I don’t really know what it means.
3I know the general meaning of this word, though I may not be able to specifically define it or use it myself.
4 Whether spoken or written, I know this word well and understand its meaning.
neologismneologism
neo (Gk, new) logos (Gk, word) -ism (noun,
distinctive condition, doctrine, system, theory)
Critical Attributesrecently coined (first used)not yet accepted as mainstream
neologismneologism
Yes – No – Why?: “Staycation” is a neologism
Rate your understanding of the word neologism.
1 I’ve never heard this word before.
2 I’ve heard this word, but I don’t really know what it means.
3I know the general meaning of this word, though I may not be able to specifically define it or use it myself.
4 Whether spoken or written, I know this word well and understand its meaning.
Experience & ObserveExperience & Observe
Strategy observer– What steps/processes did you observe?
Participant observer– What words, behaviors, evidence of
student learning did you notice?
Participants– What did you learn? What worked for
you? How did you feel as a learner using this strategy?
Building Academic VocabularyBuilding Academic VocabularySteps 1 - 3Steps 1 - 3
Massed Practice
1. Introduce word Student friendly descriptions, examples,
explanations, images, etc. Must connect to students’ prior
knowledge
2. Students generalize meaning
3. Students create nonlinguistic
representationCaution!
Monitor understanding carefully
May require more than one session
Caution! Monitor understanding
carefully May require more than one
session
Research on Imagery as Elaboration
637 percentile pts.
higher than… …students who kept repeating definitions.
421 percentile pts. higher
than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed…
Students who used imagery to learn vocabulary, on average, performed…
# of studies
(Pickering, 2007, ASCD presentation)
Building Academic VocabularyBuilding Academic VocabularyA Six-Step ProcessA Six-Step Process
Learning new words representing known or unknown concepts
4. Engage students in word activities
5. Discuss words
6. Engage student “play” with words
1. Introduce word
2. Students generalize meaning
3. Students create nonlinguistic representation
(Marzano, 2004)
Massed Practice
initial word learning
Distributive Practice
all previous words
VAKVAK Visual
– Primary source of input– More developed in digital natives
Auditory– Coral response– Both listening and speaking
Kinesthetic– Least used– Solid, liquid, gas example
Lets take a minute to record the strategies we have used to this
point.
Craft KnowledgeCraft Knowledge
Cerebrum (frontal lobe)
Cerebellum
Brain Stem
Limbic “System”
Center of sensory receptionvital body functions: heartbeat,
breathing, swallowing, blinking, and digesting
Emotional Areaand memories
Coordination of mov’t. The switching station for messages
from joints and muscles.
Thinking, memory, speech,
Problem solving, decision-making, muscular movement
Limbic SystemLimbic System
Related to emotions Emotions can enhance or inhibit memories Once students go “limbic” the only way out
is time.– Students are not thinking logically– Students are not in the frontal lobe– Remember the brain does not mature until mid
to late 20s
Limbic SystemLimbic System
The only thing worse than a student operating from the limbic system is a teacher and student both in the limbic system.
Don’t argue Spin and walk away When you are ready to talk reasonably let
me know.
Start Counting 5-4-3-2-1Start Counting 5-4-3-2-1
5—start finishing sentence 4—well on way to finish sentence 3—sentence is over 2—stare at people still talking 1—glare at people still talking 0—talking magically stops
Clap Your Hands Once if You Clap Your Hands Once if You Hear This (Clap)Hear This (Clap)Clap Your Hands Twice if Clap Your Hands Twice if You Hear This (Clap, Clap)You Hear This (Clap, Clap)Clap Your Hands Three Clap Your Hands Three Times if You Hear This Times if You Hear This (Clap, Clap, Clap)(Clap, Clap, Clap)
Vocabulary Vocabulary Instruction and Instruction and
LearningLearningHow might I encourage lasting and deep understanding of important
vocabulary?
ObjectivesObjectives
Understand the importance of distributed practice
Identify relevant strategies for classroom implementation
Another Addition to the Another Addition to the Curriculum?Curriculum? Vocabulary is not more to teach, it is a
way to teach.
Strategies can be– doors—an obvious and direct strategy– windows—less obvious but still visible strategy– secret passageways—writing in journals,
written explanations
ASCD. (2005). Building Academic Vocabulary: ASCD. (2005). Building Academic Vocabulary: Student Notebook. Retrieved September 20, Student Notebook. Retrieved September 20, 2006, from 2006, from http://shop.ascd.org/productdisplay.cfm?http://shop.ascd.org/productdisplay.cfm?productid=105154eproductid=105154e
FormattingFormatting
These cards could have holes punched and be placed ring.
Individual pages could be created in a notebook.
Personal DictionaryPersonal Dictionary
Draw rectangles on a paper (oak tag) so that there are 6 to a page. If X, Y and Z are placed together 24 boxes are needed.
This page serves as the table of contents.
Two column or three column table contents pages are available on my web page.
Contents PageContents Page
These pages allow for quickly find terms that are needed.
If additional information is provided the page and be found.
Teachers can easily determine what vocabulary words the student has been recording.
Dictionary PagesDictionary Pages
Words are entered in the pages of the dictionary in the order they are encountered.
Definitions in their own words
Students should be encouraged to draw pictures, give examples and make connections to other terms.
Because additions and connections may be made in the future allow lots of room between entries.
Vocabulary MatrixVocabulary Matrix
< , >, ≤
Word Description Word Parts Related Words Visual
inequalitya relationship that is not equal
prefix: in- (not)root: equalsuffix: -ity (changes from adj to noun)
equalityequationequalinoperableinedibleintolerableindependent
jovialityindividualityneutrality
Categories, Word, Description, Word Parts, Related Words and Visual
Friday is Vocabulary DayFriday is Vocabulary Day Each student is to have a minimum of 5 new
entries each week.
Each student shares a new entry which is placed on the white boards. Definitions in the students own words are shared and other students may add to the definition.
Continue until no new words are available.
This provides an opportunity to listen for the “language of mathematics.”
DictionariesDictionaries
Looking words up is not the best way to teach a words meaning
Students may learn a definition but not understand what it means or how to use it
http://www.amathsdictionaryforkids.com/ G is for Google by David Schwartz Q is for Quark by David Schwartz
Developing DefinitionsDeveloping Definitions Diamond
– Definition for G is for Google. “Diamond shouldn’t be in this book. There are diamonds in rings and there are diamonds on baseball fields, but there is not diamonds in math. If you take a square and tilt it on one vertex (corner), it looks like a diamond. But it isn’t. It’s still a square. If you squeeze it a little so that it becomes pointier at two ends and less pointy at the other two ends, its not a square anymore. But it isn’t a diamond, either. It’s a rhombus. There are no diamonds in math. We put diamond in this book so you would know it doesn ’t belong here.
Strong vocabulary is built from Strong vocabulary is built from understanding what the words understanding what the words mean and using them mean and using them repeatedly in meaningful ways.repeatedly in meaningful ways.
Students need to hear or use a word correctly multiple times before it becomes a part of their vocabulary.
This means your classroom must provide multiple opportunities for students to use words because many of these words are not used in mathematical context outside of the classroom.
Massed vs. Distributed PracticeMassed vs. Distributed Practice
24 focused practices to achieve 80% competency (Marzano et.al., p. 67)
Massed Practice
Distributed Practice
Massed & Distributed Massed & Distributed PracticePractice
Week 1 Week 2 Week 3 Week 4 Week 5
Important Assumption:“Learning” implies that students can recall, understand, and use information for the long term.
A Word is Like a Suitcase A Word is Like a Suitcase BecauseBecause All things and connections are inside You fill it up over time You take it with you
Like a spider web, it is connected to many things.
Metaphors help develop understanding of vocabulary by creating connections within the brain
A Cooperative Learning A Cooperative Learning ActivityActivityLine-upsLine-ups Participants line up as to knowledge about a
topic, a value about a topic, or just for class-building information.– Your knowledge and understanding about cooperative
learning– Height, birthday (excluding year)– Value (merit pay, tolerance of an issue, etc.)
Demonstration
Provide students with Provide students with multiple opportunities tomultiple opportunities to““MUCK AROUNDMUCK AROUND””
Students need to construct Students need to construct relationships.relationships.
Name that Concept!Name that Concept!
1. Partner A: Provide clues to your partner without using the actual words, derivatives, or rhymes.
– definitions, examples, descriptions, contexts
2. Partner B: Name the concept or component or say “pass” to move on to the next item.
Goal: Successfully communicate all items in one minute.
Words From GeometryWords From Geometry
Square Regular hexagon Sphere Congruent Cylinder Similar Proportion Google Proof
Words from AlgebraWords from Algebra
Slope Y-intercept Equation Exponent Parabola Quadratic equation Pythagorean Theorem Linear Pattern
Words From American Words From American HistoryHistory Abraham Lincoln capitalism industrialization genocide republic
TABOOTABOOHave the kids make up
the game. Pick the words and have them determine the words that can’t be used. They play the game as a study/summarizing technique.
president
Bush
White House
Republican
Washington
Lincoln
GamesGames Taboo Bingo Jeopardy Pictionary Apples to Apples Word Wall Password Charades Crosswords Word Toss
Vocabulary Clock PartnersVocabulary Clock Partners
________________
________________
________________
________________
________________
_______________
_______________
_______________
_______________
_______________
_______________
_________________
Vocabulary Clock PartnersVocabulary Clock Partners Place vocabulary words around the clock.
When the students meet with their 2 o’clock person, they begin by sharing their understanding of the word.
A similar strategy could be used with lotus notes. Place names in the concept boxes.– Label the coordinate plane
Quadrants, origin, axis ….
– Label parts of conic sections Vertex, focus, directrix, point of inflection
Inside-Outside CircleInside-Outside Circle
Pass out cards to every student, duplicate cards can be used
Number off students by 1 or 2 1’s form the outside circle, 2 form inside
circle Match up so that each person is paired
with another. Outside circle shares their word and
definition, inside circle does the same SWITCH CARDS, outside circle rotate left
Flash Card PlusFlash Card Plus
This is a spreadsheet that will create cards that can be used for– Flash cards
Could have term on one side, picture on the other
– Inside/outside circle– I have…who has….– Bingo– Jeopardy– Classify the cards into groups based on characteristics of
the word.
I Have… Who HasI Have… Who Has
I have a right triangle who has an angle that is less than 90 degrees.
Student created cards from words selected from student list.
Students practice pronouncing words, speaking clearly and learning the definitions.
Lets take a minute to record the strategies we have used to this
point.
Craft KnowledgeCraft Knowledge
Head, Heart, Foot CloseHead, Heart, Foot Close
Something you thought differently about as a result of today…
Something you felt today…
Something you will do, based upon the information shared …
Play BingoPlay Bingo
Have students put the words on a bingo sheet.
Teacher reads the definition Students place beans on the words that
match the definition read by the teacher Winner says back the word and the
definition. Students use the words in a sentence.
ClassifyingClassifying
Provide students with vocabulary cards– Picture of shapes (concrete and visual)– Vocabulary words– Definitions– Any combination of the above
Have the students place cards into categories– label the categories– see how other groups classified their cards or
regroup cards using a different criteria
WhatWhat’’s My Shape (Word)?s My Shape (Word)? Place names of geometric shapes on a piece of
paper. – Square, rhombus, parallelogram, rectangle, triangle,
trapezoid, quadrilateral, hexagon Each student has one piece of paper taped on
their back. They move around the room, meet someone,
they ask one yes or no question about properties of their shape
Students may not ask is my shape a square.
Get an answer to the student’s question and answer a question from their partner.
Continue until each student has their shape identified.
Have students record– The question asked and answer– Why they asked the question– How does this effect the next question
My shape is ______ because
Children do not learn Children do not learn by doing …..by doing …..They learn by thinking, They learn by thinking, discussion, and discussion, and reflection on what they reflection on what they have done.have done.Willam Speer (NCSM)Willam Speer (NCSM)
Teacher ArrestedTeacher Arrested
A public school teacher was arrested today at John F.
Kennedy International Airport as he attempted to
board a flight while in possession of a ruler, a
protractor, a set square, a slide rule, and a calculator.
Charges FiledCharges Filed
At a morning press conference, the Attorney General said he believes the man is a member of the notorious Al-gebra movement.
He did not identify the man, who has been charged by the FBI with carrying weapons of math instruction.
"Al-gebra is a problem for us," the Attorney General said. "They desire solutions by means and extremes,
and sometimes go off on tangents in a search of absolute value. They use secret code names like 'x' and 'y' and refer to themselves as 'unknowns,'
but we have determined they belong to a common denominator of the axis of medieval with coordinates in every
country. As the Greek philanderer, Isosceles used to say, 'There are 3
sides to every triangle.'"
Use of Math TermsUse of Math Terms
Follow up "If God had wanted us to have better
Weapons of Math Instruction, he would have given us more fingers and toes."
Special Vocabulary Special Vocabulary AssignmentAssignment Use 15 of the 20 terms listed above in a
meaningful paragraph, story, poem or letter to convince me of your understanding. Put a check mark next to the terms you choose and underline them in the writing.
Writing Using a Word BankWriting Using a Word Bank
Write a paragraph using the words listed above in the word bank to describe the graph that is shown at the right.See worksheet “writing slope”
Intercept slope decreasing
Parallel constant intersection
Increasing quadrant perpendicular
Can you put that vocabulary Can you put that vocabulary word(s) in a sentence?word(s) in a sentence? Students are provided or have a list of
vocabulary words. Begin a topic of interest or relevant to the
students (curfew, athletics, famous person, movie)
Students then need to use the vocabulary words in a sentence related to the topic.
Bonus points are given for using two words in a sentence.
Another IdeaAnother Idea
Create a list of words. Students use most of the words in a
favorite genre; paragraph, story, letter, song, poem or something else.
Medium must show an understanding of the vocabulary.
This provides an opportunity for CHOICE and CREATIVITY
Concept Maps and Graphic Concept Maps and Graphic OrganizersOrganizers Show relationship between and among
terms. Strategies to identify similarities and
differences, comparing, classifying, creating metaphors, and creating analogies.
Frayer ModelFrayer Model
topic
Essential characteristics or definition in your own words.
Non-Essential Characteristics
Examples
(from own life)
Non-Examples
(from own life)
Frayer ModelFrayer Model
Prime
Definition
A whole number with exactly two divisors (factors)
2 is the only even prime
0 and 1 are not prime
Every whole number can be written as a product of primes
Examples
2,3,5,7,11,13
Non-Examples
1,4,6,8,9,10
Summarization PyramidSummarization Pyramid
Great prompts for each line: Synonym, analogy, question, three attributes, alternative title, causes, effects, reasons, arguments, ingredients, opinion, larger category, formula/sequence, insight, tools
Action Words To Jump-Start Great SummariesAction Words To Jump-Start Great Summaries
Analyze Explain Decide Between Why did Compare Contrast Identify Classify Define Retell Interpret Expand Predict Paraphrase Show Simplify Infer Formulate Suppose Invent Devise Combine Recommend Justify Choose Create Construct Examine Modify Plan Critique Evaluate Organize Interview Develop Criticize Deduce Outline Revise
Lets take a minute to record the strategies we have used to this
point.
Craft KnowledgeCraft Knowledge