Презентация на тему «We all know that teaching vocabulary is important, yet»

We all know that teaching vocabulary is important, yet …

Its not that we teach vocabulary it HOW we teach vocabulary.

With Effective Vocabulary Instruction

Closing the Achievement Gap

A+

Top Secret Disclaimers

Yes we have No Panaceas! Ooooh! I t’ink I saw a Frayer Model! One thing that I know for certain is that I don’t know what I thought I knew! You don’t always get what you want, but if you try real hard sometimes you get what you need!

Training Goals

Understand the research behind effective vocabulary instruction Visit the Six Steps of effective vocabulary instruction Learn how to close the achievement gap by building background knowledge through direct vocabulary instruction Make learning more perdurable

And the researchers are …

Robert J. Marzano – Building Background Knowledge for Academic Achievement Building Academic Vocabulary Classroom Instruction that Works Debra J. Pickering Building Academic Vocabulary Classroom Instruction that Works Eric Jensen Brain Based Learning Jane K. Doty Teaching Reading in the Content Areas Closing the Achievement Gap – Belinda Williams

Closing the gap with our low performing students

The research is very clear that students from lower socioeconomic backgrounds and others with limited academic background knowledge are at a great disadvantage in our schools because they do not have the background knowledge that they need to be successful.

Closing the gap with our low performing students

Building academic background knowledge for students is essential if they are going to link new learning to what they already know.

Closing the gap with our low performing students

One of the most effective ways to build this academic background knowledge is through effective “direct” vocabulary instruction.

And the research says…

Direct Vocabulary Instruction Works

Building Academic Vocabulary, 2

What the Academic Research Says

“…one compelling fact: what students already know about the content is one of the strongest indicators of how well they will learn new information about the content.” Robert J. Marzano, Building Background Knowledge for Academic Achievement

What the Brain Research Says

Orstein found that prior exposure to information speeds up learning. The brain looks for places to “compartmentalize” or “categorize” information… and Donchin found that the “greater amount of ‘priming’ stimulus, the more the brain extracted and ‘compartmentalized’ the information. Eric Jensen, Brain Based Learning

What the Brain Research Says

Information is stored both linguistically and non-linguistically. It is the combination of both of these that makes learning perdurable. Eric Jensen, Brain Based Learning

Review

For information to be stored in long term memory (background knowledge) it has to find a ‘compartment’ or category in the brain to reside. (In Social Studies we often call these “concepts.”) Low achieving students generally lack these categories or compartments because they have not been exposed to enough stimuli (linguistic and non-linguistic)

Our Goal

To build background knowledge through researched based strategies that effectively help our students build categories to store new information.

And just how do we go about doing this

Please read aloud the following>>>

Instructional Strategies & Effects on Achievement

Category

% Gain

Identifying Similarities & Differences

45

Summarizing & Note Taking

34

Reinforcing Effort & Providing Recognition

29

Homework & Practice

28

Nonlinguistic Representations

27

Cooperative Learning

27

Setting Objectives & Providing Feedback

23

Generating & Testing Hypotheses

23

Questions, Cues, & Advance Organizers

22

Marzano’s Nine

Instructional Strategies & Effects on Achievement

Category

% Gain

Identifying Similarities & Differences

45

Summarizing & Note Taking

34

Nonlinguistic Representations

27

So how does this work

Lets watch your brain at work. What categories do you use to store information? Do your students have the same ones?

What do “your” categories tell you to do with this information

In the early 1860’s a ________issued the Emancipation ___________. This order freed millions of s________. The C_______ had the authority to enforce this order. Emancipation alone did not give the former ________ a new life. Decades of e_________ hardship and unequal rights continued. A______________ Plan was supported by many R____________.

Page 1 in Handout

What do “your” categories tell you to do with information

In the early 1860’s a Russian issued the Emancipation Manifesto. This order freed millions of serfs. The Czar had the authority to enforce this order. Emancipation alone did not give the former serfs a new life. Decades of economic hardship and unequal rights continued. Alexander’s Plan was supported by many Russians.

Let’s try another easy one

The questions that p______ face as they raise ch______ from in______to adult life are not easy to an______. Both fa______ and m______ can become concerned when health problems such as co______ arise any time after the e______ stage to later life. Experts recommend that young ch______ should have plenty of s______ and nutritious food for healthy growth. B______ and g______ should not share the same b______ or even sleep in the same r______. They may be afraid of the d______.

The questions that poultrymen face as they raise chickens from

incubation to adult life are not easy to answer. Both farmer and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

Please read aloud the following>>>

So what do we do?

To make sure that our students are going to the right categories we need to build these categories with good vocabulary instruction and stuff them full of good vocabulary terms.

Five Statements from current research about Vocabulary

. .

Students need to be exposed to a word at least six times in context before they have enough experience with the word to ascertain its meaning and make it perdurable.

Even superficial instruction in new words enhances the probability that students will understand the words when they encounter them. Jane K. Doty, MCREL

Five Statements from current research about Vocabulary

. .

One of the best ways to learn a new word is to associate a mental image or symbolic representation with it.

Direct vocabulary instruction works. Teaching new vocabulary directly increases student comprehension of new materials. Jane K. Doty, MCREL

Five Statements from current research about Vocabulary

. .

Direct instruction on words that are critical to new content produces the most powerful learning. Jane K. Doty, MCREL

Selecting these words that are “critical” is essential.

Word of the day

BREAK!

To fail to keep prescribed gait To become fair To alter sharply a direction or course To reduce in rank To come into being as bursting forth To open spontaneously as with the surf To make ineffective as a binding force To separate into parts with sudden force

Now to the “How To”

Six Steps to Effective Vocabulary Instruction (Marzano, 2005)

Provide description, explanation or example of the new term Students restate the explanation of the new term in their own words Students create a nonlinguistic representation of the term

Page 1

Six Steps to Effective Vocabulary Instruction (Marzano, 2005)

Students periodically do activities that help them add to their knowledge of vocabulary terms Comparing Terms Classifying Terms Generating Metaphors Generating Analogies Revising Initial Descriptions or Nonlinguistic Representations Understanding the roots and affixes

Six Steps to Effective Vocabulary Instruction (Marzano, 2005)

Periodically ask students to discuss the terms with one another Should occur as a regular part of SS instruction Pose questions to stimulate discussion Raise questions and issues about terms

Six Steps to Effective Vocabulary Instruction (Marzano, 2005)

Periodically engage students in games that allow them to play with the terms Examples: Word Splash, Flash Cards, Loop Cards, etc. Resources Available: TEKS Vocabulary Flashcards, Word Splashes & Word Walls for Grades 5-11 www.esc13.net/socialstudies www.tea.state.tx.us/ssc

The spread of linguistic or cultural practices or innovations within a

community or from one community to another.

Diffusion

A Six-Step Process for Teaching New Terms

Step 1: Provide a description, explanation, or example of the new term.

Diffusion is the process by which an idea or innovation is transmitted from one individual or group to another across space. There are two types of diffusion: relocation diffusion, i.e., when people move and take with them their culture; and expansion diffusion, i.e., when information about a new idea or innovation spreads throughout a society.

Diffusion

A Six-Step Process for Teaching New Terms

Diffusion is the process by which an idea or innovation is transmitted from one individual or group to another across space. There are two types of diffusion: relocation diffusion, i.e., when people move and take with them their culture; and expansion diffusion, i.e., when information about a new idea or innovation spreads throughout a society.

Step 1: Provide a description, explanation, or example of the new term.

To free someone from bondage

Emancipation

A Six-Step Process for Teaching New Terms

Step 1: Provide a description, explanation, or example of the new term.

Czar Alexander “emancipated”, or freed the Russian serfs in 1861

Abraham Lincoln “emancipated”, or freed the slaves in the south in 1863.

Emancipation

A Six-Step Process for Teaching New Terms

Step 1: Provide a description, explanation, or example of the new term.

A Six-Step Process for Teaching New Terms

Page 2

Step 2: Ask students to restate the description, explanation, or example in their own words.

Adapted from ASCD

Notes: Pertinent to our study

A Six-Step Process for Teaching New Terms

Native American

Step 2: Ask students to restate the description, explanation, or example in their own words.

Native American

Notes: Pertinent to our study The Natives Americans who lived in East Texas were called Caddo Indians. They live in grass houses and traded with lots of other Indians.

Native means the first people who lived somewhere so Native American means the first people who lived in America. They lived here before it was called America. We used to call them Indians, but that did not make sense. They weren’t from India.

Evolution

A Six-Step Process for Teaching New Terms

Page 2

Step 2: Ask students to restate the description, explanation, or example in their own words.

Adapted from ASCD

Notes: Pertinent to our study

A Six-Step Process for Teaching New Terms

Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

Debra J. Pickering

Step 3: Ask students to construct a picture, symbol, or graphic

representing the term or phrase.

Baghdad

Income tax is the money we pay to the government that they use to

provide things we all need, like roads. The money is taken out of our paychecks.

Debra J. Pickering

Some challenges you might encounter

Challenge: The students—and you—are having trouble representing the

term.

Suggestions: Practice creating nonlinguistic representations

Types of pictures: Draw the actual thing. Use a symbol. Draw an example. Represent the idea with graphics. Dramatize the drawing with cartoon bubbles.

Debra J. Pickering

Types of pictures: Draw the actual thing

Abraham Lincoln

Debra J. Pickering

Types of pictures: Use a symbol

When possible, try to build into the picture a way of attaching the

picture to the word.

Latitude—imaginary lines around Earth parallel to equator Longitude—imaginary lines around Earth that go through North and South Pole and are perpendicular to the equator

Laaaatitude

Loooongitude

Debra J. Pickering

I didn’t put my grades in I have to go to a workshop The sand is warm

I forgot what relaxation was like My feet and back don’t hurt at 4:00PM Students not in school Summer

Draw a Visual Representation of

Application for Visual Representation

Review for a Break

Review the Six Steps to Vocabulary Instruction on page 1 Identify which is the most important step for your student and explain why this is so to your table mates. Be prepared to share with the whole group.

Six Steps to Effective Vocabulary Instruction

Provide description, explanation or example of the new term Students restate the explanation of the new term in their own words Students create a nonlinguistic representation of the term Students periodically do activities that help them add to their knowledge of vocabulary terms Periodically ask students to discuss the terms with one another Periodically engage students in games that allow them to play with the terms

A Six-Step Process for Teaching New Terms

Free Association Comparing Terms Classifying Terms Solving Analogy Problems Creating Metaphors

Step 4: Engage students periodically in activities that help them add to their knowledge of categories (Concepts).

Middle East

Iraq

Oil

Conflict

Israel-Palestine

Dry Climate

A Six-Step Process for Teaching New Terms

Free Association

Afghanistan

Step 4: Engage students periodically in activities that help them add to their knowledge of categories (Concepts).

Comparing terms

Using Sentence Stems Using Venn Diagrams Using Double Bubble.

A and B are similar because they both _

______________ ________________ ________________ A and B are different because A is __________, but B is ___________. A is __________, but B is ___________. A is __________, but B is ___________.

Page 3

A monarchy and a dictatorship are similar because they both

________________. ________________. ________________. A monarchy and a dictatorship are different because a monarchy___, but a dictatorship____. a monarchy___, but a dictatorship____. a monarchy___, but a dictatorship____.

Venn Diagrams

Comparing Terms David Hyerle---Double Bubble

Comparing Terms

Page 4

Solving Analogy Problems

as

David Hyerle’s Bridge Map

Solving Analogy Problems

Debra J. Pickering

Solving Analogy Problems

Social Studies Sisters

Core Curriculum Cinderella

as

David Hyerle’s Bridge Map

The Strategy: Creating Analogies

Give Students a model A:B::C:D= “A” is to “B” as “C” is to “D” Sam Houston is to Texas as George Washington is to the

US

Pearl Harbor was to WWII as 9/11 was to the

War of Terrorism

The Strategy: Creating Analogies

B. Use familiar content to teach the strategy School:Students::Spring:Butterflies Similar Concepts Adjacent concepts are synonyms or similar in `meaning. hungry:ravenous::tired:exhausted school:students::spring:butterflies

The Strategy: Creating Analogies

B. Use familiar content to teach the strategy Dissimilar Concepts Adjacent concepts are opposites or dissimilar in meaning grim:cheerful::hilly:flat Hitler:Gandhi::war:peace Class Membership Adjacent concepts belong to the same class or category. carrot: potato::brown: purple high birth rate:high poverty::high longevity:good health care Class Name or Class Member One element in a pair is a class name, the other is a member of the class. Mexican:Hispanic::Saudi:Arabic

The Strategy: Creating Analogies

B. Use familiar content to teach the strategy Part to Whole One element in a pair is a part of the other ele­ment in the pair. spark plug: engine::variable: function city:region:state:country Change One element in a pair turns into the other ele­ment in the pair. caterpillar: butterfly::tadpole: frog slavery issue:war::civil rights movement:equality

The Strategy: Creating Analogies

C. Give students graphic organizers for models

What if you were studying the 1920’s?

The Strategy: Creating Analogies

C. Give students graphic organizers for models

The Strategy: Creating Metaphors

Give Students a model Languid: This training is languid; it is moving “as slow as molasses” Exhaustion: I am as exhausted as a tri-athlete as she crosses the finish line. Scarcity: That resource is as scarce as a lake in the middle of the desert Your Turn: Bad Presenters – He’s as boring as… You’re walking on thin ice

The Strategy: Creating Metaphors

B. Use familiar content to teach the strategy of creating metaphors Cafeteria food is dog food Mr. David’s class is always an icebox This school is a prison! Guadal Canal was a “Hornets’ Nest” Genghis Kahn was a demon Your Turn

The Strategy: Creating Metaphors

Emancipation

Santa Anna

Sputnik

Iraq War

Alexander the Great

Cultural Diffusion

Step 5: Periodically ask students to discuss the terms with one

another.

Lets do a Frayer!

A Six-Step Process for Teaching New Terms

Think Pair Share

The Frayer Model

Culture

Definition

Characteristics

Culture is the total pattern of human behavior and its by-products

Examples

Non-Examples

Customs, beliefs, social forms and material traits of ethnic, racial, religious and social groups

In the Mid-East many men wear robes to work. Many people in Asia eat with chop sticks.

We live in a house. We wear clothes. We eat rice.

The Frayer Model

Your turn!

Page 5

Achievement Gap

Think:

Think: Provide a few minutes of quiet “think time” to allow students, individually, to review their own descriptions and images of the targeted terms in their notebooks. Consider modeling for them, by thinking aloud, some of the kinds of thinking they might do during this quiet time.

Pair:

Pair: After students have had a chance to think about the targeted terms, organize them into pairs and ask them to discuss their descriptions and pictures of the terms with their partners. You might need to guide these interactions by suggesting or modeling ways they can discuss the terms, such as *Comparing their descriptions of the term. *Describing their pictures to each other. *Explaining to each other any new information they have learned or “ahas” they have experienced since the last time they reviewed the terms. *Identifying areas of disagreement or confusion and seeking clarification from you or other resources.

Share:

Share: Invite students to share aloud with the whole class any new thoughts or understandings they have discussed in their pairs. As students share, highlight interesting ideas and encourage students to explain any examples of confusion or any misconceptions that surfaced during their discussions. This step provides an opportunity for you to make sure that confusion and misconceptions have been resolved accurately. Ask students to make additions and revisions to their Frayer’s. Monitor their work to ensure that their additions and revision are accurate.

A Six-Step Process for Teaching New Terms

Vocabulary Charades Name That Category Draw Me Vocabulary Jeopardy (What is the Question?)

Step 6: Involve students periodically in games that allow them to play with terms.

Name that category

Industrialization

Immigrant Workers Poor working Conditions Social Darwinism Steel, Steel, Steel Vertical Integration New Inventions Late 1800’s

Draw Me

Although I began before the Civil War my real expansion came after. I really started rolling with the invention of the Bessemer process used for making steel I brought millions of people to the west and millions of dollars in kickbacks to my owners as I “laid tracks” across the west I finally made it across the country when I met up with my brother, Union Pacific, in Ogden Utah in 1869.

Vocabulary Jeopardy

Building Your Essential Vocabulary Lists

Not ALL terms are critically important

So how do we decide what to put on our list? Resources Collection- National Standards State Standards Local resources

So how do we decide what to put on our list

Decide who will decide- Is it your job as the supervisor? Will you have a committee? How many words will you identify as “critical” or “essential” for each grade level?

Marzano, Building Background Knowledge for Academic Achievement

So how do we decide what to put on our list

3. How do I decide which words to select? a. TAKS First Approach b. Teacher First Approach (Committee) c. Ranking system (Example) 1. The word is critical TAKS 2. The word is critical for “X” grade 3. The word is important 4. The word will be learned indirectly

So how do we decide what to put on our list

4. What do we do with the list? a. Break it down by unit/grading period for each grade level b. Supply each teacher with a copy c. Have a school/district expectation that these words will be taught “directly”

So how do we decide what to put on our list

5. Resources – a. SSC Glossaries - http://www.tea.state.tx.us/ssc/teks_and_taas/teks.htm#TEKS_glossary b. Building Academic Vocabulary, Marzano and Pickering (National Standards c. www.esc13.net/socialstudies Many of these activities are focused on the T3s (TAKS Testable TEKS)

Other versions of Vocabulary Building Templates

Review and Reaffirm

Of the strategies that we just reviewed which one(s) do you think you would like to try in your class. Explain to you group. Be prepared to share

Average Retention Rate

After 24 Hours

5%

Lecture

Reading

10%

20%

Audiovisual

Demonstration

30%

Discussion Group

50%

Practice by Doing

75%

Teach Others / Immediate Application

90%

Collaborative Setting

Can you find me

See if you can find Marzano’s six steps to effective vocabulary instruction in these vocabulary strategies.

Concept Definition Mapping

Democracy

Comparisons/ Contrasts

Verbal and Visual Word Association

Latitude

Visual Representation

Definition

Personal Association or Characteristic

Using a Word Splash Objectives: Assess prior knowledge Provide

motivation for reading Set a clear purpose for reading Decipher vocabulary Allow for a variety of modes of learning

Using a Word Splash

Select four to six social studies terms, people, phrases, or pictures from a unit of study or book. Be sure to include not only similar words that will indicate the subject of the selection but also some of the words and phrases that seem contradictory to the others. Give each student a little time to think about what the terms, people, phrases, or pictures have in common. As a class, discuss the definitions of the words or meaning of the pictures and the connections between them.

Using a Word Splash

5. Have students draw a picture or image for each term. 6. As a class, in pairs or small groups, have students work to identify the main idea or subject that connects the words. 7. Ask each group to share their explanation. 8. As the class describes the connections, list the common elements on the board. 9. Cut the words out to make note cards for use with new words or to add to your word wall.

Kindergarten Example

Police

Mayor

Fire

Judge

Grade 2-3 Vocabulary Example

Citizenship

Harriet Tubman

Slavery

Underground Railroad

Grade 4 Vocabulary Example

Sam Houston

Democracy

Freedom

Civic Affairs

Grade 5 Vocabulary Example

Ben Franklin

Democracy

Leadership

Civic Duty

Making Sense in Social Studies http://www

readingquest.org

Making Sense in Social Studies http://www

readingquest.org

Templates available at www

ednet13.net/socialstudies

The Frayer Model

(To become more durable) To ingrain in my memory so well that I will not forget it.

Perdurable

Application Activity

Review the various vocabulary models and strategies presented What are the similarities between them? Differences? Can you identify the 6 steps in each?

Pages 5-12

Where can I find these templates?