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Vss+ @IRA May 20144


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Meet the Researchers Poster Session at International Reading Association in New Orleans, May 2014.
Thomas DeVere Wolsey
Dana L. Grisham
Linda Smetana

Published in: Education, Technology
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Vss+ @IRA May 20144

  1. 1. Thomas DeVere Wolsey Dana L. Grisham Linda Smetana *
  2. 2. * *Word learning occurs best when students have many opportunities to hear and read the target term, and multiple opportunities to use the term. Vocabulary self-collection strategy plus (VSS+) builds on the affordances of technology such that students engage in deep learning of the concept or purpose of the term while discussing it, reading about it from multiple sources, using images to support understanding and constructing an oral podcast as they work with classmates to create an online dictionary. The strength of VSS+ lies in what students do as they create their dictionary entries.
  3. 3. * Working with images *Unsworth, (2006). *Sadoski & Paivio, (2007). *Lagrange, (2013) Technology * Generative (Grisham & Smetana, 2011). * TPACK (Mishra & Koehler, 2006) Multiple exposures and opportunities to use vocab * Haggard (1982, 1985), Harmon, Hedrick, & Wood, (2006)
  4. 4. * *Provide a description, explanation, or example of the new term. *Ask students to restate the description, explanation, or example in their own words. *Ask students to construct a picture, pictograph, or symbolic representation of the term. *Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks. *Periodically ask students to discuss the terms with one another. *Involve students periodically in games that enable them to play with terms. (Marzano, 2009)
  5. 5. * *How might teachers use generative technology to create intersections of images, social interaction, content-area reading, and other multi-modal constructs to improve vocabulary learning?
  6. 6. * *A word-learning approach: Fosters interaction with words that students select themselves. *Useful for general vocabulary development *And for content-area vocabulary development. *(Haggard, 1982, 1985; Ruddell & Shearer, 2002)
  7. 7. * Students engage with important content-area vocabulary through: *Definitions students construct and find online *Images they identify that demonstrate understanding of the term. *Discussion and a co-constructed rationale explaining why the term was selected *Graphic organizers showing relationships to concepts and synonyms
  8. 8. * *Students create an online dictionary. *Each team creates an entry using PowerPoint® or Thinglink. *Each entry must include: *The word and a definition relevant to the reading *Image *Rationale recorded as an audio podcast *Semantic web
  9. 9. * *The Americas are made up of two continents, North America and South America (p 99). Definition One of the principal land masses of the earth, usually regarded as including Africa, Antarctica, Asia, Australia, Europe, North America, and South America.
  10. 10. * *Case study – one intact class of 5th grade students *Observations as students worked *Interviews *Teacher *Students *Parent *Student work products *Analysis
  11. 11. * *5th-grade students in the VSS+ project *Worked with precision to find images that represented their words *Collaboration matters *Engagement with word learning *Digital technologies increase learning opportunities *Being conversant with the vocabulary
  12. 12. * *Add videos (a student request) *Familiarity with the technology is a variable (for teacher and students) *Feedback and sharing opportunities *Vocabulary learning and generative technology
  13. 13. *Download the References: * Watch a short video with VSS+ Examples