Academic Vocabulary
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The document discusses the need for developing a K-12 academic vocabulary plan. It notes that research shows a 23% increase in student performance on assessments with direct vocabulary instruction. It also states that a vocabulary plan is a powerful tool for vertical alignment across grades and can help fill knowledge gaps for academically disadvantaged students. The document provides strategies for choosing academic vocabulary words and a six-step process for teaching vocabulary words that includes explaining the word, having students restate it, creating a graphic, and engaging follow-up activities. It also discusses monitoring student understanding and provides eight vocabulary teaching ideas.
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The document summarizes research testing the effectiveness of using semantic mapping to improve students' vocabulary and SAT scores. Several classes implemented semantic mapping for vocabulary words. Pre- and post-tests assessed vocabulary knowledge and student comfort with words. Scores increased significantly for most classes, indicating semantic mapping improved vocabulary. However, vocabulary was rarely observed in use in classes. Future research should standardize implementation and focus assessment to better evaluate the strategy's effectiveness.
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HW. 2 Cooperative LearningReadings and Handouts· Johnson, D. W.
HW. 2 Cooperative Learning
Readings and Handouts:
· Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). Cooperative learning in the classroom. Association for Supervision and Curriculum.
· Gillies, R. (2003). Structuring cooperative group work in classrooms. International Journal of Educational Research, 39(1),35-49.
· Mirrored Tiles Lesson Plan, Handout & Answers
Videos
· Incorporating Cooperative Learning Effectively (7:39 mins.) Social Studies Clips
https://www.youtube.com/watch?v=5PquzYeaex4
· Where Cooperative Learning Works: Increasing Classroom Interaction and Integrating Skills (ESL Lesson 43:46 mins.)
https://www.youtube.com/watch?v=iIiENACsEwo
Respond to Questions:
(1) Based on the Cooperative Learning Reading by Johnson, Johnson and Holubec (1994). Respond to the following:
(a) Why use cooperative learning? What is different between formal cooperative learning and informal?
(b) What are 5 essential elements of cooperative learning? Discuss what each means in your own words and why it is important.
(c) What do teachers need to know about monitoring and intervening when students are working in cooperative groups?
(2) Based on Gillies (2003) article on Structuring cooperative group work in classrooms, respond to the following:
(a) What are key research findings about cooperative learning? To what extent are these findings important for teachers, including yourself? Explain why.
(b) What theoretical perspective(s) inform cooperative learning research and practice?
(c) To what extent are findings in the reading similar to those reported in the short Video—Incorporating Cooperative Learning Effectively.
(3) Read the Mirrored Tiles Lesson Plan and provide specific examples to explain in what ways each of the five key elements of cooperative learning are evidenced (or not) in the lesson plan. If any of the five elements are not addressed, point those out and explain your observation; then suggest a way that it might be addressed in the lesson plan.
(4) Watch the Video Lesson—Where Cooperative Learning Works. Provide specific examples to explain in what ways each of the key five elements for cooperative learning are evidenced (or not) in the lesson. If any of the five elements are not addressed, point those out and explain your observation; then suggest a way that it might be addressed in the lesson. (As you observe the video, watch for teacher interactions with the groups (e.g., How does the teacher promote group interactions? Some teachers exchange communications with individual students (as if it was an individual task) rather than addressing the entire group when a member asks a question or when the teacher has a question or comment. This does not model cooperation in the group to the students.)
(5) What questions or concerns do you still have about using cooperative learning through the implementation of the 5 key elements that other classmates may respond to?
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Presentation1 exsel
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Targets[1]
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Forte language games for teaching theory
How do we engage students, respond to the knowledge proliferation climate, and cross boundaries impeding theory-research-practice integration? Language games. Wittgenstein’s metaphor, will be developed as a framework for teaching theory application and modeling multi-theory fluency and literacy. A variety language games will be introduced and played.
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Academic Vocabulary
- 1. Building Academic Vocabulary HPISD Breakout Sessions October 17, 2013
- 2. What is the need for developing a K-12 academic vocabulary plan?
- 3. What is the need for developing a K-12 academic vocabulary plan? • Research indicates a 23% increase on assessments with direct vocabulary instruction. Stahl and Fairbanks (1986) and Marzano (2004).
- 4. What is the need for developing a K-12 academic vocabulary plan? • Research indicates a 23% increase with direct vocabulary instruction. • Powerful tool in vertical alignment.
- 5. What is the need for developing a K-12 academic vocabulary plan? • Research indicates a 23% increase with direct vocabulary instruction. • Powerful tool in vertical alignment. • Fills the gap of knowledge base of academically disadvantaged students.
- 6. Choosing academic vocabulary • Texas Essential Knowledge and Skills (TEKS) • College and Career Readiness Standards
- 7. 1. Provide an explanation, description or example of the new term • Framing the Lesson (mini-lesson) • Questioning techniques • Marzano suggests imaging is important – Similar to Marcia Tate’s 20 Suggestions The new term is chef. Compare to cook?
- 8. 2. Have students restate the explanation, description or example in their own words • • • • FSGPT (Fundamental 5) Questioning techniques Reciprocal teaching (Marcia Tate) Critical Writing (Fundamental 5, Marcia Tate)
- 9. 3. Students will construct a picture, symbol or graphic representing the term or phrase.
- 10. 4. Engage the students in activities that help them add to their knowledge of the terms. • FSGPT (Fundamental 5) • Games (Marcia Tate) • Labs (Science classes, CTE classes)
- 11. 5. Periodically ask students to discuss terms with each other. •FSGPT (Fundamental 5) •Reciprocal teaching (Marcia Tate)
- 12. 6. Periodically use games that allow students to play with the terms. • FSGPT (Fundamental 5) • Games {DUH} (Marcia Tate)
- 13. Monitoring accuracy of students • Move around the room (Power Zone) • Check work to determine the level of understanding and clarity (Recognize and Reward or writing critically) • During reviews and games, listen for misconceptions and areas of confusion (FSGPT or Recognize and Reward) • Journals or notes of critical writing on concept
- 14. 8 Ideas for teaching Vocabulary -Free Association -Talk a Mile a Minute -Vocabulary Charades -Matrix - Comparing Terms - Draw Me - Name that Category - What is the Question 1) Explain the idea 2) How can you use it: - Secondary - Elementary