Vocabulary Self-Collection Strategy + (VSS+)
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Vocabulary Self-Collection Strategy Plus Vocabulary self-collection Strategy (VSS) builds depth of vocabulary knowledge; however, VSSplus also builds capacity with technology and capitalizes on learning through visual means to increase vocabulary learning. In this presentation, I will demonstrate how VSSPlus assists teachers and teacher candidates to think more deeply about text and the vocabulary found therein, about the technologies they and their students might employ, and about the generative nature of technology when used in service of learning.
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Vocabulary Self-Collection Strategy + (VSS+)
- 1. Vocabulary Self- Collection Strategy Plus Technology Thomas DeVere Wolsey Institute to Advance International Education TDWolsey@iaieus.com https://app.box.com/FIID2015-VSSPlus
- 2. WordLearning 0 Provide a description, explanation, or example of the new term. 0 Ask students to restate the description, explanation, or example in their own words. 0 Ask students to construct a picture, pictograph, or symbolic representation of the term. 0 Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks. 0 Periodically ask students to discuss the terms with one another. 0 Involve students periodically in games that enable them to play with terms. (Marzano, 2009)
- 3. Academic Vocabulary 0 Specific to a discipline 0 Used in schools across disciplines
- 4. Vocabulary and The Eye
- 5. Vocabulary and The Ears and Mouth
- 6. Vocabulary Self-collection Strategy Plus Technology
- 7. What is VSS?
- 8. What is VSS Plus? Students engage with important content-area vocabulary through: 0 Definitions students construct and find online 0 Images they identify that demonstrate understanding of the term. 0 Discussion and a co-constructed rationale explaining why the term was selected 0 Graphic organizers showing relationships to concepts and synonyms
- 10. The VSS+ Project 0 Students create an online dictionary. 0 Each team creates an entry using PowerPoint® or Thinglink. 0 Each entry must include: 0 The word and a definition relevant to the reading 0 Image 0 Rationale recorded as an audio podcast 0 Semantic web
- 12. Continents 0 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.
- 13. Watch a short video with VSS+ Examples http://youtu.be/wq9ZdBnMGos
- 14. Independent and Engaged Source: http://mimiandeunice.com/wp-content/uploads/2012/07/ME_500_Independent.png
- 15. Data & Analysis 0 Case study – one intact class of 5th grade students 0 Observations as students worked 0 Interviews 0 Teacher 0 Students 0 Parent 0 Student work products 0 Analysis
- 16. Findings 0 5th-grade students in the VSS+ project 0 Worked with precision to find images that represented their words 0 Collaboration matters 0 Engagement with word learning 0 Digital technologies increase learning opportunities 0 Being conversant with the vocabulary
- 17. Implications & Discussion 0 Add videos (a student request) 0 Familiarity with the technology is a variable (for teacher and students) 0 Feedback and sharing opportunities 0 Vocabulary learning and generative technology
- 18. Image Sources Words by https://www.flickr.com/photos/annethelibrarian/ https://flic.kr/p/mdpE52 Camera by https://www.flickr.com/photos/paxtonscameravideodigital/ https://flic.kr/p/qCX9F2 Megaphones by https://www.flickr.com/photos/paulbrigham/ https://flic.kr/p/e9VpA1 Microphone by https://www.flickr.com/photos/davidchief/ https://flic.kr/p/6ZWBUS Keyboard by https://www.flickr.com/photos/microsiervos/ https://flic.kr/p/pJwuRs Pith Helmet by https://openclipart.org/user-detail/gnokii https://openclipart.org/detail/171173/safari-scene Computer Class: http://pixshark.com/computer-class-clipart.htm “Independent” Cartoon: http://mimiandeunice.com/wp- content/uploads/2012/07/ME_500_Independent.png Other images and screen captures by TDWolsey
- 19. https://app.box.com/FIID2015-VSSPlus Resources: 0Thomas DeVere Wolsey 0The Institute to Advance International Education 0tdwolsey@iaieus.com
Editor's Notes
- 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)
- Involve students periodically in games that enable them to play with terms. (Marzano, 2009)
- 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)