NMSA2010: Can We Speak Science?

MY THOUGHTS IN ALL CAPS…SITTING HERE WITH @MRSCIENCETEACH…GLAD TO FINALLY MEET A FELLOW NC TWEETER

Presenter: Renee Brice

Resources from http://www.peaklearn.com

Many students come to us with a lack of vocabulary background.  For some it is not only science, it’s foreign language.

NORTH CAROLINA REPRESENTING HERE…RENEE IS FROM DAVIDSON, NC…

Works with teachers to see when students aren’t “getting it” and then goes back to have discussions about how to get those kids to a point where they understand.

How do science teachers teach vocabulary?

  • Importance of it
  • See it, hear it, say it
  • Use it
  • Grow Understanding

Imagine being in a doctor’s office and getting all the technical terms for problems and treatments and having to make a decision without understanding what was being said. Our students are often like this if we don’t actively teach vocabulary.

Teachers can’t assume students know what they are talking about. Students don’t hear correctly, and teachers can’t assume they’re understood.

Teachers often like to use words so that people look at them and go “Wow, you’re smart…”

Pre-Teaching Vocabulary “Reach ahead for concepts to sprinkle now”

  • If you are going to a foreign country, you learn basic vocabulary before you go. You don’t learn with depth all the time, but you make sure you are able to communicate. This is also true with students. Give them a chance to communicate.

Vocabulary instruction around the room on the walls so that when kids aren’t paying attention, they’re still paying attention. I NEED TO DO A BETTER JOB OF THIS AND WORRY LESS ABOUT WHAT THE FIRE MARSHAL WILL SAY WHEN HE COMES AROUND.

Images and Graphics…allow students to talk about the images and help build conceptual understanding. Helps get them comfortable and determine what the term may be all about.

IDEA STOLEN FROM @MRSCIENCETEACH…USE MAGENTIC WORD WALL, ONE DAY A WEEK HAVE STUDENTS TAKE A WORD FROM THE WALL AND DRAW A PICTURE AS THEY COME INTO CLASS…GETS THE KIDS THAT “DON’T GET IT” INTO CLASS EARLIER TO FIND THE EASY WORDS, KEEPS THEM OUT OF THE HALLWAY/GOOFING OFF…AND REVIEWS VOCAB IN MULTIPLE MEANS.

Total Response Questioning

  • Every student learning, recording, and saying the correct answer as a complete thought
  • Make sure everyone has written out and can tell me, without looking, the same correct answer, in a complete sentence, to the following question…
  • Ex. A synthesis reaction joins substances to form a compound. THIS WAS CHECKED BY SEVERAL FOLKS AROUND ME, SO I’M PRETTY SURE IT’S RIGHT 🙂
  • Repeat answer together three times…If kids don’t want to say it, 1st time they just hear it, 2nd, move closer, hear it again…3rd, move even closer, the student knows you know, but don’t make a big issue out of it.

“Peakedified” Frayer Model…word not in the middle, but in a semicircle at the bottom so it can be covered with a hand on an index card for studying. SO BRANDING IT ANNOYS ME, BUT I LIKE THE IDEA…

Vocabulary Power Wall…similar to $20,000 Pyramid…ACTUALLY PRETTY FUN…KIDS MIGHT HAVE A HARD TIME COMING UP WITH THE THINGS TO SAY UNTIL LATER IN THE YEAR

Teaching Poetry through Science

Cinquains: One “word”, Two Adjectives, Three “ing’s”, A phrase about “it”, A Synonym

Word Splash – “Wordle” of all the terms to be discussed during a unit, color coded to show connections/relationships DOESN’T HAVE TO BE WORDLE, CAN BE MADE SEPARATELY OF COURSE…

Don’t wait until you get into the unit to get students acquainted with the vocabulary…do it from the start.

Vocabulary Matrix…put 9 terms in a Tic Tac Toe board…pick any column or row of three and have kids explain how they are related.

GOOD SESSION ON BASIC VOCABULARY STRATEGIES…NOT SURE I TOTALLY AGREE WITH THE “MAKE SURE YOU ALL HAVE THE ONE RIGHT ANSWER” ASPECT, BUT IT WORKS FOR MANY…SEVERAL GOOD THINGS I CAN TAKE BACK TO CLASS

CODE: BD4

 

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One Response

  1. Some new strategies I haven’t heard of before. I will be sharing with my content teachers. Thanks for taking me to NMSA virtually, Todd!

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