Transcript DavidVocab - Texas Social Studies Supervisors Association

We all know that
teaching vocabulary is
important, yet …..
Its not that we teach
vocabulary it HOW we
teach vocabulary.
Closing the Achievement Gap
With Effective Vocabulary
Instruction
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
1.
Understand the research behind
effective vocabulary instruction
2. Visit the Six Steps of effective
vocabulary instruction
3. Learn how to close the achievement gap
by building background knowledge
through direct vocabulary instruction
4. Make learning more perdurable
And the researchers are ….!
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Robert J. Marzano –
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Building Background Knowledge for Academic
Achievement
Building Academic Vocabulary
Classroom Instruction that Works
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Building Academic Vocabulary
Classroom Instruction that Works
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Brain Based Learning
–
Teaching Reading in the Content Areas
Debra J. Pickering
Eric Jensen
Jane K. Doty
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 nonlinguistically.
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.
Please read aloud the
following>>>
• And just how do we go
about doing this?
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.
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!
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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)
1. Provide description, explanation or
example of the new term
2. Students restate the explanation of
the new term in their own words
3. Students create a nonlinguistic
representation of the term
Page 1
Six Steps to Effective
Vocabulary Instruction
(Marzano, 2005)
4. Students periodically do activities
that help them add to their knowledge
of vocabulary terms
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

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)
5. 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)
6. 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
A Six-Step Process for Teaching New Terms
Step 1: Provide a description, explanation, or
example of the new term.
Diffusion
The spread of linguistic or cultural practices or
innovations within a community or from one
community to another.
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.
A Six-Step Process for Teaching New Terms
Step 1: Provide a description, explanation, or
example of the new term.
Diffusion
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.
A Six-Step Process for Teaching New Terms
Step 1: Provide a description, explanation, or
example of the new term.
Emancipation
To free someone from bondage
A Six-Step Process for Teaching New Terms
Step 1: Provide a description, explanation, or
example of the new term.
Emancipation
Czar Alexander “emancipated”, or freed the Russian
serfs in 1861.
Abraham Lincoln “emancipated”, or freed the slaves
in the south in 1863.
A Six-Step Process for Teaching New Terms
Step 2: Ask students to restate the description, explanation,
or example in their own words.
Notes: Pertinent to our study
Adapted from ASCD
Page 2
A Six-Step Process for Teaching New Terms
Step 2: Ask students to restate the description,
explanation, or example in their own words.
Native American
American
Native
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.
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.
A Six-Step Process for Teaching New Terms
Step 2: Ask students to restate the description, explanation,
or example in their own words.
Evolution
Notes: Pertinent to our study
Adapted from ASCD
Page 2
A Six-Step Process for Teaching New Terms
Step 3: Ask students to construct a picture,
symbol, or graphic representing the term
or phrase.
Centralization
Decentralization
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.
Pay day!!
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.
Laaaatitude
Loooongitude
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
Debra J. Pickering
Application for Visual
Representation
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
Draw a Visual Representation
of
Summer
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
1.
2.
3.
4.
5.
6.
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
Step 4: Engage students periodically in activities
that help them add to their knowledge of
categories (Concepts).
Free Association
Comparing Terms
Classifying Terms
Solving Analogy Problems
Creating Metaphors
A Six-Step Process for Teaching New Terms
Step 4: Engage students periodically in activities that help them add to their
knowledge of categories (Concepts).
Free Association
Middle East
Oil
Conflict
Dry Climate
Iraq
Afghanistan
Israel-Palestine
Comparing terms
• Using Sentence Stems
• Using Venn Diagrams
• Using Double Bubble.
A and B are similar because they both
________________
________________
Page 3
________________
A and B are different because
A is __________, but B is ___________.
A is __________, but B is ___________.
A is __________, but B is ___________.
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
1. Can co-exist with
representative
government.
2 Not uncommon for
people to show great
affection for the ruler.
3. Usually come into power
through heritage.
Term: Monarchy
Forms of government
Government dominated
by a single person
History has examples
of rulers who were
considered by many as
tyrants.
1. Often perceived as
police states.
2. Not uncommon for
ruler to be hated or
feared.
3. Usually come into power
through coercion or force.
Term: Dictatorship
Comparing Terms
David Hyerle---Double Bubble
different
1
different
2
different
1
similar
Item
similar
Item
different
2
similar
different
3
different
3
similar
Comparing Terms
Solving Analogy Problems
as
David Hyerle’s Bridge Map
Page 4
Solving Analogy Problems
Debra J. Pickering
Solving Analogy Problems
Social Studies
as
Core Curriculum
Sisters
Cinderella
David Hyerle’s Bridge Map
The Strategy: Creating
Analogies
A. 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
A. Give Students a model
1. Languid: This training is languid; it is
moving “as slow as molasses”
2. Exhaustion: I am as exhausted as a triathlete as she crosses the finish line.
3. Scarcity: That resource is as scarce as a
lake in the middle of the desert
4. 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
1.
2.
3.
4.
5.
6.
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
A Six-Step Process for Teaching New Terms
Step 5: Periodically ask students to
discuss the terms with one another.
Think
Pair
Share
Lets do a Frayer!
The Frayer Model
Definition
Culture is the total
pattern of human
behavior and its byproducts
Examples
Characteristics
Customs, beliefs, social forms and
material traits of ethnic, racial,
religious and social groups
Culture
In the Mid-East many men wear
robes to work. Many people in Asia
eat with chop sticks.
Non-Examples
We live in a house. We wear clothes.
We eat rice.
The Frayer Model
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
Step 6: Involve students periodically in games that allow
them to play with terms.
Vocabulary Charades
Name That Category
Draw Me
Vocabulary Jeopardy
(What is the Question?)
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
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
Collaborative Setting
Average
Retention Rate
After 24 Hours
Lecture
5%
Reading
10%
Audiovisual
20%
Demonstration
30%
Discussion Group
50%
Practice by Doing
75%
Teach Others / Immediate Application
90%
Can you find me?
• See if you can find Marzano’s six
steps to effective vocabulary
instruction in these vocabulary
strategies.
Concept Definition Mapping
Comparisons/
Contrasts
Democracy
Verbal and Visual Word
Association
Visual Representation
Latitude
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
1. Select four to six social studies terms, people,
phrases, or pictures from a unit of study or book.
2. 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.
3. Give each student a little time to think about what
the terms, people, phrases, or pictures have in
common.
4. 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
Fire
Mayor
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
Word:
Picture:
In my own words:
__________________________________
_______________
_ is
the same.
_______________
_ is
the opposite.
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 Pages 5-12
• What are the similarities between
them? Differences?
• Can you identify the 6 steps in each?
Where can I find these templates?