SECED 138 A: Session 5 How does vocabulary shape content and vice-versa?

1. SECED 138 A: Session 5How does vocabulary shape content and vice-versa? Lara Ervin San Jose State University February 24, March 1 2011

2. Agenda: • Pedagogical Content Knowledge (Shulman) v. Pedagogical Language Knowledge (Zweirs) • Declarative and Procedural Knowledge • BREAK • Content Area Vocabulary: Brick and Mortar Terms • Assignment Work Time: • Group Teach Assignment (DUE Session 15/16!) • Select Groups • Select topic you want to teach the class • Use Pedagogical Content/Language Knowledge to select a strategy!

3. Content Language Objectives (SWBAT): • Develop an understanding of Pedagogical Content Knowledge (Shulman) and Pedagogical Language Knowledge (Zweirs) • Examine the role of Declarative and Procedural Knowledge in specific content areas. • Analyze Content Area Vocabulary for Brick and Mortar Terms as well as Expressions/Phrases to explicitly incorporate into teaching your content area. • Create a mini-lesson teaching a concept from your content to the class. • Listen to and ask questions about the theories of Pedagogical Content Knowledge and Pedagogical Language Knowledge. • With 2 content area partners, complete a declarative and procedural chart of knowledge types in your content area. • Review terms from the Marzano book and standards to begin to develop a list of brick, mortar and expressive phrases for your content area. Post ideas in a Google Document. • Use online resources and strategies from the readings to create an activity that develops content literacy.

4. Standards and Common Core… • “Standards” refers to the adopted standards from 1997. • Includes a framework that focuses on essential content skills. • “Common Core” refers to national standards adopted in 2010. • Focuses on math and English, will possibly have implications for other subjects…

5. Pedagogical Content Knowledge:

6. Pedagogical Language Knowledge: Discipline language Discipline knowledge/advancement

7. Types of Knowledge

8. What differentiates these types of knowledge? (discussion/brainstorm)

9. “A” Knowledge Cell wall Aerobic The Battle of the Bulge Bill of Rights DNA Linear Equation Measure Shading “B” Knowledge Label a diagram Create an exercise plan Read a map Create a Timeline Test a hypothesis Slide into a base Conjugate a verb Factoring Tuning Sketching Two components of basic knowledge

10. Partner activity • With a partner, come up with 2 more examples for each column, for your content area. • Why would each be a good fit? • Share out

11. Relationship between Declarative and Procedural Knowledge • Most tasks require both types of knowledge. • What learners know or understand about the topic can be the primary factor in a student’s success on a task. • Sometimes students have difficulty with processes because they lack context/ content. • Not understanding characteristics of procedures can lead to a limited understanding and use of those procedures.

12. Discussion Why is it important to know the difference between declarative and procedural knowledge?

13. Declarative Knowledge Constructing Meaning, Organizing and Storing information

14. Answer the following: • Who sailed the ocean blue in 1492? • What two elements make up water? • What do we call words like “boom” and “splash”? • Who painted the Mona Lisa? • Who are John, Paul, Ringo and George? • What operation do you use to find the difference? • How many innings are in a regular baseball game?

15. Phases of Declarative Knowledge

16. Procedural Knowledge Construction of Models, Shaping and Internalizing Processes

17. What is it? The Procedure is actually quite simple. First, you arrange items into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to the lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life., It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one can never tell. After the procedure is complete, you arrange the materials into different groups again. Then you can put them into their appropriate places. Eventually, they will be used again, and the whole cycle will then have to be repeated. However, that is part of life.

18. Phases of Procedural Knowledge (“How to”) Construct Models Shape Internalize/Practice

19. What knowledge is emphasized in your content area? CHART: DISTRIBUTION OF DECLARATIVE AND PROCEDURAL KNOWLEDGE by per cent (%).  Think of science, mathematics, geography, language arts, and history in terms of declarative and procedural knowledge. (If your subject is not listed, please still do the activity so you can gain understanding of the process.) 

20. DISTRIBUTION OF DECLARATIVE AND PROCEDURAL KNOWLEDGE http://www.learnercentereded.org/Courses/UAICS/Module2.htm

21. When we come back, please sit in content-alike groups of 2-4. BREAK

22. Content Specific Vocabulary “Brick” Terms “Mortar” Terms General utility words “Tier Two” Connective and task-specific Abstract terms Untaught or unseen • Technical words specific to a discipline • “Tier Three” • Gets more complex the deeper you go into the content • Concrete to abstract • Often consists of acronyms or “shorthand”

23. You will be creating a list of terms in a Google Doc for the next 2 weeks. Tonight: Over the next two weeks: Continue to work with the Marzano text Participate in the Google Document for your subject area Reference released CST test questions Reference the frameworks: http://www.cde.ca.gov/ci/cr/cf/allfwks.asp • Work with a small team (3-4 people) • Review the terms in the Marzano text • Review with the framework of ONE course in mind • Refer to content standards if necessary: http://www.cde.ca.gov/be/st/ss/index.asp

24. With a few content-alike partners begin to review the lists in Marzano’s Text. • SELECT ONE COURSE you might be asked to teach. FOCUS on this one course. • What terms are absolutely, positively “Brick” foundation terms? • What “mortar” terms do you think might be needed to help support the “bricks?” • Are there any essential phrases you can think of that come up often in your content area? • Check out the released CST test questions for your content: http://www.cde.ca.gov/ta/tg/sr/css05rtq.asp

25. RUBRICS for Lesson and Presentation…

26. Instructional Resources: • Scholastic.com http://www2.scholastic.com/browse/teach.jsp • Rubistar 4 Teachers http://rubistar.4teachers.org/ • PBS Teachers http://www.pbs.org/teachers/ • Thinkfinity by Verizon http://www.thinkfinity.org/

27. Team presentation/handout (15%) Due: Session 15 and Final Exam • Content alike teams • Create a demonstration of one strategy you might use in your content area to teach the class something. (Presentation, Explanation, Activity, Handout, Assessment) • You will have 20 minutes for your lesson. • Need to meet with Lara to review your plan prior to the presentation. • Will be partially graded by the class…

28. Select Groups Select topic you want to teach the class Use Pedagogical Content/Language Knowledge to select a strategy! Strategy Presentations Tasks for Tonight:

29. READING LOGS DUE!

30. Online Class: How can we teach students vocabulary? (March 8 and March 10) • Contentarealiteracy.webs.com • Post 2 reflections about how the information in the readings might affect your teaching. • Post 2 comments on someone else’s posts. • Language for Academic Reading (Ch. 7, Zwiers) • Fix It! (Ch. 5, Tovani) • GOOGLE DOCS • You will get a link to a shared Google Document for your content area. • Review your standards, the Marzano lists and any other resources to add to the list of Brick, Mortar and essential phrases.

31. Assignment for March 3 and March 15: What does curiosity have to do with language acquisition and content literacy? Readings: Academic Classroom Discussions (Ch. 5 Zwiers) Connecting the new to the known (Ch. 6, Tovani) Begin Content Area Inventory in Class…

32. Interesting Videos This Week…. • Powerteaching Math: http://www1.teachertube.com/viewVideo.php?video_id=11148&title=Power_Teaching___6th_Grade_Math&ref=teacherlara247 • Your Digital Dossier: http://www.youtube.com/watch?v=79IYZVYIVLA • Math teacher sells advertising space on tests: http://www.youtube.com/watch?v=5UA_LIKizTA

33. Content Language Objectives (SWBAT): • Develop an understanding of Pedagogical Content Knowledge (Shulman) and Pedagogical Language Knowledge (Zweirs) • Examine the role of Declarative and Procedural Knowledge in specific content areas. • Analyze Content Area Vocabulary for Brick and Mortar Terms as well as Expressions/Phrases to explicitly incorporate into teaching your content area. • Create a mini-lesson teaching a concept from your content to the class. • Listen to and ask questions about the theories of Pedagogical Content Knowledge and Pedagogical Language Knowledge. • With 2 content area partners, complete a declarative and procedural chart of knowledge types in your content area. • Review terms from the Marzano book and standards to begin to develop a list of brick, mortar and expressive phrases for your content area. Post ideas in a Google Document. • Use online resources and strategies from the readings to create an activity that develops content literacy.