TEXAS REGIONAL COLLABORATIVES for Excellence in Science and Mathematics Teaching

1. TEXAS REGIONAL COLLABORATIVES for Excellence in Science and Mathematics Teaching and Rice University Collaborative Vocabulary that Connects and Test Strategies That Work Vivian Rogers Conference for the Advancement of Science Teaching Dallas, Texas November 17-19, 2011

2. Vivian Rogers vrogers@magnoliaisd.org 5th Grade Science and Social Studies J. L. Lyon Elementary Magnolia ISD

3. My Background • Struggled through school. • Taught for eight years in Title 1 schools in Arizona and Texas. • Many students are low SES, bilingual, monolingual, or LD. • I teach for life-long learning.  • Completed a year-long training program with the Conoco Phillips Rice Elementary Model Science Lab (REMSL).

4. Common Problems With Teaching Vocabulary • "My students just don't get it" • "I've given them the definitions, we've practiced, played games and more.  Why don't they remember?  I'm at a loss!" • What I have discovered: • Frontloading vocabulary words does not help in science • They use “sciencey” sounding words without thinking. • Learning is hindered because they have to be corrected.  • Discovery of the concept needs to be first.

5. What I Have Learned Over Time • Introduce the unit vocabulary after they have explored and experimented. • Vocabulary should be more at the application/analysis level or the elaborate/evaluate level in the 5E model.   • This allows them to demonstrate their learning by creating their own definitions for common science/academic vocabulary words.

6. How to Teach Vocabulary That Connects Materials:  3 x 5 index cards, book rings, and a hole punch.  Pre-punch index cards at the top. Directions • Have students draw a grid on the index card.  • Label squares:  upper left-MD (my definition), lower left-PIC (picture), and lower right-RMO (reminds me of).

7. Part 1: My Definition • Give the students the vocabulary word.   • Group discusses how they want to describe the word. They will not write anything until you model how it is done during step 6. • Walk around, ask questions to clarify meanings. • Whole class, ask each group what their definition is.   • Students lead the direction of the definition as you model how it is written down. • Write their definition in the MD (my definition) square.

8. Non-ESL My Definition ESL

9. Part 2:  Pictures That Count • Group discusses what picture they will draw that connects the concept to the word. • Model thinking and then draw what you think it would look like.  • Remind them that being good at drawing is not necessary; stick figures work just fine. • Have students draw and label their own pictures.  

10. Pictures That Count Non-ESL ESL

11. Part 3:  Reminds Me Of... • Group discusses the things it reminds them of. • Walk around, ask students what they think and why they think that.   • Ask each group what it reminded them of.   • Model thinking and write down things that the class has shared. • Students need to write down at least three things it reminds them of.  • Congratulations!  You have now finished your first vocabulary card.

12. Reminds Me Of... Non-ESL ESL

13. Completed Vocabulary Card Non-ESL ESL

14. Student Interview

15. "The Brain Can Opener" Trouble making vocabulary tests?  "The Brain Can Opener". • Write the word on the board and have the student copy it onto a separate piece of paper. • Draw a picture for the word. • Write the definition in their own words. • This method is like having a can opener for their brains.  It allows me to see what and how they are thinking.  I can then address the misconception, discuss what was wrong and what needs to be changed .  

16. Female At risk LEP… and she understands the words.

17. MaleAt risk504…and he understands the words.

18. Misconception…rotation means to spin, but he has shown “going around something.” I can see what he is thinking and give immediate feedback.

19. Test Strategies That Work •  I don't teach to the test, but I do teach them how to pass a test. • Have them include pictures and “Reminds Me Of” when they take a test. • Read it all the way through. • Discuss in their group what they think the key words/ideas are.  Underline and circle them.  • Do not underline the whole question.  • Draw a picture that connects to the question.  This is a fast picture, not a work of art. • Write what it reminds them of:  anything that can connect their life to the question.  • Now they are ready to answer the question.

20. Connecting RMO and pictures from vocabulary and activities.

21. Connecting RMO and pictures from vocabulary and activities.

22. Tables, Charts, and Graphs • Group work. Have students look at tables, charts, and graphs that don't have a question attached to it. • Their goal is to get as much information as they can from the tables, charts, and graphs as they can.   • It starts with looking at the title, labels, and labeling it as necessary.  (Bars on a graph, etc.) • They will write down the information on their paper.   • Reveal the question. • Most of the time they have already discovered the answer before they have ever looked at the question.

23. Where to Watch Vocabulary That Connects To view the set of three vocabulary lessons, please go to Youtube and search “Vocabulary That Connects and Test Strategies That Work” or by going to the following links. Part 1: My Definitionhttps://www.youtube.com/watch?v=2TuPOLM8v_Y&feature=related Part 2: Pictures That Count https://www.youtube.com/watch?v=2LhdJ9C2R5s Part 3: Reminds Me Ofhttps://www.youtube.com/watch?v=hn48r5i70Sw&feature=mfu_in_order&list=UL

24. Questions???ContactVivian Rogersvrogers@magnoliaisd.orgPresentation can be downloaded at the CAST website.