VOCABULARY WALL ACTION PLAN!BY MAVIS DRUSEEducation 519: Globalization and Diversity in Education Spring 2017 Dr. Dan Conn

I CHOSE VOCABULARY WALLS BECAUSE I WAS LOOKING FOR A WAY TO CONNECT PREVIOUS KNOWLEDGE TO CURRENT CONCEPTS. STUDENTS STRUGGLE WITH MATHEMATIC CONTENT VOCABULARY. AND WHILE STUDENTS CAN BE PROFICIENT AT THE PROCEDURAL MATHEMATICS, YOU WILL NOTICE THE STRUGGLE WITH STORY PROBLEMS AND CHOOSING THE CORRECT PROCEDURE IF THEY ARE NOT ALSO PROFICIENT IN THE CONCEPTUAL UNDERSTANDING OF THE VOCABULARY AND CONCEPTS.

Vocabulary Walls

Vocabulary Walls in Secondary Math

§ Allowed students to map the connection of the vocabulary words

§ Provided students with a reference to look at for the correct terminology during discussions throughout the chapter

§ Created an opportunity for the students to discuss the words and use them in the correct context

§ Integrated art into the classroom (STEAM)

“WORDS NEED TO BE PULLED APART, PUT TOGETHER, DEFINED INFORMALLY, PRACTICED IN SPEECH, EXPLAINED IN WRITING, AND PLAYED WITH REGULARLY” (KELLY, LESAUX, KIEFFER, & FALLER, 2010, P. 13)

I chose vocabulary trees because it gave me the opportunity incorporate all of these qualities using: v Active Learning v Informed Learning v Peer-led discussions v Small-group work and discussions

Integration of the Vocabulary Tree

Review Words

Discuss and identify

Definitions created as class

Draw Diagrams

Develop Examples

Step 1

Introduce Content Words

Research Definition and Examples

Stick Individual definitions, diagram, or example on poster

Discuss as a class to find a consensus on a definition

Students transfer information to their tree in binder

Step 2

Teach how to locate key words in text

Observe the prefixes and roots meaning

Explain the reasoning of mapping

Discuss as class or small group the definitions

Step 3

Use Poster throughout the chapter

Refer back to the poster to relate previous knowledge to new content words

Encourage students to practice terminology in context during large group and small discussions

Step 4

Introduction to the Vocabulary TreePoster on the wall: Ø  Post on wall before chapter

Ø  Create Interest Ø  Acquaint students with

upcoming vocabulary Ø  Visual exposure helps

retaining of learning (Sousa & Pilecki, 2013)

Ø  Yellow stickies to Ø  Define Terms or Example Ø  Identify Familiar Words

(Review) Ø  Draw Diagram or

Representation Ø  Relate Previous Knowledge

Example from Daniels & Steven, 2012, p. 141.

Examples of Vocabulary Tree DiscussionUsing the Panaboard Class Definitions and examples

§ Highlighted Words recognized (Review) in yellow and new content words in green

§ Used sticky notes to create class definitions, pictures, and examples

§ Students transfer information to their copy for their binder

§ Students work in small group to practice using vocabulary in proper context

v VOCABULARY TREES:!-PROVIDED GREAT OPPORTUNITIES FOR THE STUDENTS TO INTERACT AND DISCUSS THE VOCABULARY WITH MY GUIDANCE!-ALLOWED OPPORTUNITY FOR MY ARTISTIC AND CREATIVE STUDENTS TO SHINE (STEAM)!-DEVELOPED LONG TERM RETENTION AND A CONNECTION BETWEEN PROCEDURAL AND CONCEPTUAL UNDERSTANDING!-OPPORTUNITIES TO EXPAND AND ADAPT THE IMPLEMENTATION!

Weiner (2015) states that “instructional techniques are meant to encourage free thinking, creative thinking, social engagement, self-knowledge and empowerment, personal accountability, and social responsibility.” (p. 119).

EffectivenessStruggles §  Fought the idea at the beginning

§  Students frustrated because I would not tell them definition with examples and the class had to discuss and develop one

§  Took longer to introduce and practice the first time but students would be more comfortable the next time

§  Distracted my other classes because they wanted to learn the words and concepts

Successes §  Great opportunity for the students to

interact and discuss (practice) the vocabulary

§  Noticed more comfort in the use of the vocabulary during the chapter

§  Artistic students enjoyed drawing for the group or class (STEAM)

§  Better understanding of the connection of the words (Mapping)

§  Interested my other classes

v  EXTENSIONS TO ACTIVITY:!-STUDENTS DRAW THEIR OWN TREE AND BRANCHES!-STUDENTS CAN DEVELOP MORE DIAGRAMS AND EXAMPLES!

I would change next time: v Use index cards next time to make vocabulary cards for

students and class v Work towards the students developing the mapping and

vocabulary v Introduce opportunities for more writing using the vocabulary

words

I ENJOYED IMPLEMENTING VOCABULARY TREES INTO THE CLASSROOM AND WILL VARY MY WORD WALLS TO INCLUDE OTHER MAPPING STRATEGIES IN THE FUTURE.

I will need to determine with more uses if the student retention did increase with practice using the word wall. I would also need to assess if the students were more comfortable with the vocabulary due to the chapter subject or the word wall.

REFERENCES

Bromley, K. (2012). The next step in vocabulary instruction: practical strategies and engaging activities that help all learners build vocabulary and deepen comprehension. New York: Scholastic Teaching Resources.

Daniels, H., & Zemelman, S. (2004). Subjects matter: Every teacher's guide to content-area reading. Portsmouth, NH: Heinemann.

Kelley, J.G., Lesaux, N. K., Kieffer, M. J., & Faller, S. E. (2010). Effective academic vocabulary instruction in the urban middle school. The Reading Teacher, 64(1), 5-14.

Sousa, D. A., & Pilecki, T. (2013). From STEM to STEAM: Using

brain-compatible strategies to integrate the arts.

Weiner, E. J. (2015). Deschooling the Imagination: Critical

Thought as Social Practice. Routledge.