We all remember the joy of vocabulary assignments, right? Write the list of words, copy the definition from the text book or the dictionary, and then use the word in a sentence to show that you understand its meaning. Boring!!! And not just boring, but those sentences were so easy to fake- usually one was provided right in the text. This is the ONLY way I remember doing vocal when I was in school.
This is not how I intend to teach core vocabulary that pertains to math and English to my students. I am in a unique position where I would really like to teach classes in both of my disciplines- given this case core vocabulary word from one discipline may have a completely different meaning in the other.
According to Harmon, Wood, and Hendrick the is a visible and invisible aspect when it comes to core vocabulary. Students need to understand vocabulary used in each discipline on a higher level than what has traditionally been used. Students need to be able to understand these words, apply them to concepts, visualize them, and use them in a way that demonstrates to their instructor and their peers that they are truly learning the vocabulary of that discipline.
To me the key when it comes to core vocabulary instruction in both English and math classes is simply to USE the words. This is something I have discussed in past posts and what I plan to do in my room. It is not enough to teach my students a word and then hope they retain it in their brain box. I learned an interesting concept last semester that I found applies well to what Harmon, Wood and Hendrick are trying to get across.
I attended a diversity training in conjunction with SCED 3200/3210 last semester. While talking about stereotypes, the instructor explained that we put things in boxes inside our brain. If we come across a person that is part of a culture that we know very little about they are automatically placed in a box with limited contents. Our brain has to categorize things this way in order to process information. The way to change our knowledge and the stereotype that we associate with that person is to add more items to the box. Learn more things about that person and their culture.
Vocabulary is the same way. Just as was discussed in my last post, you need both activity and context when it comes to learning new words and concepts! You also need to make using these words a commonplace activity. This will help put more things in the box. Let's talk Geometry for a minute- If I have my students write down the definition of area, use it in a sentence, and then move on to another concept they never get the actual concept of area. Then lets say these same kids are in my Language Arts class later in the day. I then talk to them about the area that Hemingway described in his writings. This is a much different use of the word area and may lead to confusion the next day in our math class.
In contrast let's say our Geometry lesson takes a different path. We spend time discussing the width and length of an object- concepts that should be familiar to the students. I make sure that they understand this is a measurement that we can take. I then take a rectangle and we measure the length and width of a shape. I take piece of paper and cut it to the same dimensions and then demonstrate how the paper covers the shape's surface. I then explain that this is the "surface area" of the shape, it is a measure of what it takes to cover the surface. We then practice finding the surface area of different shapes and begin discussing formulas for doing so. This puts a lot of information in their box and meets the visible and invisible aspect of core vocabulary that Harmon, Wood, and Hendrick refer to.
In the same way, when these students come to my Language Arts class I can explain that the area Hemingway referred to was a geographic location in which he traveled. We can both look at pictures and read his words in order to get a sense of the area. By using these key words in the atmosphere of the class my students will better learn their meaning and be able to use them on their own making them a part of their own learning process. This is how I will teach core vocabulary in my "areas" of discipline!
I really like your analogy between vocabulary and the diversity training. I think we can look at teaching as presenting items for students to put into their boxes. The more we can fill up the boxes with meaningful material the better their understanding of the box will become. Like you said, area has many different uses. You're in a privileged position to help the student create two boxes named area and help the student with how to differentiate them.
ReplyDeleteI completely agree that we need to use the words that we want our students to learn. For example...I have been in classrooms where teachers use the word constant for the term not attached to a variable. I have also heard teachers call this the lone number. If we explain to our students what the words mean and let them discover this meaning for themselves, they will know what we mean when we say, "the constant term". We don't need to dumb it down and say, the lone number. This was just an example of course, there are so many math terms that students need to understand.
ReplyDeleteI remember when I took Trig in college. My professor started teaching about arc sine, arc cosine, and arc tangent. He never explained what is was or helped us to understand the meaning...it was as if we were supposed to already know. He did this often in this particular class. Needless to say, I spent lots of time at the tutor and online trying to learn and understand. I now have found that I am continually discovering trig terms and what they mean...ha!
I think it's awesome that you are planning on teaching English and Math. I don't think there are a lot of people who could do that, so Kudos to you! I like what you said about not only teaching them the vocabulary, but helping them feel comfortable enough that they will use that vocabulary in the future.
ReplyDeleteThank you all for the comments and feedback! I am loving using this blog to communicate and share with one another.
ReplyDelete