Teresa Watson

A Professional Development Initiative for Developing Approaches to Vocabulary

Teresa Watson

Vocabulary is one of the most important components in any subject. Until recently, vocabulary was not thought of as important to subjects such as math or science. Proper usage of words, in any subject, can make all the difference in a student’s learning process. Words are a part of everyday life for every individual. Whether we know the correct usage, definition, part of speech, etc. is directly related to our universal knowledge. We make connections to other words from the time we learn to speak and we keep learning throughout our lives. This article helps with identifying strategies to assist struggling learners to deepen their comprehension of words and how to make connections to further their understanding in the learning process. Everyone, including the smartest teachers, need to expand our vocabulary.

I was once told by a supervisor that “the more you know the more valuable you are as an employee”. Vocabulary understanding becomes more evidently needed as you grow in your everyday life. Words at work can have totally different meanings than those in other areas.

Education is the one thing that no one can take from you. Your home, job, family and money can all be taken away, but what you have learned will stay with you forever in some fashion.

?Questions?

Are there other strategies than those mentioned in this article that can be integrated into helping students learn?

How much new vocabulary at one time is too much?

Are there any suggestions for creative ways to incorporate vocabulary into math and science classes?

The Multigenre Paper Reflection

Teresa Watson

The high school where my daughter attends, Caldwell Early College High School, uses new and innovative ways of teaching students. In writing her senior research paper, Alisa had to use many different tools in her writing. Some of the tools were research on the internet, books, videos, visiting stores and job shadowing. These helped her to deepen the understanding of the subject on which she wrote her paper. It was certainly not the same boring research paper my oldest daughter wrote for her senior paper. The Early College teachers also changed the name from a senior paper to a senior project since they had to be creative in their learning process.

This article describes exactly what the Early College teachers are doing, using multiple sources to enable their students to have a deeper comprehension of the subject. The student’s analysis of the information lets the teachers know that they have taken ownership of what is being learned and what they want to convey to whomever reads their work.

The problem in writing a multigenre paper is that it is a fairly new process in which few educators are familiar. We, as educators, need to stay on top of what is new and innovative and what works best for our students.

?Questions?

Should there be a limit placed on how many different genres a student can use in writing their papers?

How can the current standardized testing be evolved into including different genres?

What, if any, manipulations should be allowed for students of different learning styles?

“I” Poems Review

Teresa Watson

As I read this article, I thought about how it might be integrated into math and science class. The author brought out the idea of using poems to deepen comprehension in any class. Our students can use “I” poems in the first person to experience another person’s point of view. They can take part ownership of an idea, emotion, etc. When they have ownership, students tend to learn more at a higher level than if the teacher simply lectured. “I” poems can also be used as pretesting material. All educators, no matter what the grade or content area can use “I” poems to integrate literacy. After all, it is our responsibility as educators to use whatever means available to make sure our students are learning.

?Questions?

In what ways can we manipulate these poems to include EC students as well?

What kind of grading scale (rubric) would be appropriate for poems since it is one’s point of view?

Are there other types of poems that can be used in Math and Science classes?

Materials 5 for Mathematics in Middle Grades

Teresa Watson

Name of Site: -SMILE- Science and Mathematics Initiative for Learning Enhancement The SMILE program was designed to enhance the elementary and high school learning of Science and Mathematics through the use of the phenomenological approach.

Link to Resources: http://www.iit.edu/~smile/

Source (Author–if available): Jake Carter, Douglass Math and Science Academy

Identify the teaching topic of the materials–be specific. Identify the population of the students (grade, course): Middle Grade students. The project will base its study in the areas of biology, physics, and mathematics. Each unit will be able to successfully design a safety craft for the transporting life forms, measure height in metric measurement, communicate data using graphs and lab reporting forms, and participate in a post lab discussion.

Give a brief description of how the materials would be used: The experiment uses a scientific method to transport a life form in its embryonic stage. The group will have to create a landing craft to carry the embryo to safety from drop height of 10dm, 15dm, and 20dm.

Identify other material that you could use with this material to augment instruction, especially for EC students: EC students should be able to use styrophoam eggs instead of real ones.

Materials 4 for Mathematics in Middle Grades

Teresa Watson

Name of Site:   Math Central: The Resource Room

 The Resource Room is a place where mathematics educators can share resources. Teachers are encouraged to send us notes, ideas, lesson plans or any other resource having to do with the teaching of mathematics. Resources are stored in a database that can be searched and browsed by educators and parents.

 Link to Resources:

http://mathcentral.uregina.ca/RR/database/RR.09.00/penner1.html

Source (Author–if available):   Larry Penner

Identify the teaching topic of the materials–be specific. Identify the population of the students (grade, course):   Larry designed this kit as a project in a mathematics methods class. In it he describes ten activities that result in the construction of a garden shed. The project is geared to students in grades 8 and 9.

Give a brief description of how the materials would be used: In constructing the shed students are required to perform geometric measurements, calculate/estimate materials and costs, understand scale in the reading of blueprints and perform many problem solving activities.

Identify other material that you could use with this material to augment instruction, especially for EC students: “My philosophy is also built on experience. While I was employed as a teacher’s assistant I had many encounters with children who had behavioral problems. I found that whenever I tried to teach them a new concept that old question arose “When will I ever use this stuff? “. No matter how I explained to them that they need math in their lives they could not see it or believe it. So when the principal and I discussed some of these barriers, we decided to create a practical project. I would take a group of boys, with behavioral problems, and we would construct a garbage can stand. Now this is not nearly as complicated as the shed project but it was effective. When the boys struggled with measuring and adding lengths etc., they realized how important math was and I found a real sense of effort later in the classroom. Now I’m not expecting to turn the world into carpenters but rather I want to emphasis the practical uses of math. Even though some students turn out to become professionals there is nothing wrong with a doctor that can be a handyman around the house as well.”

 Polygon Capture:

Ecosystem Services – Water Purification

“Purpose: To use the example of natural water purification to show students that healthy ecosystems provide services to people that are essential to life as we know it.

Context: This lesson was developed by Dr. Penny Firth, a scientist, as part of a set of interdisciplinary Science NetLinks lessons aimed at improved understanding of environmental phenomena and events.
Ecosystem services are valuable for many reasons, including economic benefits, protection of human health and safety, and support of recreational or aesthetic enjoyment. Students should know that when ecosystems are not healthy, some or all of the services they provide to people may be lost. Replacing these services is often completely beyond current technology, and even when we can replace them, it is usually prohibitively expensive to do so. Historically, the vital role of natural ecosystem services has not been given much attention. Because they are “free” these services are sometimes thought of as “without value.” Nothing could be farther from the truth. Ecosystem services are essential to life as we know it. In this interdisciplinary lesson, students explore the concept of ecosystem services by investigating natural water purification in their home watershed.
A few key points before getting started:

• Most water pollution is invisible. Trash in our waterways may look unsightly, but the really serious problems come from poisons, very fine sediments, and excess nutrients.
• Water runs downhill. If humans put it on the land, or in the air, it will likely end up in the water eventually.
• The worst problems with pollution in this country come not from industrial discharge pipes, but from “non-point sources” such as agricultural and urban runoff, and contaminated precipitation.

This lesson is about how ecosystems purify water and what kinds of things humans do that alter these processes. It also discusses the value of the natural water purification service to humans. The take-home message is that the key to maintaining water purification services is to protect and restore the ecosystems that provide these services. “

Link:  http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=11&DocID=275

Instructional Strategy #4: Games

REVIEWER:
Teresa Watson

TITLE:

Games

SOURCE:

Google

SITE:
http://expertvoices.nsdl.org/middle-school-math-science/2008/10/27/lets-talk-teaching-games-in-math-class/

DESCRIPTION: 

Games are generally used only for reviewing before a test. What we don’t realize is how effective games can be for teaching the content. Each of the games has a learning objective; each could be embedded in a lesson plan for middle school math. Games focus students’ attention as few other teaching strategies can.

NCSCOS

These games can be applied to any and all of the standards.

They also meet NCTM Standards.

EXPLANATION & ELABORATION OF STRATEGY (Games):

Students often learn best when they are having fun. If we use games in our teaching, students will find that learning can be fun, not just sit and listen. Attention spans of middle grade students can often be found lacking. By using games, we will be able to keep their attention for longer periods of time.