#hacklearning friends, I had every intention of joining you today until I realized that my fridge/freezer are out and everything is dripping everywhere. Priority change! Catch you next time!
Ahoy, #hacklearning. I'm Brian, & I collaborate with tweens & teens in Colorado, in service of enriching their literate lives. P.S. Playing w/vocabulary can prove fun!
They don't really learn it and you can't explicitly teach all they need. Highlight & review some key vocab (after hands on) in a game helps.
#HackLearning
A1 Direct instruction of vocabulary helps students learn new words, but when do they use the new words? Are they memorizing words for a test or using them to communicate more precisely about their learning and their lives? #HackLearning
Thanks for the good luck wishes, #hacklearning. It's times like now that I wish I didn't have chocolate ice cream in my freezer (now it's everywhere)! :-)
A1: Pros- it helps students build word banks for later reference. It helps them understand that words mean the same across disciplines. Cons- it can sometimes cause confusion when the word means something different based on the context it is used. #HackLearning#gwinchat
A1 Pros: some (but not enough in my experience) Ss do benefit from direct instruction of vocab. Cons: it takes time which I think would better be spent reading. Reading is the true vocab builder. #HackLearning
A1: My tensions with direct vocab instruction are grounded in lack of student agency..even with a four-square approach and discussion/connections it often feels disconnected for them. #hacklearning
A1 heard once that brains can only learn 400 words/year when directly taught (has anyone checked the vocabulary needed for 1 yr of biology? 😳) ... indirect / embedded instruction with repeated exposure has a great impact on retention ☺️ #HackLearning
A1:
Pros - students getting exposed to more vocabulary. Does it create higher standardized scores?
Cons - Detached from topics/concepts they are learning in class. #HackLearning
A1: To teach vocab effectively there needs to be intentionality and context. The term directly can mean in isolation which sounds like memorization rather than teaching an appreciation for the nuance in language. #hacklearning
A1: A benefit of directly teaching vocab is it can help students access complex texts. A disadvantage is they are not using reading strategies to determine work meaning if we front load. #HackLearning
A1 Pro - preteaching vicabulary helps students comprehend new concepts. Students don't feel overwhelmed with the language in the curriculum. Can't think of any cons #HackLearning
A1 sometimes focusing directly on vocab uses time that kids can spend experiencing the language and making durable meaning for themselves #HackLearning
A1: Students need to develop their vocabulary. New learning is always good. Cons of “direct teaching” is that memorization won’t work long term and student me won’t internalize the words #HackLearning
A1 heard once that brains can only learn 400 words/year when directly taught (has anyone checked the vocabulary needed for 1 yr of biology? 😳) ... indirect / embedded instruction with repeated exposure has a great impact on retention ☺️ #HackLearning
A1: A pro to teaching vocab in math is that Ss can show what they know. If they don't know the vocab, they won't understand a word problem. Just like in ELA, need to teach Ss to annotate, id vocab, & id the purpose. This anchor chart I found online is perfect. #HackLearning
Could that be part of the lesson when teaching separately? Could students be required to find & give examples of different definitions w/in context? I think at least at the HS level that would help. #HackLearning
A1: A benefit of directly teaching vocab is it can help students access complex texts. A disadvantage is they are not using reading strategies to determine work meaning if we front load. #HackLearning
A1. #HackLearning In Computer science a specific collection of vocabulary is required. Pros of working with them directly is their pragmatic relevance. Cons could be rote learning purely for exam purposes.
A1b Students often don't learn how to use the new words, found better success with new vocabulary using the Frayer as a vocabsnap. Students illustrate the word, use it in a sentence, find definition etc. #HackLearning
A2 Sometimes kids use words from a thesaurus without knowing the meanings. Instead of waiting for this mistake, we can have students choose a common word, find 3 synonyms they don’t know, learn the connotations of those words, and teach them to each other. #HackLearning
A1: Directly teaching vocabulary can be useful for tier 3 vocabulary. However, the negative can be that limited exposure to vocabulary in this context can lead to short term retention. #hacklearning
A1) Teaching vocabulary doesn’t have to mean memorization. Uncover vocab within a text—WITH your students. Discuss examples and non-examples. Draw it. Act it out. Practice using vocab in context. Make it meaningful! #HackLearning
A1: pros- you know Ss were exposed to important vocab. Cons- boring (for Ss and Ts), doesn't always allow for exploratory learning, route memorization is not effective for learning #HackLearning
do hands on activities and drop the words in when students need them, has greater retention then can play games to review, plus as move forward in explaining content, keep using the words
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This also gives them multiple ways to think about and use the term. More exposures will enhance their ability to understand and use the term. #HackLearning
Our Word Pages https://t.co/gZr7bbHoHh includes: Acronyms, Anagrams, Analogies, EFL/ELL/ESL/Bilingual, Etymology, Idioms, Metaphors, Onomastics, Parts of Speech, Prefixes/Suffixes/RootWords, Spelling, Vocabulary, Word Clouds, Word Walls, Words Happy Father's Day! #HackLearning
A1) Teaching vocabulary doesn’t have to mean memorization. Uncover vocab within a text—WITH your students. Discuss examples and non-examples. Draw it. Act it out. Practice using vocab in context. Make it meaningful! #HackLearning
A2: when Ss build their own vocab lists through reading informational texts and other texts they realize the real world connections and remember the vocab words #HackLearning#edchat
A2: By breaking words down and understanding their origin. Many times Ss don’t understand words or can’t decipher their meanings because words are often times incorrectly used. If we teach correct use and proper meaning Ss will want to increase vocab. #HackLearning#gwinchat
like I've been saying hands on, engage and explore the content first, give vocab as needed. Need makes a neural connection that can't be beat. then reinforce with continued use and games.
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#HackLearning A2 I have used this personally 18 years ago. Categorized all the adjectives in Oxford Dictionary as per my unique sensibilities. Then used it like a handbook!
A2: I encourage the #BarnhartBrowniePoint which inspires Ss to make connections to our course. This can include vocabulary connected to our units, noticing overlap with roots/prefixes/etc in other courses, & finding their own intriguing words to contribute to class #HackLearning
A2.2 Students can teach each other the vocabularies of their interests, e.g. by making labeled diagrams of activities they care about or co-authoring stories that use words from both areas of interest. #HackLearning
Q2a: Gift students laminated vocab bookmarks at the beginning of the years and challenge them to fill it each week. Then select best words for further study - all words come from reading and are self-selected! #HackLearning
Directly teaching vocabulary can sometimes lead to teaching practices that are inauthentic, such as when words are pulled from their context. And, vocabulary that is out of context is often out of a student's grasp. #HackLearning#EDUC5359
Q2 teach them the building blocks of words - root, prefix, suffix - learn the art of dissecting word parts to build vocabulary - Use new vocabulary as Ts. #HackLearning
A2 in social studies we some key prefixes and suffixes, we teach these and let the kids have some fun to help them as the year goes along #HackLearning
That’s similar to what I used to do in chemistry. I often found myself using the math terms interchangeably with the science terms to help solidify the connections. #HackLearning#gwinchat
Maybe it's important to understanding the text. #HackLearning Like knowing the word "Declaration" helps with know what the "Declaration of Independence" is all about.
A1 The Pros are seeing explicitly taught words used in Ss writing, with Ss excited to choose words from their self selected books to teach peers for the Word of the Day. Integrating tech such as Keynote to used to show the new word's meaning. #HackLearning
How is this for hacky ... get the students reading ... teachers modeling ... if the kids are not asking you “what does that word mean that you just said” maybe you’re not modeling correctly #HackLearning
A2 I would like to use #booksnaps here. Ask students to add graphics that demonstrate meaning then show as a collage or save to a platform like wakelet or padlet #HackLearning
A2: Word splash - assign a group of students three letters and see if they can come up with words starting with those letters and teach the class using the word in a sentence and see if class can figure out definition. Kinda like Boggle #hacklearning
There's a great resource from WordGen Weekly (gives units) and 5 vocab words that are used interchangeably across reading, science, math, and SS. My friend told me about it from the Title I Conference. #HackLearninghttps://t.co/6qogs4ke4h
A2- A huge plus for me is focusing on prefix and suffixes. Students learned different words this way and we had fun learning by playing different games #HackLearning
Students need time to use their meaning making sense making skills with vocabulary Sometimes it’s just as important to figure out what something is not as well as what it is #HackLearning
Ohhh I like this! And I also do “shades of words” on paint swatches. They write words with similar meanings but different “shades.” They love talking about what makes them different. And colors make it fun! #hacklearning
Students - researching their personal interests - share via presentations. Their use of language / vocabulary is part of that presentation.
1. No fear of trying & failing
2. Use the new words naturally / appropriately in context
#hacklearning
A2. With my own sons, talking and talking and talking and listening and talking some more had a HUGE impact on vocabulary. The youngest was a National Debate winner in both HS and college! #HackLearning
I think the most important vocabulary are the terms that students will see again in different context (classes, grade levels, life). If I'm surprised students don't know a common, non-content term, I tend to label that as important. #hacklearning
A2: Start with a 4 square. Words I know, Words I kind of Know, Words I've heard but don't know, Words I've never heard.
Students sort new vocabulary words for unit into their chart. Gives insight into where they are individually and as a class.
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A2 When working with words I like to make my students draw the word, if you can draw the word you know the meaning, favorite words to have students draw are moderate conservative and liberal with French Rev #HackLearning
A2+3 Haven't tried this before, but today's chat gave me an idea: Crowd-source a class dictionary based on words we discovered in both assigned & choice texts. Numerous tech platforms could support this effort, including publishing. #hacklearning
A3: There are so many resources available for vocab when it comes to integrating technology. Plus, kids learn differently than how we learned. Might as well roll with it. #HackLearning
A3 #SpringBoardPL has united with Zinc Reading (can’t find their handle) ... multiple study and games over the course of 2 months ... helps build vocabulary beyond the text #HackLearning
A3 i love @texthelp does the student know the word but didn’t know it was written like that? So they can use the text to speech feature. They can also create amazing vocabulary charts and using the dictionary that is easy to access! #HackLearning
Let’s continue the conversation this week on #HackLearningDaily ... will you join us? #HackLearning. Q1 will be Monday morning (answer Mon-Wed) ... Q2 on Thursday (answer Thurs-Fri)
A3 - technology can help Ss learn to say the word properly - Ss have very creative pronunciation of new words - they simply do not hear higher level vocabulary often or see the word that they are hearing #HackLearning
Kids can use this with a novel study too. Just find one word that’s new. And then use others to help them find words of the same “color” but different “shade.” It can take them as long as it takes. And instant book marks! #hacklearning
A3: The @Dictionarycom app is great for quickly looking up words you don't know. I use it personally, and encourage students to when they come across I word they cannot figure out when reading. #hacklearning
A3: Simplest online vocab "hack"? Look the words up!! I'm a happy teacher if by midyear students are looking up the words they found. Then challenge them to use the words they discovered in writing or conversation. #HackLearning
A3 The Frayer (Vocabsnaps) is digital and I also like using the site Flocabulary they offer many ways to interact with the vocabulary including music (raps) #HackLearning
A3: Even a simple @nytimes search allows them to see words in multiple contexts which allows for discussion about nuance and use beyond definitions #HackLearning
Sometimes I ask, “Who’s NEVER heard the word ___ before and is going to learn something new today?” It takes away the impression that they’re supposed to already know. #HackLearning
A3 with content specific words I like to have the class create a slide show of words, I used to make them for the class now they create them. #HackLearning
Love this. What if the words hyperlinked to Ss writing so that peers could see how they used the words from the dictionary? You could also have videos of Ss acting out scenes where they use the words... Limitless possibilities! #hacklearning
A3: We, as Ts, have to incorporate technology and non-technology in creative, inventive ways if we value vocab. There's no "one way," and we're the ones that can inspire word-building: they won't get it anywhere else. So, make it cool, interesting, and relevant #HackLearning
A2 @Flipgrid vocab charades?! Kids video themselves acting out vocab words and the other students guess what it is! Just thought of this... might have to try it next school year!#HackLearning
A3 Online games involve complex world building. Understanding how developers and gamers come up with names for every place, object, and process can help students learn how language evolves. #HackLearning
A3: It would be awesome if there were programs that instead of just spell checking it gave possible word choices with definitions to help Ss see the context in which the word can be used. I think @grammarlyeng does something close to this. #gwinchat#HackLearning
A2: Having students "collect" interesting words as they read or listen or simply interact with the world around them can help them to build their own vocabulary banks. I hear or see words that I want to utilize all of the time, students do too. #EDUC5359#HackLearning
A2 Any S use multiple modes for learning a word; sketching, creating a dialogue in @Plotagon, or creating a visual representation the word will be more salient to them. I play games w/ vocab from the year; Ss love the competition & are exposed to the words again. #HackLearning
A3: @Schoology Media Albums are a great choice for displaying #VocabSnaps or Frayer Models. Becomes a digital word wall Ss have with them always. #HackLearning
A3. For HS, keep it simple. Open a tab and google a word. Definitions, often more than 1, pop up. Allows students to go back to their research & see which definition fits. (I'm available as backup.)
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A3: What about Ss with language delays who need an intensive intervention? Best bets (low-tech/high tech) strategies from @PrAACticalAAC: PrAACtical Resources: Core Vocabulary Flipbook for June Words - https://t.co/pSHC8IYJlf via @Shareaholic#hacklearning
A3: ELL students can use the @Google translate app to scan a word written in English and have it translated to their home language. How awesome and helpful is that? #hacklearning
I’m a history teacher ... we spend a lot of time talking about “dead” words from primary source documents ... “nice to know” words that builds a wider vocabulary but not word they will use on a daily basis. #hacklearning
I agree. There are so many terms in my content that Ss need to understand if they are to understand the content, but they will only use it there. #hacklearning
A3: technology allows Ss to research, explore, and learn new vocab naturally. It also gives Ss a way to use their vocab to ensure that they are retaining it. I love to use things like flipgrid responses where Ss record a video about a new word they have learned. #HackLearning
Asking the question: What did the author think I already knew? will often open up to vocabulary concepts students are struggling with and provide authentic experiences. #HackLearning
Let’s continue the conversation this week on #HackLearningDaily ... will you join us? #HackLearning. Q1 will be Monday morning (answer Mon-Wed) ... Q2 on Thursday (answer Thurs-Fri)
Unless you are trying to understand a historical document ... then you have to find out what “score” means in “Four score and seven years” #HackLearning
indeed, students remember in different ways, this provides a variety of methods. Students say things like "that's why there was a picture of ...." "that image makes sense because ..... " #HackLearning
I’m a history teacher ... we spend a lot of time talking about “dead” words from primary source documents ... “nice to know” words that builds a wider vocabulary but not word they will use on a daily basis. #hacklearning
