1. 1. Academic Wordplay: Digital Strategies for Active Vocabulary Instruction Thomas DeVere Wolsey Dana L. Grisham Linda Smetana
2. 2. Resources https://app.box.com/ila2015 #ilavoc @tdwolsey @danagrisham @smetana_linda
3. 3. Word Learning Provide a description, explanation, or example of the new term. Ask students to restate the description, explanation, or example in their own words. Ask students to construct a picture, pictograph, or symbolic representation of the term. Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks. Periodically ask students to discuss the terms with one another. Involve students periodically in games that enable them to play with terms (Marzano, 2009).
4. 4. Academic Vocabulary Specific to a discipline Tier 3 words: tectonic; quadrantal; historicity Used in schools across disciplines Tier 2 words: define, analyze, summarize, elaborate
5. 5. Vocabulary and The Eye
6. 6. Vocabulary and The Ears and Mouth
7. 7. Vocabulary Learning Plus Technology
8. 8. Beginning and Ending with Words Vocabulary may be introduced prior to reading V-TweetsA pre-reading vocabulary activity Vocabulary may be solidified and extended after reading VSS+--A post-reading vocabulary activity With Extensions
9. 9. What are V-Tweets? Focus on pre-reading vocabulary to explore and connect ideas about words and concepts in academic texts. Builds study skills as student explore appropriate/useful sites for their information.
10. 10. Twitter Basics Hashtags #ilavoc Usernames @tdwolsey @danagrisham @smetana_linda Hint: 120 not 140
11. 11. How to do V-Tweets Teacher scans the reading assignment and selects Level 2 and Level 3 words for study. Student pairs are assigned words to investigate (Internet, dictionaries, background knowledge) and must consult at least three sources for the Tweet and an image or visual (may be drawn; sometimes Google Images with teacher approval). Students must identify the sources of their definitions/explanations of the words. Students combine the sources, discussing and drafting a 120 character tweet for the classroom website. Students then share their V-Tweets with each other prior to reading and they are available as students read the text.
12. 12. Abstract sample: INTROSPECTION Source 1. Dictionary.com introspection intrspekSH()n/ Noun: the examination or observation of one's own mental and emotional processes. "quiet introspection can be extremely valuable" Synonyms: self-analysis, self-examination, soul- searching, introversion, self-observation; contemplation, meditation, thoughtfulness, thought, pensiveness, reflection, rumination;
13. 13. Abstract sample: INTROSPECTION Source 2. Google.com Introspection is the examination of one's own conscious thoughts and feelings.[1] In psychology the process of introspection relies exclusively on observation of one's mental state, while in a spiritual context it may refer to the examination of one's soul. Introspection is closely related to human self-reflection and is contrasted with external observation.
14. 14. Abstract sample: INTROSPECTION Source 3. Vocabulary.com Introspection means "to look inside," and describes the act of thinking about your own actions or inner thoughts. When you examine what you do, say, think or feel and how it affects your life and the lives of others, that's introspection.
15. 15. Abstract sample: INTROSPECTION Source 3. Google Images
16. 16. Abstract sample: INTROSPECTION First V-Tweet: When you think about your feeling and thoughts you are looking inside yourself, which is called introspection. (93 characters) This is too short; students must add to the definition: Second attempt: Consciously think about your feeling and thoughts are looking inside yourself, which is called introspection. This affects everyone. #ilavoc (140 characters) But
17. 17. Twitter with Images
18. 18. Twitter with Images
19. 19. Tier 3: Tectonic Plates Finished Tweet: Tectonic Plates-hard & rigid plates over Earths outer shell. Tectonic plates move over the rocky inner layer or mantle above the molten core of the Earth. (130 characters)
20. 20. Tier 3: Tectonic Plates Images:
21. 21. Tier 3: Tectonic Plates Definition 1
22. 22. Tier 3: Tectonic Plates Definition 2
23. 23. V-Tweets Vocabulary Before, During, and After Reading Students share Tweets via hashtags and usernames Extend during or after reading Expand on definitions from peers Add images Share with others
24. 24. Twitter Tool
25. 25. After Reading Strategy When students have read, they need to revisit new and difficult vocabulary terms to solidify and extend learning. Vocabulary Self-Collection Strategy plus Technology or VSS+
26. 26. What is VSS?
27. 27. What is VSS Plus? Definitions students construct and find online Images they identify that demonstrate understanding of the term. Discussion and a co-constructed rationale explaining why the term was selected Graphic organizers showing relationships to concepts and synonyms Students engage with important content-area vocabulary through:
28. 28. The VSS+ Project
29. 29. The VSS+ Project Students create an online dictionary. Each team creates an entry using PowerPoint or Thinglink. Each entry must include: The word and a definition relevant to the reading Image Rationale recorded as an audio podcast Semantic web
30. 30. Continents The Americas are made up of two continents, North America and South America (p 99). Definition One of the principal land masses of the earth, usually regarded as including Africa, Antarctica, Asia, Australia, Europe, North America, and South America.
31. 31. Watch a short video with VSS+ Examples http://youtu.be/wq9ZdBnMGos
32. 32. Independent and Engaged Source: http://mimiandeunice.com/wp-content/uploads/2012/07/ME_500_Independent.png
33. 33. Data & Analysis Case study one intact class of 5th grade students Observations as students worked Interviews Teacher Students Parent Student work products Analysis
34. 34. Findings 5th-grade students in the VSS+ project Worked with precision to find images that represented their words Collaboration matters Engagement with word learning Digital technologies increase learning opportunities Being conversant with the vocabulary
35. 35. Implications & Discussion Add videos (a student request) Familiarity with the technology is a variable (for teacher and students) Feedback and sharing opportunities Vocabulary learning and generative technology
36. 36. For Additional Resources https://tweetdeck.twitter.com/ The Teachers Guide to Twitter: http://www.edudemic.com/guides/guide-to-twitter/
37. 37. Image Sources Words by https://www.flickr.com/photos/annethelibrarian/ https://flic.kr/p/mdpE52 Camera by https://www.flickr.com/photos/paxtonscameravideodigital/ https://flic.kr/p/qCX9F2 Megaphones by https://www.flickr.com/photos/paulbrigham/ https://flic.kr/p/e9VpA1 Microphone by https://www.flickr.com/photos/davidchief/ https://flic.kr/p/6ZWBUS Keyboard by https://www.flickr.com/photos/microsiervos/ https://flic.kr/p/pJwuRs Pith Helmet by https://openclipart.org/user-detail/gnokii https://openclipart.org/detail/171173/safari-scene Computer Class: http://pixshark.com/computer-class-clipart.htm Independent Cartoon: http://mimiandeunice.com/wp-content/uploads/2012/07/ME_500_Independent.png Other images and screen captures by TDWolsey
38. 38. Contact Us Thomas DeVere Wolsey, tdwolsey@iaieus.com Dana L. Grisham, dana.grisham@gmail.com Linda Smetana, linda.smetana@csueastbay.edu https://app.box.com/ila2015