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To new vocabulary terms “electromyo-what?” “ I’m percussing his pulse, why do you ask?” “My throat is so sore, my labia must be swollen!” “Can I go to.

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Presentation on theme: "To new vocabulary terms “electromyo-what?” “ I’m percussing his pulse, why do you ask?” “My throat is so sore, my labia must be swollen!” “Can I go to."— Presentation transcript:

1 to new vocabulary terms “electromyo-what?” “ I’m percussing his pulse, why do you ask?” “My throat is so sore, my labia must be swollen!” “Can I go to my locker?”

2 freeze their brains “It was OK.” “It covered a lot of stuff.” “Can I go to my locker?” “I liked it just fine.”

3 when reading the textbook “I can’t find the answer for # 28.” “Which pages do we read again?” “Do we really have to do all of these questions?” “Can I go to my locker?”

4 look pretty cheesy Logic is filled with holes. Spelling and grammar are a bit smelly. Contains blocks of text cut and pasted from a questionable website.

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6  Reading comprehension  Vocabulary acquisition  Speaking/Listening skills  Writing skills Six days on the Oath!

7 Strategies: Preview the Text: Page through the chapter and read the headings and sub- headings (like an outline) Read the picture labels and charts, noticing how they will support the reading Read the list of Objectives and end-of-chapter Summary Preview Terms: Robust vocabulary cards Complete Chapter Notes: Cornell notes

8  A set of essential words, including content vocabulary, should be directly taught.  Students develop meaning for words through multiple and varied encounters with those words.  Pictures and other visuals help solidify word meaning. ~ from Patricia M. Cunningham What Really Matters in Vocabulary

9 Essential Concept terms: Important for Understanding terms: Good to Know terms: EthicalCode of EthicsPrinciple LegalAutonomyEuthanasia Advance DirectivesAssaultInformed consent MalpracticeBatteryLibel ConsentFalse imprisonmentSlander ConfidentialityLiving WillHarassment Maslow’s hierarchy of needsAbuseProtocols Cultural competenceFraudEmancipated minor DefamationImplied contract Breach of ContractExpress contract NegligenceAgent Good Samaritan LawsDefense mechanism Physiological needsEthnocentrism Dominant cultureVulnerable populations PrejudiceSelf-actualization CultureAMA (Against Medical Advice) EthnicityDNR (Do Not Resuscitate) POA (Power of Attorney)PHI ( Protected Health Information) HIPAA (Health Insurance Portability & Accountability Act)PSDA (Patient Self Determination Act)

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14 Check your notes: 10 points Neat enough to be read by others Use abbreviations and phrases to keep up with speaker Include the most important ideas that address the main topic Maximize your learning! + points Today: Review and Revise your notes: Circle key vocabulary terms Underline main ideas *** next to items likely to be test questions ??? next to areas you have a question about Draw lines to separate chunks of related information Tomorrow: Review text or ask questions to clarify: + points Find answers to your “???” Fill in information that was missing By end of week: Review the Key Questions + points Fold page to hide notes, read the question and check yourself Have a parent/friend ask the questions and initial those you answered correctly

15 Strategies: Close reading 1. Group read of original version. Stop to ask questions or explain after each section. 2.Read newer version. Compare the two documents by asking,” What has changed?” 3.Define any new terms that are a concern for students.

16 Strategies: Working in small groups: Each group creates a poster for one ethical principle. Each group member completes one task and shares their part with the class.  Textbook quote  Examples  Quote from Hippocratic Oath  Quote from Nightingale Pledge  Quote from HOSA Creed  Picture to represent principle

17 Strategies: Speaking and Listening: Students share their findings using examples from the Oath, and question whether their connections are valid. pinned by Jimmy Sapia

18 Conversational Moves I wonder … Building on what you said… I agree/disagree with ___ because What made you think that? I see why you might say that, but….. I agree, but look at page __ where That helps me understand this in a different way because..

19 Strategies: Close Reading 1. First reading is aloud. 2. Second reading is silent and students mark text terms that are important to the topic and terms that need clarification. 3. Large group clarifies terms and students pair/share to compare and revise lists of important terms. 4. Third read is to make connections and ask questions of the reading – what do I identify with? what seems to be missing or overlooked? what else do I want to know or suggest? 5. Finally, students complete the first section of an analyzing and summarizing template and share in pairs.

20 Strategies: Document-based investigation 1. Work in small groups to examine one related document. Does the document support the validity of the oath or suggest the need for changes to the oath? 2. Complete the summary template. 3. Share findings with other groups and whole class. Physician's Oath Principles of medical ethics Declaration of Professional Responsibility

21 Strategies for improving writing: 1. Students create an outline using the graphic organizer. 2. Teacher instruction for writing skills - use of a topic sentence, referencing the text, use of transitions, use of grammar and punctuation, etc. 3. Students assess sample paragraphs using the grading rubric to clarify expectations for their own writing. 4. Teacher and peer critique of rough drafts before completing and submitting the final copy.

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24 If you ve literacy into your health science classroom you can improve: Reading comprehension Vocabulary acquisition Speaking/Listening skills Writing skills

25 there was a textbook that…….. Sorted the Essential Terms for each chapter. Provided activities for connecting with, mapping, recalling and reflecting on chapter content. Included review activities to improve reading, speaking, listening, and writing skills. Challenged students to analyze text information and use text evidence to draw conclusions and form opinions.

26  “Developing Readers in the Academic Disciplines” by Doug Buehl (2011)  “Subjects Matter: Every Teacher’s Guide to Content-Area Reading” by Harvey Daniels and Steven Zemelman (2004)  “What Really Matters in Vocabulary: Research-Based Practices across the Curriculum” by Patricia M. Cunningham (2009)  “The Cornell Note-taking System” adapted from the work of Walter Pouk;  “Close Reading and the Common Core State Standards” an interview with Douglas Fisher; the-ccss-part-1.html the-ccss-part-1.html  “Critical Reading: Deep Reading Strategies for Expository Texts” by Jonathan LeMasters (AVID Press, 2011). content/uploads/pms/2014/08/AVID-Critical-Reading.pdf content/uploads/pms/2014/08/AVID-Critical-Reading.pdf


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