Presentation is loading. Please wait.

Presentation is loading. Please wait.

Full S.T.2R.E.A.M. Ahead With CLR

Similar presentations


Presentation on theme: "Full S.T.2R.E.A.M. Ahead With CLR"— Presentation transcript:

1 Full S.T.2R.E.A.M. Ahead With CLR
Manu Platt - biomedical engineer Emory University - reducing the incidence of pediatric stroke in children with sickle cell disease

2 The brain is without doubt our most fascinating. organ
The brain is without doubt our most fascinating organ. Parents, educators, and society as a whole have a tremendous power to shape the wrinkly universe inside each child's head, and with it, the kind of person he or she will turn out to be. We owe it to our children to help them grow the best brains possible. What is Going in There? -- Lise Eliot

3 … the most exhausting profession.
Teachers Teaching is … the most exhausting profession.

4 What Teachers Are Required to Know Today - 7
One researcher estimated that teachers and administrators rank 2nd only to air-traffic controllers in the total number of decisions they must make during their typical workday. Teaching and school administration are physically, emotionally, and intellectually demanding work.

5 The illiterates of the future are not. those who cannot read or write,
The illiterates of the future are not those who cannot read or write, but those who cannot learn, un-learn, and re-learn Alvin Toffler

6 When it Comes to Learning Only the Gray Matter Matters
Our students come in a variety of colors, but all brains are basically gray. It is only the gray matter that truly matters in learning and neuroscience. Boosting achievement and maximizing student potential hinges on educators developing a respectable knowledge reservoir for teaching with only the brain in mind.

7 “How do my students learn?”
Change the Narrative Our best efforts in teaching requires a shift from… “What am I supposed to teach?” to “How do my students learn?”

8 If It’s Your Job To Develop the Mind,
Shouldn’t You Know How the Brain Works? It has been said that the next great journey for humankind will not take place in outer space, but in the inner space of the human brain. Educators should cultivate a working knowledge of the processes operating within the cerebral "inner space" of the biological mind.

9 Patterns (derivatives of experience) Emotions Relevance
Brain-considerate Learning: PERC3S There are five BC elements that the human brain seeks while processing incoming stimuli for personal “meaning,” which makes the information “memorable” and worth remembering. Patterns (derivatives of experience) Emotions Relevance Context, Content, and Cognitively-appropriate Sense-making → Problem-solving Patterns, emotions, relevance, context, content and sense-making are critical factors in driving (1) attention, (2) motivation, (3) learning, (4) memory formation, and (5) recall. Collectively, these 5 factors are the primary criteria for transfer into long-term memory storage.

10 Making Connections Most of what one knows is domain-specific (patterns, concepts, or connected categories) and task-specific and organized into structures known as schemas.” -- (Pellegrino, et al.)

11 Fill in the Blanks The questions that p______ face as they raise ch______ from in______to adult life are not easy to an______. Both fa______ and m______ can become concerned when health problems such as co______ arise any time after the e______ stage to later life. Experts recommend that young ch______ should have plenty of s______ and nutritious food for healthy growth. B______ and g______ should not share the same b______ or even sleep in the same r______. They may be afraid of the d______.

12 Fill in the Blanks The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmer and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

13 "Open Architecture" Author Joseph Epstein said, "We are what we read." Neuroscientists would modify that statement to say that “We are what we experience.” The human brain is the only organ that depends on experience to determine its development (how, where, when and if it develops and when it stops.)

14 Development is environmentally-dependent.
Development is Never Guaranteed Development is environmentally-dependent. No land = No frog Sensitive period - tadpoles slow down the process of metamorphosis = if there are no signs of nearby land. When it comes to the brain, as Wadsworth wrote, the child is the father to the man.

15 An emotional brain (as well as a biological brain)
How the Brain Learns: An Astonishing Error A Visual brain A Pattern-seeking Brain An emotional brain (as well as a biological brain)

16 Emotions, Attention and the Brain
• Emotions → attention → learning → memory • It is neurologically impossible to learn and remember information to which the brain has not paid attention. Our attention is (personally) “selective” because our emotions determine what we attend to.

17 In a University of California, Berkeley study, high school yearbook photos of graduating seniors were carefully analyzed in a 30 year long longitudinal study ranking those graduates’ smiles by size. They look for correlation between success in life, personal and emotional well-being, and the size of their smile in their yearbook photos. Researchers were able to predict how long their lives would be, how long their marriage would be, there are scores on standardized tests of “well-being,” and how inspiring they would be to others, based on the size of their yearbook smile.

18 Students may forget what you. said, but they will never forget
Students may forget what you said, but they will never forget how you made them feel Carl W. Buechner

19 Be a visionary and a Dream-maker
Susan Boyle

20 Our Mission is Bigger than “Content”
One of the most important things a teacher can do is to send a student home in the afternoon liking himself just a little bit better than when he came in the morning. – – Ernest Melby

21 Emotions and Learning 1. Students find that what they care about becomes the easiest to learn. 2. Students don’t care what you know, until they know that you care. (You can pay people to teach, but you can’t pay them to care.) 3. “Students learn as much for a teacher as they do from a teacher.” Linda Darling-Hammond Stanford University

22 Emotional Intelligence in Education
Learning requires effort, and one of the best predictor's of students’ effort and engagement in school is the relationships that they have with their teachers (Osterman, 2000.) Students function more effectively when they feel respected and valued and function poorly when they feel disrespected or marginalized (National Research Council, 2004)

23 The 4th “R” High-quality interactions with students → high-quality relationships with students (“My students don’t listen.” We can’t attentively listen to people who we consciously do not like.)

24 Catalyst or an Obstacle to Learning
Emotions Can Become a Catalyst or an Obstacle to Learning Afraid to “fail” “Failure is not an Option” Failure is nearly always a prerequisite for future learning and success in science. Most initial learning occurs via trial-and-error.

25 Performance avoidance
(and “idea aversion”) How can we become effective creative schools, if we penalize students for making errors? Headline: “Pres. Obama Snubbed”

26 Cognitive Rehearsals (→ consolidation) When playing with objects, learners are simultaneously manipulating/playing with ideas (internal dialogues attach words and meaning to actions – the “mind’s eye”) building the brain’s fundamental circuitry Exploring and experimenting involve examining relationships, interactions and systems, where learners formulate their own personal “theories” (mental constructs) Thinking is a cognitive rehearsal for discourse Discourse is a cognitive rehearsal for writing (phonological loop or “inner voice”)

27 Cognitive Rehearsals “You can't make the words or ideas come out of your pencil, until you can get them to come out of your mouth.” -- CO Master Teacher Eileen Patrick

28 Cognitive Rehearsals Playing with objects and ideas, exploring and experimenting, thinking, talking, and writing become cognitive rehearsals (background knowledge) for reading. Writing and reading clarify one’s thoughts, generate coherent thinking, and cultivate precision in expressing one’s inner thoughts (→ LT/P memory consolidation) Discourse and writing become cognitive rehearsals for assessment Source: Kenneth Wesson (2011). Education for the Real World: six great ideas for parents and teachers. Brain World, Issue 2, Volume 2.

29 The Emotional Brain: S.A.I.L.
The environmental preconditions that should be experienced by students prior to initiating formal instruction include... S afety A cceptance I nclusion, interactions and involvement (interpersonal/social aspect of memory formation) After satisfying these prerequisite neurophysiological and hierarchical conditions, students are biologically ready for L earning (students feel their immediate environment is secure enough for them to take risks, explore and discover). Source: Kenneth Wesson (2011). Education for the Real World; Six great ideas for parents and educators. Brain World, Issue 2, Volume II Winter 2011.

30 “How does the human brain learn language best?”

31 The brain moves best from meaning-to-print, rather than from print-to-meaning
1st hand 2nd hand 3rd hand APPLE CONCRETE Visual represen-tation (VST) SYMBOLIC/ ABSTRACT most difficult means of learning for the developing brain

32 The Neural Foundation for Concept Development
“Brain-building” experiences If I Can… Then I am Able To… 1. Experience it first-hand Discuss it orally (“Hands-on, minds-on, heart’s-in” “Wow! experiences) 2. Discuss it orally Understand what others mean, when they talk about it 3. Understand when I discuss it Communicate it in written form and when and others discuss it 4. Communicate it in written form Read my own writing 5. Do it, see it, discuss it, hear Explain it to others coherently/intelligently about it and write about it 6. Explain it to others Ready to read other’s writing 7. Understand the writings of Begin reading (the writing of others) within others on the subject general content area Excerpted from Memory and the Brain: How Teaching Leads to Learning. Wesson, K. The Independent School, Volume 63, Spring 2002

33 3 Keys to Understanding Your Brain
PERC3S: A pattern-seeking biological and emotional brain that is driven by chemistry 2. Language = #1 distinction of the human brain. The power of words - to think 3. The power of visualization – “picture it” (visualizing ideas & aspects of language)

34 What is STEM/STEAM/S.T.2R.E.A.M.? Interdisciplinarity Good thinking is a matter of making connections, and knowing what kinds of connections to make David Perkins

35

36 Reading/Language Arts (Standards)
S.T2.R.E.A.M. Reading/Language Arts (Standards) Reading, writing, discourse, argumentation, vocabulary development, comprehension, journals, note-booking, lab reports, summaries, oral presentations, recording interpreting and critiquing data and information Science Technology Visual Literacy Engineering Art Drawing/diagramming, visual spatial thinking, imagery, inferential thinking, 2/3-dimensional modeling, symbolic models, interpreting visual evidence, visual representations - illustrations, charts, etc. Mathematics Convergent/Integrative STEM T’ & L’

37 Question: “What did you learn in school today?”
Learning: When “More” Becomes “Less” Question: “What did you learn in school today?” Response: “Nothing.” Why???

38 Learning: When “More” Becomes “Less”
Enrichment studies: Examine the effects of enrichment or deprivation on brain development, neurogenesis, neuronal growth and synaptogenesis. While neurons generally grew in size, measures of (a) increased dendritic density (b) increases in the number of glial cells (c) myelination of the axons (d) changes in brain weight and overall brain volume No toys or playmates  all growth measures (impoverished) Playmates + a change of toys every other day  (Enriched environments) Changing toys every hour: → similar  neural connections in brain growth and development (your school day??)

39 Seeing With the Mind’s Eye
Brain-sight: Seeing With the Mind’s Eye

40

41 Why aren’t we spending more instructional time on drawing,
abstract thinking and visualization?

42 Learning is Cumulative: Complexity
The greater the flow of water across Earth’s surface, the greater the rate of erosion and deposition.

43 (This issue of Science and Children received the 2011 Distinguished Achievement Award recognizing it as the Best “One-Theme Issue” for an American Educational Journal in 2011)

44

45 Language in the Brain

46

47 Meeting the Academic Goals of ELL’s
How do students make the transition from his/her Native Language (NL) to the Target Language (TL)? Three linguistic systems involved: NL, TL and IL. Interlanguage - psycholinguistic process (or system) used by second and foreign language learners who are in the process of learning a new TL.

48 Academic vocabulary knowledge is one of the single most important factors contributing to comprehension. Students need to add approximately word meanings to their reading vocabulary a year. Source: National Reading Panel. 2002

49 The English Language English is built on a foundation of 44/45 speech sounds represented by 26 letters → used to spell more than 1 million words in today’s English lexicon. English imports words from other languages further expanding the volume of English words. The English language is robust and also precise → best language for expression of specificity, disciplinary language and technical writing (Lingua franca – WWW). The average adult “owns” between 40, ,000 words in his/her working vocabulary (expressive/receptive vocabularies – speaking, writing, listening and reading). A highly educated individual – over 200K words in his/her expressive/receptive vocabularies.

50 The Achievement Gap Vocabulary = proxy for knowledge. Achievement gaps are knowledge gaps primarily sponsored by ever-expanding vocabulary gaps. A highly developed vocabulary facilitates precision, not just in speaking, but in thinking. Lack of vocabulary can be a crucial factor underlying the school failure of disadvantaged students (Becker, 1977; Biemiller, 1999).

51 Vocabulary Development
4,000 – 8,000 words when entering elementary school 40,000 avg. when they exit high school 36,000 word difference For 13 school grades (K-12) = 2,769 words/year 178 days for 2,769 = 16 words/school day 4K- 8,000 words when entering elementary school 87,000 exposed to/should have mastered upon exiting HS 79,000 word difference For 13 school grades (K-12) = 6,076 words/year 178 days for 6,076 = 34 words/school day

52 How Children Learn Vocabulary Word/Meaning
Words are used to think. The more words we know, the finer our understanding of the world Stahl, 1999 Words are also used to process incoming information, to understand and evaluate other’s ideas, and to understand still other words (“this is similar to ___) The Power of Words

53 Vocabulary Research Children with weaker vocabularies are less likely to learn new words from incidental exposure than children with larger vocabularies. (Nicholson & Whyte, 1992; Penno et al., 2002; Robbins & Ehri, 1994)

54 Vocabulary Development
Poverty can seriously restrict the vocabulary that children bring to school and it makes attaining an adequate vocabulary quite challenging task (Coyne, Simmons, & Kame'enui, 2004; Hart & Risley, 1995). Less advantaged students are likely to have substantially smaller vocabularies than their more advantaged classmates (Templin, 1957; White, Graves, & Slater, 1990). Lack of vocabulary can be a crucial factor underlying the school failure of disadvantaged students (Becker, 1977; Biemiller, 1999).

55 By age 4, the average accumulated experience with
words for children from professional families = approx. 45M words working-class families = 26M words welfare families = only 13M words. (Hart & Risley, 2003) Kindergarteners in lowest 25% for vocabulary development are 3 grades behind by Grade Six. Arizona Prisons estimate their projected jail beds based on 3rd Grade reading failures.

56 How do you teach vocabulary best?
Question: How do you teach vocabulary best? Answer: In context Full answer: In the context of doing (not in the context of reading).

57 Try it. Inquiry: Making Observations
What do you predict will occur when we place two magnets near one another? Try it.

58 The Science of Learning
Instead of saying: Use MINDFUL LANGUAGE by saying: “Let’s look at these two pictures.” “Let’s COMPARE these two pictures.” “What do you think will happen when…?” “What do you PREDICT will happen when…?” “How can you put those into groups?” “How can you CLASSIFY…?” “Let’s work this problem.” “Let’s ANALYZE this problem.” “What do you think would have happened “What do you SPECULATE would have happened if…?” if…? “What did you think of this story?” “What CONCLUSIONS can you draw about this story?” “How can you explain……?” “What HYPOTHESES do you have that might explain...?” “How do you know that’s true?” “What EVIDENCE do you have to support…….?” “How else could you use this…..? “How could you APPLY this ……..?”

59 Active learning experiences: “Give them something to talk about."
Practice using the discipline-related terminology and the target vocabulary words, while engaged in personally defining the concept. Students share and describe what they are thinking, doing, seeing, while they are in the process of learning.

60 Take an Apple Touch it Feel it Hold it Smell it Cut it Taste it

61 Word Wall: Describe the Apple
Red Smooth Sweet Moist Wet (inside) Rounded Brown stem Pointy Yellowish Some spots Cold Juicy Rough on outside White inside crunchy turning brown inside shiny waxy hard Plump Speckled Creamy pulp Solid Tart Dark Reflective Chartreuse Divot at stem Divot at base Internal green spots Tangy smell Leafy smell Quiet/silent Stationary Sour Bruised Almond-shaped seeds Tasty Small Blush Height – 6 cm Diameter – 7 cm Base --3 cm Leathery skin Ringed Freckled Fresh Dry – externally Satisfying smell Rolls Green Delicious Fibrous Crunchy Nutritious Tart

62 Describe the Apple in this Picture

63 Word Wall: Describing the Apple
Red Smooth X Sweet X Moist X Wet (inside) X Rounded Brown stem Pointy Yellowish inside X Some spots X Cold X Juicy X Rough on outside X White inside X Crunchy X Turning brown X inside Shiny Waxy X Hard X Plump Speckled X Creamy pulp X Solid X Tart X Dark Reflective Chartreuse Divot at stem X Divot at base X Internal green spots X Tangy smell X Leafy smell X Quiet/silent X Stationary X Sour X Bruised X Almond-shaped seeds X Tasty X Small X Blush X Height – 6 cm X Diameter – 7 cm X Base --3 cm X Leathery skin X Ringed X Freckled X Fresh X Dry – externally X Pleasant smell inside X Rolls X Green Delicious X Fibrous X Crunchy X Nutritious X Tart X

64 Apple What does reading this word tell a young learner,
if he’s never experienced an apple? Apple Ask what properties of the real object remain now. (none)

65 The Word: Eliminate the Following
Red X Smooth X Sweet X Moist X Wet (inside) X Rounded X Brown stem X Pointy X Yellowish X Some spots X Cold X Juicy X Rough on outside X White inside X Crunchy X Turning brown X Shiny X Waxy X Hard X Plump X Speckled X Creamy pulp X Solid X Tart X Dark X Reflective X Chartreuse X Divot at stem X Divot at base X Internal green spots X Tangy smell X Leafy smell X Quiet/silent X Stationary X Sour X Bruised X Almond-shaped seeds X Tasty X Small X Blush X Height – 6 cm X Diameter – 7 cm X Base --3 cm X Leathery skin X Ringed X Freckled X Fresh X Dry – externally X Pleasant smell inside X Rolls X Green X Delicious X Fibrous X Crunchy X Nutritious X Tart X

66 Is “Vocabulary in Context” the Solution?
Of 100 unfamiliar words that a student might encounter in reading, between of them will be learned (Nagy, Herman and Anderson) Unfamiliar words need multiple exposures, multiple modes of learning, and multiple contexts. Students who need vocabulary development most do not engage in wide reading.

67 "The Builder And The Engineer"
Designing an “LA-ELL – 15” Handheld 1 PB Digital Computer

68 Decimal Value Metric 1000 kB kilobyte 10002 MB megabyte 10003 GB
gigabyte 10004 TB terabyte 10005 PB petabyte 10006 EB exabyte 10007 ZB zettabyte 10008 YB yottabyte

69 New Handheld 1PB Digital Computer
LAUSD Technologies: New Handheld 1PB Digital Computer

70 "The Builder and the Engineer“
“Project A” Activity: "The Builders and the Engineers": precision in thinking, speaking, and writing→ is what promotes clarity in speaking, listening, writing, reading and thinking, (the “audience” sometimes includes ourselves when we need to review or elaborate on information later) Communication: The 2nd most important  step in design and engineering

71 10+ components 15+ connections Name the components Describe their placement 5 mins to design 10 mins to communicate

72 Communicating: An engineer explains his/her design of a circuit board
Sit across from and facing 3-4 of your colleagues, with a folder standing upright to shield your work. 2. You will receive similar materials. One team will be the computer engineers. The other will be the builders at the manufacturing site. 3. The computer engineers will design and build a circuit board for the 2013 model of the “LA-ELL – 15” Handheld 1PB Digital Computer 1.0 behind their folder. Do not allow your counter- parts (the builders/engineers) to see your design on your graph paper.

73 Blue = buluu Red = ekundu Yellow = njano Thick = nene Thin = nyembamb Small = ndogo Large = kubwa Square = mraba Circle = mzunguko Triangle = pembe tatu Rectangle = Mstatili Hexagon = pembe sita

74 Communicating: An engineer explains his/her design of a circuit board
4. Next, have the builders’ attempt to build an exact replica of the engineers’ circuit board by only following the engineers’ verbal directions. The builders cannot ask questions and cannot look behind the engineers’ folder. The engineers cannot look behind the builders’ folder or offer suggestions. 5. When finished, compare the circuit boards. How well did the engineers communicate to the builders? (How well did the builder follow the verbal directions?)

75 Communicating: An engineer explains his/her design of a circuit board
6. Why is communication so important in science, medicine and engineering? 7. What margin of error (%) will render your circuit board inaccurate and/or non-functional? What could be some of the easily anticipated consequences? 8. In science, aerospace, pharmacy or medicine, what % of error is acceptable to you? 50%? 20%? 10%? Or zero? 9. Linguistic precision and mathematical accuracy are not optional.

76 Goodwill Engineering Garage sales, Thrift shops, Goodwill, basements, etc. Remove two parts and reassemble. Remove four parts and reassemble. Remove six parts and reassemble (reverse engineering) Diagram the interior Begin writing assembly instructions (engineer) Remove two more parts and reassemble. Draw the complete interior Complete assembly instructions Test to see if the object is (still) operational

77 What the learner already knows determines text comprehension.
Reading comprehension goes from the learner to the page not from page → learner What the learner already knows determines text comprehension.

78 Language Learning: Academic English
Found in school contexts – books, texts, articles, research, and lectures The language of prestige and power in the U.S. that allows one to become academically successful → occupationally successful. Vital for careers, business, and commerce where academic language is the “local language” of choice Precise language - richly descriptive formal language The language found in all formal assessments. One cannot be successful in academic settings without mastering academic English (↓AE → ↑dropout) Excepted from Dr. Robin Scarcella, UC Irvine

79 Language Learning: Informal language
The language that students engage in most… Informal language Everyday language Survival English (takes one only as far as 3rd grade content requirements) Social language: It is the imprecise, grammatically incorrect, casual language (including slang) heavily laden with pronoun references (it, then, he, etc.)

80 Language Learning We typically acquire informal language first, followed by academic language development where we go from highly imprecise language to deploying linguistic precision with a variety of refined words accompanied by sophisticated transitions (“however,” “moreover,” “in addition to”) similar to moving downward in a funnel. Conversational skills are developed in the context of engaging activities where they can introduce academic language skills, including vocabulary across the academic disciplines, and grammatical structures.

81 A GERIATOSE HUMANUS FEMALE PROCEEDED TO A STORAGE COMPARTMENT FOR THE PURPOSE OF PROCURING A FRAGMENT OF OSSEOUS TISSUE FROM AN UNIDENTIFIED DECEASED SPECIMEN TO TRANSFER TO AN INDIGENT CARNIVOROUS DOMESTICATED MAMMAL CANIS FAMILIARIS FAMILY CANIDAE. UPON ARRIVAL AT HER DESTINATION SHE FOUND THE STORAGE COMPARTMENT IN A DENUDED CONDITION WITH THE IMPENDING CONSEQUENCE THAT THE INDIGENT CARNIVORE WAS DEPRIVED OF THE INTENDED DONATION.

82 Language Learning Academic language requires systematic instruction, (“taught, not caught”) while everyday language requires no instruction at all. Students frequently acquire a new language based on the individuals with whom they associate. “First- language isolation” is often one of the greatest obstacles to progress in English language learning. One of our key goals is to teach students how to use vocabulary in the production of academic language (speaking and writing)

83 Semantic Map: Magnetism

84 Create a Concept Map: Magnetism
Has a hole “Kiss” attract repel Push away Stick together tough Donut- shaped Pull together Push up lift earth Magnet round hard Found in motors Points north black cold force Mag-Lev trains Characteristics Other attributes What they do

85 Graphic Organizers Students are taught to construct or complete a “diagram or pictorial device that displays relationships.” The main effect of graphic organizers appears to be on the improvement of the reader’s memory for the content that has been read. (Harris & Hodges, 1995)

86 Use 2 of These Words in One Sentence
Magnetism force Attraction iron Material interact repulsion Poles Repel magnetic field Telegraph Iron

87 Article on arthropods molting
Connections NAEP: National Assessment of Educational Progress Article on arthropods molting (Highlights Magazine))

88 Three-Tier Model for Vocabulary
Developed by Isabel Beck Low-frequency words; Technical and science content area words Tier 3 Words to Teach: high frequency, high utility sophisticated/academic Tier 2 Tier 1 Known, common words

89 arthropod exo= external Heard “arthro-” before? = joint arthritis
Insects, crustaceans arachnids. Why might an exoskeleton be beneficial to them? Name some? An invertebrate animal with an exoskeleton arthropod Heard “arthro-” before? = joint …seen a lobster before? Key characteristic = Segmented bodies & jointed limbs See them here? …seen a crab? arthritis

90 arthropod Growth words (new) in Green exo= external
Insects, crustaceans arachnids. Why might an exoskeleton be beneficial to them? Name some? An invertebrate animal with an exoskeleton arthropod Heard “arthro-” before? = joint …seen a lobster before? Key characteristic = Segmented bodies & jointed limbs See them here? …seen a crab? arthritis It is easier to learn new words if you know other related words.

91 Greek Word Origins tele- = far micro- = small
-scope = to look, watch or see -phone = sound telephone, permits far-away sound to be heard telescope, permits far away objects to be seen microphone, permits small sounds to be heard microscope, permits small objects to be seen

92 Ours is a Morphophonemic Language
Morphology promotes the use one's knowledge of word parts and structures to extract meaning from new vocabulary words. Breaking down and examining word parts. Teach: Greek (bio-, hydro-, ) and Latin (aqua-, luna-) roots prefixes, suffixes, base words Words and their antonyms (contrast are easier to remember than synonyms) Focus on word associations-connections, rather than definitions to memorize. Any definition (meaning) should arises out of experiences in context.

93 Making Sense of Science Vocabulary Greek/Latin Language Bases
1. Word roots – provide the core meaning of any word 2. Prefixes – found at the beginning of a word 3. Suffixes – appearing at the end of the word Word Roots Definition As In… Aqua water aquatic Aster, astro star Astronomy Bio life biological Geo earth geology Graph to write telegraph Helio sun heliocentric Hydro water hydrocarbon Litho rock lithosphere Luna moon lunar Morph form metamorphosis Photo light photon, photographic Sphere round, global atmosphere Terra earth, land mass terrestrial

94 Prefixes - at the beginning of a word
Greek/Latin Language Bases Prefixes - at the beginning of a word Prefixes Definition As In… Anti- against antibiotic Endo- inside, interior endoskeleton Exo- outside, exterior exoskeleton Hemi- half left hemisphere Hetero- different heterogeneous Homo- the same homogenous Hyper- over, too much hyperventilate Hypo- under, too little hypodermic needle Iso- equal isometric Mega- large megabyte Meta- change metamorphosis Micro- tiny, small microscopic Poly- many polymorph Semi- half semicircle Sub- under subcutaneous Tele- distant, far away telescopic Uni-, Bi- tri- 1, 2, 3 bilateral incision

95 Greek/Latin Language Bases Suffixes - at the end of the word
Suffixes Definition As In… -able, ible capable of inedible -gram a record of sonogram -graph written or drawn electroencephalograph -ic related to hemispheric -ism theory of, state of magnetism -ist one who does or is botanist -ive verbs  adjectives psychoactive -ize noun  verbs hypothesize -less without odorless -logy study of neurology -meter measure thermometer -oid similar to asteroid

96 All medical terms must make sense.
Patterns: Understanding/Remembering Medical Terms All medical terms must make sense. Sciencemaster.com Verbs → Nouns -algia (pain) -centesis (puncture) -ectomy (removal) -tomy (incision) -itis (inflamation) -plasty (surgical repair) -megaly (enlargement) -sclerosis (hardening) Angio- (vessel) -- angiocen-tesis angiotomy angitis angioplasty angiomegaly angiosclerosis Craino- (skull) craniocen-tesis (hemispher- rectomy) craniotomy cranioplasty craniosclerosis Cardio- (heart) cardialgia cardiocen-tesis cardiotomy carditis cardioplasty megalocardia cardiosclerosis Derma- (skin) dermacen- tesis (incision) dermatitis dermaplasty sclerderma Gastro- (stomach) gastria gastrocen-tesis gastrectomy gastritis gastroplasty gastromegaly Neuro- (nerve) neuralgia neuritis multiple sclerosis Osteo- (bone) ostealgia osteocen-tesis osteotomy osteoarthritis ostoplasty osteomegaly osteosclerosis

97 Scientific Root Words: Prefixes and Suffixes

98 Vocabulary Development
During repeated exposures, learning is greatly enhanced if students interact with vocabulary in a variety of ways -- (Beck, McKeown, and Kucan, 2002). Students should be involved in linguistic and nonlinguistic representations, drawing pictures, discourse, "playing" with words, identifying similarities and differences, identifying similarities and differences, including comparing, classifying, creating metaphors and analogies… Oxygen is to humans as _______________ is to____________________

99 Two-Word Rhyming Descriptions
Where do West Virginia hobbyists shop? Hobby Lobby What do you call a stout spouse? Chubby hubby

100 Playing with 2-Word Rhyming Descriptions
A distant celestial object – far star Appellation → a mistaken identity Residence in Italy's capital Stilted response to a joke Base-runner missing home-plate A fast-moving baseball bat Brevity in poetry Just an average dessert A hostile alumnus 24 hours of fun far-star same name Rome home half laugh wide slide Quick stick terse verse fair éclair a mad grad play day

101 Vocabulary Je voudrais vous inviter à dîner ce soir.
If you attend a lecture on a topic with which are not well acquainted, your vocabulary will serve as the primary determinant of ● how much ● “what” specifically, and ● “if” you will understand the lecture at all. Each familiar word brings you closer to compre- hending the idea(s) under discussion. The corollary: Each unfamiliar word you hear makes the overall content more elusive. Je voudrais vous inviter à dîner ce soir.

102 Indicate whether you think the word is or is not a legitimate English word. For “yes” responses, provide definitions. Yes No ○ ○ achene ○ ○ besom ○ ○ bolus ○ ○ borborygmus ○ ○ fontanel ○ ○ contrail ○ ○ caruncula ○ ○ gnomon ○ ○ interrobang ○ ○ moonbow ○ ○ purlique ○ ○ sphygmomanometer ○ ○ terminator ○ ○ vibrissae ○ ○ zucchetto

103 Science sphygmomanometer Science terminator Science vibrissae
Discipline Word Science achene Literature besom Science bolus Science borborygmus Science fontanel Science contrail Science caruncula Science gnomon E/LA interrobang Science moonbow Science purlique Science sphygmomanometer Science terminator Science vibrissae Literature zucchetto

104 (“Known Unknowns” – D.R.)
15 Words You Should Know (“Known Unknowns” – D.R.) achene – tiny yellow seed (200) in a strawberry’s skin (exterior) besom (beez-om) – the archetypal witch’s broomstick (a long cluster of twigs and a long wooden stick) bolus – the round lump of soft, soggy grounded food in your mouth that is ready for swallowing borborygmus (bor-buh-rig-mus) - rumbling, gurgling, growling sounds made by the stomach when one is hungry fontanel - the patch of soft membrane on the baby's head, which has not yet developed into bone (if you look closely, you can see it pulsating) contrail - the long, thin trail left behind a plane when it is flying high enough for the cold to turn the exhaust vapor into ice crystals (full name: condensation trail) caruncula - a small, pink protuberance at the inside corner of the eye

105 …rub your Caruncula too long?

106 gnomon (know-mon)- the triangular-shaped part of the sundial that casts a shadow, the position of which shows the time interrobang - the English punctuation mark that combines an interrogative point and an exclamation mark ("You did what?!" "You're having a baby?!") moonbow - the rings around the moon that constitute the nocturnal equivalent of a rainbow purlique - the measure of distance marked by an extension of the index finger and the thumb sphygmomanometer - the device used for measuring blood pressure terminator - the line that divides the dark and light parts of the moon vibrissae - the coarse hairs inside your nostrils that serve to keep large particles from entering the nasal passages zucchetto - a small skull cap worn by clergy members of the Roman Catholic Church

107 Cognates Cognates: Words that have similar spellings, pronunciations, and meanings across two or more languages. CLD (Culturally and Linguistically Diverse) learners and ELL use their native language to learn new English words. When students recognize their own words as cognates, they can access unfamiliar English words faster and understand them better when reading (Latin-based languages, such as Spanish, French, Italian, Portuguese, and Romanian.)

108 English Spanish Planet Name Monday Lunes Moon Tuesday Martes Mars
Wednesday Miercoles Mercury Thursday Jueves Jupiter Friday Viernes Venus Saturday Sabado Saturn Sunday Domingo Sun (sol)

109 English-Spanish Cognates
In English In Spanish invent inventar recycled reciclado liquid luquid ocean océano humid húmedo condensation condensación precipitation precipitación

110 Cognates …Cognates (words that have a similar spelling, pronunciation, and meaning across languages) in content-area texts

111 English Language Learners (ELLs) have labels in their native language for many aspects of the physical and social world. These labels are deep and rich—they just aren’t the English labels for the words.

112 Argument from Evidence
“One characteristic of high-performing schools is an emphasis on teaching non-fiction writing.” (Reeves, D.B. (2003). High Performance in High Poverty Schools: 90/90/90 and Beyond. Center for Performance Assessment. Denver, Colorado)

113 Interdisciplinary and Specialized Fields
Tissue engineering Nano-engineering Nuclear engineering Petroleum engineering Social engineering Audio engineering Forensic engineering Materials engineering

114 “Phonics” How the brain learns language …a secret about
Preschool → K → primary grades → upper elementary → middle school = years

115 Today’s Reading List colorectal diatomaceous
adenocarcinoma Pachyrhinosaurus diverticulitis amniocentesis Australopithecus Panoplosaurus microscopy Dimetrodon deoxyribonucleic Epacthosaurus phenothiazine cholecystography diencephalon electroencephalograph epithelium Homo neanderthalensis hypochondriasis phenylethylamine neurosarcoidosis phenylthicarbamide (PTC)

116 An obstacle to the reading connection?
Phonics Instruction: An obstacle to the reading connection?

117 National Reading Panel Study
Proficiency Comprehen- sion Fluency Vocabulary Phonemic Awareness Phonics

118 In the Classroom: Reading vs. Learning
“What did you learn from the reading?” “What do you remember from the reading?” Grade for decoding: “A” Grade for reading comprehension: “F”

119 “The Perfect Storm” for Teaching Decoding
In English: 26 letters of the English alphabet 44 phonemic sounds (spelled 400+ diff. ways) 220 commonly used sight words 600,000 words 6 written syllable spelling patterns

120 Today’s Reading List colorectal diatomaceous
adenocarcinoma Pachyrhinosaurus diverticulitis amniocentesis Australopithecus Panoplosaurus microscopy Dimetrodon deoxyribonucleic Epacthosaurus phenothiazine cholecystography diencephalon electroencephalograph epithelium Homo neanderthalensis hypochondriasis phenylethylamine neurosarcoidosis phenylthicarbamide (PTC)

121 Reverse Direction Decoding
Dactyloscopy: The practice of using fingerprints for personal identification dak-tu-los'ku-pē (-py) = pē (-copy) = ku-pē (-loscopy) = los'ku-pē (-tyloscopy) = tu-los'ku-pē dactyloscopy = dak-tu-los'ku-pē

122 Colorectal adenocarcinoma diverticulitis australopithecus microscopy deoxyribonucleic phenothiazine

123 A-de-no-car-ci-no-ma
Co-lo-rec-tal - A-de-no-car-ci-no-ma Di-ver-tic-u-li-tis Aus-tra-lo-pith-e-cus Mi-cros-co-py De-ox-y-ri-bo-nu-cle-ic Phe-no-thi-a-zine Diatomaceous = Di-a-tom-a-ceous

124 “Typoglycemia” Aoccdrnig to rscheearch at an Elingsh uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht frist and lsat ltteer is in the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae we do not raed ervey lteter by it slef but the wrod as a wlohe.

125 How Reverse Direction Decoding Works

126

127 “In fact, the automaticity with which skillful
“In fact, the automaticity with which skillful readers recognize words is the key to the whole system…The reader’s attention can be focused on the meaning and message of a text only to the extent that it’s free from fussing with the words and letters.” --Marilyn Adams

128 Science just got easier!

129 Forecasting Independent Education to 2025
Each year, new findings in cognitive psychology and neuroscience will be infused into teacher preparation, curriculum, instruction, student assessment, and the classroom environment. The works of Howard Gardner (“Multiple Intelligences”), Daniel Goleman (“Emotional Intelligence”), Kenneth Wesson (“Brain-considerate Learning”), and others have already been influential in reshaping the independent school classroom, while programs like Mel Levine’s Schools Attuned are assisting educators in using neurodevelopmental content in their classrooms to create success at learning and to provide hope and satisfaction for all students. Forecasting Independent Education to 2025 -- NAIS

130 “Reflect and Connect” • What was the most valuable piece of information that you learned this morning? What new question is now on your mind? How did our conversation change your thinking? Write down two “I will” statements from this experience. (What will you look at differently/do differently in your school/district, program or institution?) Wesson - CCSS + NGSS = ST2REAM

131 AL (and all classes) Recommendations
Dive deeply into LT learning experiences rather than just overwhelmingly long blocks of text. Choose learning experiences/texts that offer a wealth of opportunities for discourse, discussion, debate -- opportunities to practice languaging. Use focus questions. They encourage students to reflect on experiences and re-read text to find support for their answers. Questions are the greatest tool in your arsenal to prompt student thinking. Argument and evidence. Require students to provide evidence as their conversation openers.

132 AL (and all classes) Recommendations
Invite multiple perspectives. There’s no single “right” answer nor only one means arriving there. Invite multiple interpretations and add your own (modeling). Encourage students to use graphic organizers for vocabulary and concepts. Have them orally explain the components in their illustration. Have students write, write, write! It’s neurophysio- logically impossible to write without thinking. Develop and deepen all student arguments. Send students back to their notes or text for more evidence by prompting them to expand on a classmate’s idea or something else discovered from an external source.

133 AL (and all classes) Recommendations
Slow down discourse and debate by stopping to get more evidence. Practice the pattern of debate/claims –evidence – counterclaims. Explore/examine AL words, “SAT words,” and discipline-specific/context-specific words, which engage students. Anticipate and correct verbal and conceptual misunderstandings. If students offer misinterpretations, prompt them to review their notes, go back to the text, or explore alternative ideas with a group (never say (“you’re wrong!”).

134 AL (and all classes) Recommendations
Personalize discussions: TTT (turn, talk, take notes). Represent ideas in a variety of ways (self-direct). Reflect, visualize and summarize. Record: “my thinking changed when I found out that...” Make learning engaging with game-like and challenging activities to promote growth in AL. (Learning should be fun → memorable.) Give students multiple sources of feedback (teacher, partner, group or class). If your feedback is negative, couch it in a question or it will not be construed as constructive.

135 LESSONS FROM THE GEESE We live in an area where geese are very common. We see them coming in the Fall and leaving in the early Spring. Their migration is an awesome sight. There is an interdependence in the way geese function. FACT: As each bird flaps wings, it creates an uplift for the bird following. By flying in the “V” formation, the whole flock adds 71% greater flying range than if each bird flew alone. LESSON: People who share a common direction and sense of community can get where they are going quicker and easier, because they are traveling on the thrust of one another.

136 FACT: Whenever a goose falls out of formation, it
FACT: Whenever a goose falls out of formation, it suddenly feels the drag and resistance of trying to fly alone. It quickly gets back into formation to take advantage of the “lifting power” of the bird immediately in front. LESSON: If we have as much sense as a goose, we will stay in formation with those who are headed where we want to go. FACT: When the lead goose gets tired, it rotates back into the formation and another goose flies at the point position LESSON: It pays to take turns doing the hard tasks and sharing leadership -- people, as with geese, are interdependent with each other.

137 FACT: The geese in formation honk from behind to
FACT: The geese in formation honk from behind to encourage those in front to keep up their speed. LESSON: We need to make sure our “honking” from behind is encouraging, and not something less helpful. FACT: When a goose gets sick, wounded or shot down, two geese drop out of formation to follow him down to help and protect him. They stay with him until he is able to fly again or dies. Then they launch out with another formation or catch up with their original flock. LESSON: If we have as much sense as the geese, we will stand by each other.

138 sciencemaster.com Contact Information: Kenneth Wesson (408) (office) (408) (cell) San Jose, CA


Download ppt "Full S.T.2R.E.A.M. Ahead With CLR"

Similar presentations


Ads by Google