Vocabulary?
By introducing a smaller number of new words each time the students become familiar with and understand the words easier.
I find that sometimes my natural vocabulary is a bit advanced for some students. In addition to scheduled vocab/spelling reviews, I try my best to sense when a word I've used needs explanation and further application and make it a teaching moment. I also like to include a "word of the day" relevant to the career material, providing a slow but steady stream of words and vocabulary reinforcement into the day-to-day sessions.
Medical terminology is another language and if you introduce word parts it is easier to understand.
I have found that smaller groups of new words makes them feel a greater sense of accomplishment earlier on. Everytime they are able to master a group it encourages them to move on to the next group. it makes them hungrier for knowledge because they feel like they really can do it!
Yes, this is true. Students can retain so much at one time and not being overwhelmed by a lot of new vocabulary is very important.
I totally agree!
My wife's a second grade teacher and she uses a lot of the tools that took place in the presentation. They use something called Word Walls (words on a board or paper). Great tool and we actually see our 4 1/2 yr old doing this with words she's trying to learn.
I tend to teach towards the end of the program at our school when the bulk of the terminology has been introduced. I see it as my job to use these technical terms often and in a casual way to reinforce the familarity and the fact that students will encounter them without any special empahsis in the "real world". I find if i set that example, they try to emulate it when taking to each other or to me about the class.
In teaching foreign students, vocabulary is paramount. The subjects I teach does not fall within the standard venacular for conversational speaking and learning. Plus, there can be issues where students who have some ESOL have been learning Queens (British) English versus American English. There are some subtle differences which come into play when teaching.
I have learned, along with my co-workers, to listen to the foreign language and find linkage words to the subject matter. Plus, ensure use of dictionaries and language translators to assist in understanding the words and how the words are used.
An example is to lend or borrow a book. In english this is two words, in some foreign languages with is a single word. So listening to the students requires a careful ear and critical thinking to get the point even when the words don't come across the same.
Vocabulary is key from both ends of education, the teacher and the student.
I start every class with a "word of the day." It is generally a very technical word, and one which would be very confusing except for the fact that we highlight it. I spend about the first five minutes of each class on the "word of the day", and show how it ties in to the rest of the day's class content. My students actually look forward to it and at the end of class have often asked me for a print out of all the "words of the day." And one more thing...on the first day of class I tell them that each and every word of the day will show up on the final exam!
The school I instruct, my students have low vocab. So I put key words on the board with def. I've noticed they have trouble understanding during test taking. I do a small vocab. quiz before tests.
Thanks Eva! Many of our professional participants in ED106 teach in very specific, subject-based disciplines where there is often a huge amount of terminology - they also have provided some excellent methods for teaching vocabulary. Your technique is a prime example of working with terminology/vocabulary and a team-builder as well - I hope that other forum participants review your post and gain value from this suggestion.
Jay Hollowell
ED106 Facilitator
One of the things that I do with vocabulary-building terms is to give a few key words from the days assignment at the beginning of the class, along with their definition, as a team assignment. The team reads the words and definitions (I teach gen. ed. so the words are not specific to an occupation) and then makes a sentance that shows they know the meaning of the word. Students who have difficulty with vocabulary recieve the benefit of learning the word with their peers and hearing its definition in sentance format.
Thanks Samuel; just curious, how do you go about the introduction of a smaller number of new vocabulary words - guided notetaking, or word mapping, or a vocabulary contest? Just curious,
Jay
ED106
