Network for New Science/Math Teachers November 20, 2008 Lexington, KY University of Kentucky Partnership Institute for Math & Science Education Reform Welcome! Help yourself to some refreshments and networking

Group Norms Start and end on time Put cell phones on silent Be respectful of all comments Everyone participates Exercise the rule of “two feet” Come prepared for the meeting

Review of October Management Concerns Body of a New Teacher Teaching Reading

Roadmap for Today Shouting Won’t Grow Dendrites Vocabulary Instruction Talking Partners Breakout Sessions

Shouting Won’t Grow Dendrites Using proactive planning to create and manage learning conducive classrooms Jigsaw Reading –Chapters 1-3 –Record your thoughts on the organizer

Teaching Reading In Science & Math Discuss with a content alike partner your experience using the Frayer model with students. Use student samples to support your discussion. What were some trouble spots? How did you find this strategy useful? Now discuss this strategy with a partner(s) not in your content area. How are your experiences alike and/or different? Over all, do you think this strategy can improve the understanding of students? Explain your answer to one another. With your partner, choose ONE word to describe this strategy—be prepared to share out and explain your choice.

What does research say? Students need to be exposed to a word at least 6 times before they have enough experience to recall its meaning. Focus vocab instruction on words that are CRITICAL to new content. Achievement can increase as much as 33%. No single method of instruction will result in optimal learning. Flexible vocab instruction respects students’ diversity. The chances of learning a word in context is 19% for high ability students and 8% for low ability students. Multiple methods and contexts ensure repeated exposure and aid learning.

Vocabulary Concept Map Examine the vocabulary concept map. How do you think this strategy is different from the Frayer model? Alike? For homework, use this strategy with your students and bring some student samples to the next meeting.

Talking Partners A way for students to think, to articulate and therefore extend their learning. Students are talking to students to help themselves process information, problem solve and deepen understanding. Sort the characteristics into 2 categories, those which describe a good talking partner and those that do not.

Role Play Talking Partners Working with a partner, role play a poor talking partner and a good talking partner. What are some considerations for making this an effective instructional strategy?

Discussion What are some implications for students concerning talking partners? What are some implications for teachers concerning talking partners?

Before we break out…… Next meeting will be December 11 Remember to incorporate the Vocabulary Concept Map with students Have a great Thanksgiving!