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A visual approach to building background knowledge

Videotapped:. A visual approach to building background knowledge. The project. United Streaming Subscription --already held by Burlington HS, MS Train St. Mike's students/student teachers to implement in lessons

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A visual approach to building background knowledge

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  1. Videotapped: A visual approach to building background knowledge

  2. The project • United Streaming Subscription --already held by Burlington HS, MS • Train St. Mike's students/student teachers to implement in lessons • Get teachers to find video to supplement lessons in building background knowledge.

  3. Reasoning Nagy, Herman, & Anderson (1985) concluded that (for native speakers of English) learning vocabulary from context is a gradual process, estimating that, given a single exposure to an unfamiliar word, there was about a 10% chance of learning its meaning from context. Likewise, L2 learners can be expected to require many exposures to a word in context before understanding its meaning. Current Research and Practice in Teaching Vocabulary, Alan Hunt and David Beglar http://jalt-publications.org/tlt/files/98/jan/hunt.html

  4. And more... Reading Comprehension Requires Knowledge— of Words and the World Scientific Insights into the Fourth-Grade Slump and the Nation’s Stagnant Comprehension Scores By E. D. Hirsch, Jr. AMERICAN EDUCATOR, SPRING 2003

  5. Case in Point Many ELLs on the surface are "reading" (decoding) quite well, but they are not understanding the words. eruption volcanic ash lava molten

  6. The team • Beth Evans, teacher at H.O. Wheeler Wrote CAP, conducted full-staff training with implicit help of librarian, Bobby Riley. • Mark Nigolian, St. Mike's link Teaches course which was to offer opportunity for students to work within the project. Consulted on "selling" the idea. • John Halliwell, St. Mike's link Survey and research backing.

  7. Issues in implementation • Miscommunication in purchasing. • Issues with IT, delaying actual use at school. • Lack of interested students. • Teachers and Time and new programs • Someone else's job. IT usually falls under the domain of the librarian. (computer lab, presentations, etc.) This doesn't seem to feel any different.

  8. Teacher Attitudes This is the biggest roadblock to implementation.

  9. Survey Results • Although all survey respondents say they are somewhat comfortable or better with technology, 50% say they need direct instruction to explore new technology. • Only 1 was excited, ready to "jump right in." • 45% say they have students use technology once monthly or more often; 20% never use it. • 40% say they never used United Streaming. Of those who had, most found it easy to use. • 80% say it was helpful for building background knowledge.

  10. Quotes and comments "I would like to try it but have not had the time to explore it." • Time • Equipment and getting it INTO the classroom • Tech resources • Support • Training

  11. Mr. Bobby Librarian is always the "go-to" guy when it comes to technology issues. Most teachers went to him and asked him to search for the information AND present it to their students. Many teachers took a more "hands-off" approach. The project interested many and got many to try, but not independently.

  12. Postitive outcomes Several units did occur; we reached goal of 35% of the teachers designing a unit with United Streaming. Some examples: • Keep the Lights Burning, Abbie (grade 2) • Insects (grade 1), tying into BRIDGES math • Insects (grade 4), via life cycles, desiging their own. • Clouds (grade 3), tied in with movement and art • Maps (grade 3) • Native Americans (grade 2) • Electoral College (grade 5)

  13. Yet more projects • Moon phases (grade 2), leading to flip book • Seed dispersal (grade 4) • Water basin (grade 5), used in ESL pullout, specifically for vocabulary building and writing. • Biography study (grade 3), students were able to watch animated versions of biographies to accompany trade books.

  14. Further implementation • Try again next term to get more students involved, creating lasting resources for future use, even getting students to create resources? • More cost-effective alternatives, using YouTube or TeacherTube and CatchYouTube. • Search for funding for mobile presentation units and flash drives for each wing to make technology more accessible.

  15. Final lessons The age-old story of leading a horse to water... We're starting to get some nibbles, but this project still has such amazing possibilities if more teachers would take the leap. A new CAP???

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