a visual approach to building background knowledge
DESCRIPTION
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 - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/1.jpg)
Videotapped:
A visual approach to building background
knowledge
![Page 2: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/2.jpg)
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.
![Page 3: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/3.jpg)
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 Beglarhttp://jalt-publications.org/tlt/files/98/jan/hunt.html
![Page 4: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/4.jpg)
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
![Page 5: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/5.jpg)
Case in PointMany ELLs on the
surface are "reading" (decoding) quite well, but
they are not understanding the words.
eruptionvolcanic
ashlava
molten
![Page 6: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/6.jpg)
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 linkTeaches course which was to offer opportunity for
students to work within the project.
Consulted on "selling" the idea.
◆John Halliwell, St. Mike's linkSurvey and research backing.
![Page 7: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/7.jpg)
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.
![Page 8: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/8.jpg)
Teacher Attitudes
This is the biggest roadblock to implementation.
![Page 9: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/9.jpg)
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.
![Page 10: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/10.jpg)
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
![Page 11: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/11.jpg)
![Page 12: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/12.jpg)
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.
![Page 13: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/13.jpg)
Postitive outcomesSeveral 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)
![Page 14: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/14.jpg)
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.
![Page 15: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/15.jpg)
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.
![Page 16: A visual approach to building background knowledge](https://reader035.vdocuments.us/reader035/viewer/2022070405/56813f9a550346895daa8ace/html5/thumbnails/16.jpg)
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???