Chris+Cecere+Final+Project

FINAL PROJECT

Click here to access [|pbworks.com] (which is where I created the wiki that I will be using with the students).

 Vocabulary Building--Grade 8

Summary = At Edgemont, one important aspect of the eighth-grade curriculum involves building the students' vocabulary. Over the years, the way I have attempted to do this has evolved and, hopefully, improved. However, every year I identify flaws and attempt to address them. Last year, I provided the students with a vocabulary packet each quarter. The packet provided them with the definition and a sample sentence for each word. I assigned individual students individual words for which the student was responsible for creating a visual representation of the word and posting it as a web page in the vocabulary folder of the school's eChalk page. Then, we did "quick" presentations in class during which the students were expected to attempt to guess the meaning of the word based on the visual representation. As each word was presented, students were given an assignment to create a window card for the word that included a visual image to demonstrate the meaning. I like the fact that the students were only responsible for one word and, therefore, were expected to truly master the word. After mastering the word, the student became the expert for that word and then shared their knowledge. Another aspect that I liked is that once we were done with all the presentations, the students had access to a web page for each word that //showed// the meaning of the word (as opposed to simply having a definition). This way, students had a few different resources at their fingertips from which they could review the words. However, there were a number of issues that I encountered, as well. First, while my expectation was that students would attempt to //guess// the meaning of the word as the presentations were given, the reality is that since the students already had the packet with the definitions, many students simply looked at the definition or, worse yet, didn't even bother to become actively engage in this activity. As a few of them explained, they had the definition, so what was the point of //guessing// the definition? Also, while I found the visual aspect highly worthwhile, it still wasn't enough for some kids. Hence, I knew I would need to make some changes for this upcoming year. I found that many of the tools introduced in this class, will serve me well in attempting to make the vocabulary aspect of the curriculum more effective--and fun! First, I think using a wiki will be an improvement over the webpage. Why? Because now I intend to have the students **post** their guesses to the words! This will solve the problem of the students not engaging in this aspect of the instruction. Needless-to-say, I won't provide the students with a packet with definitions this year! Furthermore, while I still want the students to hunt for images and video that represent the word as I think this helps them attain a deeper understanding of the word, after seeing how easy it is to create video clips, I want the students to use the images/video that they find as models for them to tell the //story// of the word **//themselves//**. Lastly, I found that the collaborative approach will help the students deepen their understanding, as well. Working with other students forces discussion about the word, its meaning, and how to best demonstrate it. Through those discussions, I anticipate that the students will clarify any misunderstandings of the word that may arise. As a means of getting feedback, I love the idea of using a blog. I haven't ever participated in a blog before, and I found that for me, as a student of the class, the blog topics allowed me time to critically think about the components of the course covered on each given day. I imagine that for William and Paul, the blog enabled them to //dipstick// in a sense what each of us was taking away from each day's lesson. Thus, after we do once the vocabulary activity described below, I will ask the students to post a response to a blog on which I will ask them their thoughts regarding learning vocabulary words using this approach. The metacognitive aspect of this activity will force them to think about their learning and what strategies work best for them. After reading their feedback, I plan to modify/adjust the activity according for the subsequent quarters. Tasks = **Collaborative Group Work**
 * In pairs or groups of three, students will be assigned two-three vocabulary words
 * First, for each word, they will need to research the word and document the following information
 * definition
 * part of speech
 * root, prefix, suffix
 * sample sentence
 * Next, the students will need to use the internet to find still images and video that demonstrates the meaning of the word and post these on the class's vocabulary wiki page, which I will create.
 * Next, the students will need to create their own video and/or image montage, which they will also need to post on the class's vocabulary wiki page
 * After each student has completed the individual work (see below), the groups will need to present the "story" of the word and share their research information with everyone in the class via a presentation so that everyone will have the essential information for each word

**Individual Work**
 * Each student will need to log on to each vocab word page of the wiki and post a comment in which he/she attempts to guess the meaning of the word presented. (The rationale here is that when we do this in class as part of the vocabulary presentation, some students do not engage in this thinking. However, if they have to post their guesses as a comment on the wiki, there is accountability for the thinking.)

Resource = [|WordNik] This website is a wonderful online dictionary that provides definitions from various dictionaries, etymology, images, synonyms and related words, audio pronunciation, examples from various sources of the word being used, and more!

Sample Vocabulary Page