Marzano Vocabulary Instruction Follow-Up

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Marzano VocabularyInstruction Follow-Up
December 1, 2011
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During this session we will.....

• Share and gather ideas from colleagues around the
  district.
• Learn additional strategies for facilitating
  professional development.
• Learn how generate and choose the appropriate
  terms for use in a content area.
• Discuss and investigate what a vocabulary
  assessment should look like.
• Problem solve and generate solutions with
  colleagues regarding vocabulary implementation.
•  

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Session Starter - Give and Get

• Write 3 things that have worked great for your
  team when providing vocabulary professional
  development to the teachers in your building.
• Circulate around the room, stopping to talk with
  different individuals.
• Give each individual you talk to one
•      of your ideas.
• Get an idea in return and continue 
•      until all ten spaces are filled.

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The Survey Says....
Questions that you all had and we hope to answer
today... 1. How do you commit to a new system and
stick to it throughout the year? 2. How do we
teach the kids without giving them the
definition? 3. How do we find time to make
activities for steps 4-6? 4. How do we select the
words to teach? 5. How do we assess their
knowledge?
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Making the Commitment and Sticking to it..
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Pulling  it together
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What do Best Practices In Vocabulary Look Like?

• Your group will be given an envelope with slips
  of papers in it. Each slip contains a vocabulary
  practice. Your group's goal is to determine if
  this practice will cause an increase or decrease
  in vocabulary knowledge. You will categorize the
  strategies with those two ideas in mind.

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Marzano
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Step 2....

• Now that you are finished categorizing, your goal
  is to determine which of Marzano's 6 steps to
  Building Academic Background Knowledge apply to
  each of the increase strategies.

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Narrow the focus
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Common mistakes when choosing Instructional Words

• 1. Choosing the "big words"
• 2. Choosing too many words
• 3. Overlooking little words

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Decision-Making Model for Selecting Words

• Representative Is it essential to understand the
  text?
• Repeatability Will the word be used again in
  this text or in this course?
• Transportability Can it be used in other content
  areas?
• Contextual analysis Can students arrive at the
  meaning through context?
• Structural Analysis Can students arrive at the
  meaning through structure?
• Cognitive Load How many words are reasonable to
  teach?

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How do we choose the words?

• Start with the Student Essential Vocabulary in
  your curriculum document
• Create a committee for your building
• Tools to help
• Use the student essential vocabulary
• Use the state glossary for terms
• Involve your content leader
• Use your formatives and summatives 
• Phase 1 Make a decision about the number of
  terms
• Create a rank order list of words considered
  important
• Determine how many words should be taught in each
  academic area
• Generate the final list by seeking input
• Assign terms to specific grades

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The Vocabulary Template/Wheel
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Assessment
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How do we assess?

• Spot check notebooks
• Through the review activities
• Correcting misunderstandings during the learning
  process
•  Creating assessments that allow for students to
  apply the concept to show their knowledge
• Student self-evaluation 

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Stir the Classroom
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• "I don't have time to add another thing to my
  plate."

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• "I don't have the resources to teach this way."

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• "I teach _______ and I don't see how this can
  work in my content area."

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• "This will just fade like everything else."

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What concerns or objections do you need to
address at your school?     What ideas did you
gather from others?
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Recipe for Vocab Success

• Recipe for ____________
• Name of Dish ___________________
• From the Kitchen of ____________________
• Serves __________________
• Ingredients __________________

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Where do you go from here?
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PD Reminders

• Model! Model! Model!
• Stay grounded in the research
• Using sharing to generate interest and motivation