Tune Up Your VW: Vocabulary and Writing for Learning

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Tune Up Your VW
Vocabulary and Writing for Learning

• Best Practice
• Relevancy

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Do you know how to write?
And you think your job stinks sometimes!
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Participant Outcomes

• Understand how to use writing to increase
  learning of content material.
• Understand the concept of relevancy (real-world,
  personalized).
• Identify ways to include meaningful writing
  experiences in the content area.
• Demonstrate how experts in the content area use
  writing.
• Learn to provide opportunities to incorporate
  content specific vocabulary in writing.

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Tuning Up Relevancy

• Writing in the content area is important because
• Students discover ways to understand
• content.
• Students retain content.
• Writing improves with practice.
• Urquhart and Melver (2005)

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Tune-up Tools

• Learning Logs
• A learning log is a students commentary
  relating to their course of study.
• Reflection Logs
• A reflection log is an assessment of
  information learned in class.
• Learning logs and reflection logs are essentially
  the same thing but recorded at different times of
  instruction.

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Tune-up Tool Learning Logs

• Record key ideas, make predictions, summarize,
  reflect
• Make connections to other subjects or to personal
  lives
• Monitor experiments
• Respond to teachers questions, or questions from
  another student
• Brainstorm ideas for potential projects
• Record problem solving techniques

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Tune-up Tool Discussion
Learning Logs

• How do you currently incorporate learning logs
  in career and technical education classrooms ?
• Examples
• Word Wall
• Blogs/Logs

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Informal Word Wall
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Formal Word Wall
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WHAT IS A BLOG?

• A frequent, chronological publication of
  personal thoughts and Web links. A blog is often
  a mixture of what is happening in a person's life
  and what is happening on the Web, a kind of
  hybrid diary/guide site, although there are as
  many unique types of blogs as there are people.
  People maintained blogs long before the term was
  coined, but the trend gained momentum with the
  introduction of automated published systems, most
  notably Blogger at blogger.com. ...

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LOG VERSUS BLOG

• 1. Up to date terminology
• 2. Applicable to technology
• 3. Real world applications

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Tune-up Tool Reflection Logs

• The teacher presents information to the class.
• Students spend time writing in their reflection
  logs.
• Students share their logs with a partner and
  discuss ideas/connections.
• The teacher conducts a brief discussion and the
  class talks about connections students made to
  the information.
• The teacher continues with the next
  chunk of information.

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Tune-up Tool
Personalizing Goal Setting

• Work as group to write class goals.
• Help students to self-evaluate to set individual
  goals.

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Tune-up Tool Goal Setting

• SMART Goals
• Specific What is the result?
• Measurable How will you know?
• Aligned Is it in line with what we need to
  learn?
• Realistic Can it be done?
• Time-bound What is your time frame?

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Tune-up Tool Goal Setting

• Informal Individual Student Goal
• I will give notice to my employer.
• Formal Individual Student Goal
• I will give two weeks notice to my
• employer prior to changing employment .

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Tune-up Tool Goal Setting

• Class Goal
• Students will type 40 wpm.
• SMART Class Goal
• By the end of the first semester, 80 of the
  students in class will type 40 wpm with three
  errors or less.

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Tune-up Tool Goal Setting

• Individual Student Goal
• By the end of the year, I will be able to run a
  fecal test.
• SMART Individual Student Goal
• By the end of the third quarter, I will be able
  to collect , float, and identify three types of
  fecal parasites.

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Tune-Up Tool Reflection-goals

• My action plan to achieve this goal was
• I believe that I met (or did not meet) this goal
  because
• One thing that I might do differently is
• While working toward this goal, I learned

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Tune-up Tool
Writing in the Real World

• How do you currently connect real world writing
  done by experts in your content area?
• Resumes
• Personal journals
• Letters to the Editor
• E-mail Correspondence
• Weather Reports
• Directions to build or make something
• Writing a speech
• Interpreting and writing about graphs and charts
• Writing for Publication
• Technical Reports
• Annual Business Reports

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Transmittal letter

• December 12, 2007
• Dr. Tom Siller
• Colorado State University
• Fort Collins, CO 80524
• Dear Mr. Siller
• We are submitting to you the report, due
  December 13, 1996, that you requested. The report
  is entitled CSU Performing Arts Center. The
  purpose of the report is to inform you of our
  design decisions for the center. The content of
  this report concentrates on the structural and
  acoustical aspects of the CSU Performing Arts
  Center. This report also discusses cable-stayed
  technology. If you should have any questions
  concerning our project and paper, please fell
  free to contact Mike Bridge at 491-5048.
• Sincerely,
• Mike BridgeLead Engineer

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Abstract

• MASK Engineering has designed a performing arts
  center for the CSU campus in order to provide a
  complex that will better serve the campus and the
  community. This facility will not only improve
  the performing arts programs on campus, but will
  encourage students and community members to
  attend more cultural events in Fort Collins. The
  capacity of the new facility will exceed that of
  existing structures on campus, and the quality of
  sound and aesthetics will be improved. Some of
  the features included are a large performing
  hall, a coffee shop, a banquet hall, and a
  recording studio. The total area of the complex
  is 56,500 square feet split into three levels.

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Professional Writing.

• In the adult education classroom, writing logs
  become a tool to aid learners in terms of
  personal growth, synthesis, and/or reflection on
  new information that is acquired. I urge my
  learners to use one of the journaling formats as
  a means for assisting them obtain the maximum
  amount of interaction, knowledge, and personal
  growth from their reading efforts or other
  learning experiences.

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Tune-up Tool Definitional Vocabulary
Instruction

• Definitional Learning
• Rote learning of word definitions.
• Problems
• Superficial word knowledge.
• May not fully comprehend meaning.
• (W. E. Nagy)

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Tune-up Tool Integrated Vocabulary
Instruction

• Integrated Learning
• Builds on prior knowledge.
• Allows learning to occur.
• (W. L. Christen T. J. Murphy)
• Examples Frayer Model
• Every discipline has industry specific
  vocabulary.

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http//www.justreadnow.com/strategies/frayer.htm
Culinary Arts
Casserole
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http//www.justreadnow.com/strategies/frayer.htm
Culinary Arts
Vegetable, meat, pasta, or rice, and thickened
sauce.
Served in the vessel used for cooking
Casserole
Cake Pie Cookies Steak
Sheppard's Pie Green Bean Casserole Gumbo
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Tune-up Tool
Relevant Vocabulary Instruction

• How can vocabulary instruction be more meaningful?

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