New vocabulary terms in a content area can be intimidating! How can we, as teachers, ensure that students feel supported when learning the definitions and applications of new vocabulary terms in our classes? One way is to offer vocabulary support with different forms of literature. If a student sees a word utilized in a poem, a video, and an essay, they will have a better chance of making meaning of that word. Some teachers take this a step further by having students come up with their own definitions of new terms – that is innovative. As content area teachers, we want to ensure we engage and support students through well-developed vocabulary learning activities that support proficiency. We want to avoid students copying, memorizing, and learning new words in isolation. This week, we were asked to get creative and build vocabulary-learning activities for our content area!
- Content Area Vocabulary Learning
- 10 Do’s and Don’ts for Teaching Vocabulary in Any Content Area
- Teaching Vocabulary Across the Curriculum
Vocabulary Strategies
Learning For Justice
This site includes excellent justice-oriented resources across grade levels, including complex texts, culturally diverse vocabulary, and graphic organizers. It requires free registration and is worth the extra minute to sign up!
- Culturally Diverse Vocabulary Instruction
- Vocabulary Prediction Chart
- Four-Fold Vocabulary
- Vocabulary Tableaux
- Vocabulary Frames
- Illustrated Vocabulary
- Vocabulary Roundtable
Readings on Complex Text and Critical Thinking
Choose the article below that is most appropriate to your teaching:
- Supporting Middle School Reading Tackling More Complex Texts
- Scaffolding High School Students’ Reading of Complex Texts
Supplemental Text Complexity & Critical Thinking Readings
- Reading Critically
- Critical Reading Skills in High School
- Understanding Text Complexity
- Cultivating a Love of Reading in Students
- Teacher Practices that Impact Reading Motivation
- Bloom’s Taxonomy
Watch
The assignment was structured into four parts that we were supposed to complete:
Part 1: Inclusive and Diverse Complex Texts
- We were to find two examples of inclusive and diverse complex texts appropriate for our content area.
- We needed to suggest three strategies to support students’ ability to think critically, analyze, and navigate a complex piece of text.
Part 2: Incorporating Vocabulary Strategies
For this part of the assignment, we were to build a vocabulary learning activity based on one of the complex text passages selected in Part I.
- We had to identify 3-5 vocabulary terms from our selected content area passage.
- We were to describe two vocabulary activities in our content area, each addressing a content standard(s) and a literacy standard.
- We needed to select a group of focus students to plan these vocabulary activities for.
- We were to describe how to accommodate the focus students within our activities.
Part 3: Learning Map Stage 2
- Learning Map Stage 2 Template – Word Document (15.7 KB)
We were to use the Learning Map Template to complete Stage 2, including the Description of Students’ Assets and Learning Needs, Content of the Lesson, Assessment, Structured Student Learning Activities, and Instruction to Support Learning.
Part 4: Reflection
- We were to reflect on this activity by answering questions that would guide our learning map in Week 2:
- Of the complex text shared, what additional knowledge is needed by students to access (comprehend) the text?
- What critical thinking strategies did we utilize to support language learners, students with disabilities, and/or other diverse assets and needs? How did they support these types of learners?
- Of the vocabulary we shared, what foundational knowledge do the students need to be most successful?
- How did the vocabulary activities that we shared support language learners? Support students with learning disabilities? Support students with diverse assets and needs?
Enhancing Algebra Learning through Inclusive and Diverse Text-Based Strategies
Frank Jamison
Sanford College of Education, National University
ITL520: Academic Language & Literacy
Professor Spencer Burrows
December 3, 2023
Enhancing Algebra Learning through Inclusive and Diverse Text-Based Strategies
In the field of educational pedagogy, incorporating inclusive and diverse complex texts is crucial to improve student understanding, especially in subjects such as algebra. This paper aims to investigate the effectiveness of two educational resources, namely LibreTexts and Elephango, in delivering lessons on multi-step inequalities. These resources provide comprehensive mathematical insights and offer opportunities to implement various teaching strategies to cater to a range of learning needs. By analyzing the methods and content of these lessons, this paper highlights how educators can effectively support students in critically thinking, analyzing, and navigating complex algebraic concepts.
The NROC Project provides detailed information on multi-step inequalities, covering critical mathematical procedures such as reversing the inequality sign when dealing with negative numbers and techniques for isolating variables. Similarly, Elephango’s lesson targets high school students with a comprehensive approach to solving multi-step inequalities, including online practice and real-world problem-solving scenarios. Both resources emphasize the importance of reversing the inequality sign in specific operations, which is a fundamental concept in understanding algebraic inequalities.
In addition to the foundational lessons, this paper discusses strategies to enhance students’ critical thinking and analytical skills. These strategies include involving students in real-world scenarios to apply mathematical concepts, conducting comparative analyses of different methods, and promoting critical discussions to deepen conceptual understanding. Furthermore, the paper proposes innovative vocabulary activities customized to students with diverse learning needs, such as those with learning disabilities or English language learners, and reflects on the additional knowledge and critical thinking strategies required to support these students. Through this comprehensive analysis, this paper aims to provide educators with effective methodologies for teaching complex algebraic concepts in an inclusive and engaging manner.
Inclusive and Diverse Complex Texts
The NROC Project provides a detailed lesson on multi-step inequalities, which emphasizes the importance of reversing the inequality sign when multiplying or dividing by a negative number (The NROC Project, 2021). The lesson guides students through a variety of techniques for isolating the variable, such as subtracting or dividing both sides of the inequality. It also highlights the use of the distributive property to simplify expressions within inequalities. The lesson explains that inequalities can have multiple solutions, which are often graphed on a number line to better visualize the solutions.
Elephango offers a lesson on “Solving Multi-step Inequalities,” designed for high school students, covering Algebra I, Algebra II, and Pre-Algebra (Smith, n.d.). The lesson focuses on solving multi-step inequalities one step at a time and includes online practice, graphs, and real-world word problems. It explains the process of isolating the variable and stresses the importance of reversing the inequality sign when multiplying or dividing by a negative number. The lesson provides practice problems for students to reinforce their understanding, such as Guided Practice with Real-World Scenarios
Students should be encouraged to apply the concepts learned from these lessons to real-world scenarios. For example, using the problems and examples from Elephango, you could create situations where students must decide on the most efficient strategy to solve an inequality based on a real-life situation, like budgeting or measuring distances. This approach requires students to understand the mathematical procedures and analyze and apply them in practical contexts.
Comparative Analysis of Different Methods
Both Elephango and The NROC Project provide multiple techniques for solving multi-step inequalities. As an activity, students can be asked to compare these techniques. They could examine various approaches to solve the same problem, analyze the pros and cons of each method, and discuss why certain methods may be more suitable for specific situations. This exercise encourages a deeper comprehension of the subject and enhances analytical skills by assessing the effectiveness of different strategies.
Critical Discussion on Conceptual Understanding
In order to promote critical thinking and foster a deeper understanding of mathematical concepts, it is crucial to make use of the thorough explanations and examples provided in the lessons. For instance, students can delve into topics like why the inequality sign must be reversed when dividing by a negative number, which is thoroughly explained in both Elephango and The NROC Project. By encouraging students to engage in discussions about these fundamental mathematical principles, they can strengthen their procedural knowledge and move beyond the mere mechanical process of solving equations.
Incorporating Vocabulary Strategies
Based on the profiles of SM, JB, and AS, two vocabulary activities are tailored to their needs. The activities center around a complex text passage from Elephango’s lesson on multi-step inequalities.
Visual Learning and Expression through Vocabulary Sketch Notes
The Vocabulary Sketch Notes activity is an engaging way for students to learn algebraic terms such as Inequality, Variable, Coefficient, Distributive Property, and Isolate. This approach is particularly effective for students who prefer visual and individualized learning methods.
For example, SM has a passion for music and drawing, which can be integrated into his learning process. He can draw scenarios or symbols that relate to each term and use them to create a rap or rhyme to remember the definitions. This approach not only aids in better retention but also makes learning more enjoyable and meaningful for him.
Similarly, JB, who has autism and prefers working in a separate setting, can benefit from sketch notes as a powerful tool for learning. Visual support is known to be effective for students with autism, providing a clear and engaging way to understand complex concepts. JB can work on his sketch notes individually, with periodic guidance from the teacher. Templates or examples could help him get started, ensuring the activity is accessible and well-structured, which is crucial for students who thrive on clear, consistent routines.
Real-world Application and Bilingual Support in Vocabulary Discussion and Application
The Vocabulary Discussion and Application activity is designed to help students develop a deeper understanding of algebraic vocabulary through discussions and real-world applications. This activity is particularly useful for students like AS, a bilingual English learner, and SM, who is interested in improving his academic performance.
For AS, the activity can be conducted in both Spanish and English, giving her the option to express her thoughts and concerns in either language comfortably. This bilingual approach ensures that language barriers do not impede her learning process. Additionally, pairing AS with a peer during discussions can provide a supportive learning environment, leading to better comprehension and engagement.
To tailor the activity to SM’s interests, it can be modified to include real-life scenarios that he finds relatable, such as budgeting at his job or concepts related to cars and racing. This connection to the real world makes the learning process more engaging and relevant for SM, motivating him to apply mathematical concepts in practical situations. Encouraging him to engage in academic conversations with peers during this activity also addresses his need for support in initiating such discussions. By contextualizing vocabulary in situations familiar to him, SM is more likely to engage deeply with the material and improve his understanding and application of the concepts.
Reflective Analysis of Vocabulary Learning Activities
Additional Knowledge Requirements for Text Comprehension
Having a solid understanding of basic algebra concepts is crucial for students to be able to effectively comprehend the complex text in the Elephango lesson on multi-step inequalities. This includes familiarity with simple equations, variables, and basic arithmetic operations, as pointed out by Tomlinson and McTighe (2013). Moreover, for language learners or students reading below grade level, there is an additional requirement for linguistic comprehension. It is crucial to understand the specialized language and symbols used in mathematics, and extra instruction or support may be necessary for these students.
Employed Critical Thinking Strategies
The Vocabulary Sketch Notes activity is a great way to engage students in visual learning and creative expression, which can be especially beneficial for students like SM and JB. This approach allows them to use their strengths in visual interpretation and artistic expression while learning (Tomlinson & McTighe, 2013).
For SM, incorporating art and music into the learning experience can make it more personalized and enriching. For JB, who is autistic, using visual aids provides a structured yet flexible way to learn complex vocabulary.
The Vocabulary Discussion and Application activity is another effective strategy that helps students like SM and AS connect abstract concepts to real-world scenarios. This activity also provides bilingual support, ensuring that language barriers do not hinder comprehension.
Foundational Knowledge for Vocabulary Mastery
In order to comprehend the language of a lesson, it is essential for students to have a solid understanding of algebraic principles. This necessitates a familiarity with variables, coefficients, and inequalities within equations. These concepts are foundational to progressing into more advanced topics, such as the distributive property and isolating variables in inequalities (Tomlinson & McTighe, 2013).
Impact of Vocabulary Activities on Diverse Learners
The customized vocabulary activities provide support to students with varying educational needs. For instance, AS, a language learner, will find the bilingual discussion format helpful as it helps in better understanding and expression in both English and Spanish. Similarly, JB, a student with learning disabilities, will find the visual learning approach in the Sketch Notes activity in alignment with his learning preferences and IEP recommendations. The activities are inclusive, engaging and effective, taking into account the diverse strengths and interests of all students.
This reflective analysis is based on the principles proposed by Tomlinson and McTighe (2013) in their work on differentiated instruction, emphasizing the significance of incorporating students’ diverse needs and backgrounds into educational strategies. By using personalized teaching methods, we can create a more engaging and meaningful learning experience for all students.
References
Smith, M. (n.d.). Solving Multi-step Inequalities. Elephango. Retrieved December 3, 2023, from https://www.elephango.com/index.cfm/pg/k12learning/lcid/11241/Solving_Multi-step_Inequalities
The NROC Project. (2021). Developmental Math (NROC). https://math.libretexts.org/Bookshelves/Applied_Mathematics/Developmental_Math_(NROC)
Tomlinson, C. A., & McTighe, J. (2013). Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids. Association for Supervision & Curriculum Development. https://ebookcentral.proquest.com/lib/nu/detail.action?pq-origsite=primo&docID=3002130#
