Submitted by: Gail Wood and Ashley Raggi
Collaborators: Carrie Simmons, ITRT
School: Hermitage High School
Summary
Vocabulocidad is a way to categorize definitions so that a student has options to guide him/her in using and defining new words. A list of these options accompanied by a symbol for each concept is posted in each Spanish 1-3 classroom and is referred to by students and teachers to guide students to better quality vocabulary use. I chose the name “Vocabulocidad” to represent the concept of “velocidad” – speed – students will be able to give sentences more quickly and “Fabuloso” – Fabulous – a popular word that lends an aura of fun to what usually causes students to become stressed and to avoid responding. Stages of development are observed for each student as they are encouraged to expand definitions from basic levels to more advanced levels. The chart is becoming useful in teaching reading and in test-taking strategies.
TIPC Ratings
Students use advance search features of numerous search engines to collect, synthesize and document information on the various word definitions. Then they construct a meaningful/working definition for themselves based on the information gathered from their research. It is important to note that students are strictly prohibited from using translation sites, so examples must come from other documented sources. This challenges students to seek Spanish literary works, magazines, newspapers, and use Wikipedia (for comparison purposes) to find each word in an accurate use. The power of their research yields definitions that are accurate and beneficial.
Target: By communicating, collaborating and cooperating in groups to define the words and (as a class) create the PowerPoint, students establish norms for group participation the roles of designated members within each group. The group norms become evident as each group contributes to the quiz bank. The sound level within the class is often elevated due to the collaborative effort of the class to understand, interpret and refine the definitions of words. However, much work is accomplished with this open style of learning engagement. Students communicate and make decisions together. Although the choice to use a digital tool other than PowerPoint is suggested, the class elects to use PPT to create their end product, which will be available to all via SchoolSpace. The teacher serves as a facilitator during this stage formatively assessing group collaboration and progress and observing students as they reflect on their progress with each other.
Approaching: Students determine which definition style best suits each word. Further, they have to decide where to look for good examples of definition styles, which is a difficult task, especially when working as a group. There is a limit as to the number of times each style may be used, which forces students to expand and reach for higher levels of definitions by searching numerous online resources. By applying critical thinking as they use advance searches to Spanish literary works, etc., they conserve time, and document their results and acquire strategies for future growth.
Target: The Vocabulocidad chart is a static structure created by the teacher that students strive to bring to life by way of the definitions they create. The PowerPoint (which is the end product that students create) is a dynamic, tangible, original work, as are the numerous original definitions composed in Spanish by the class. Students can see if their definition is understood during the verbal communication review and then again in the PowerPoint display. As they view the PowerPoint display, they reflect on their strategies and techniques used to create the definitions. They synthesize information gathered from their research along with their newly created definitions, which in some cases exceed the expectations of the teacher. Their original work is authentic, useful and filled with innovative context clues.
Student Artifact
