This week much of the focus was on words. The Allen article really connected well with the class, as well as the underlying concept of the class. One of our bigger dilemmas this semester has been, "What does it mean to be literate?" The article does not answer that question because , as we found out through our own discussions, there really is not a single definition or understanding of the concept. Allen does, however, do a great job of really expanding the meaning of literacy and opens up the question of "When do you really know a word?" In any content area there is a lingo/terminology/vocabulary all its own. The vocabulary of a subject area often forms the basis for that subject area. Therefore, truly having the ability to use and understand a word in all of its contexts is what is necessary to truly consider a word as part of a student's vocabulary. Several activities and methods were described in the article - including word walls, and Context Plus - both of which are very useful. The Context Plus, in particular, is an excellent way of using a student's prior knowledge to help prompt intelligent and meaningful thought about the word. Because this method asks students to talk about what they already know and picture about a word - in other words, what personal connections has the student already made to the word - it really works towards making vocabulary meaningful to the student.
One of the questions that was brought up in class that I am still pondering is that of whether it is more effective to present new vocabulary to students before a unit of study, so as to familiarize them prior to the lesson, or to simply expose them to the words as they come up, in their natural context. What are the benefits of each one? And, in general, is it helpful to have discussions with students about a new topic prior to any direct instruction? I have thought of using strategies similar to the Context Plus as a way of presenting new mathematical concepts and methods to students prior to actually teaching them. I wonder if it is an effective way to help tie together previous topics with what is to come - keeping with the sequential nature of mathematics learning.
I nominate Richie as the next Sherpa.
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You raise here some of the compelling questions that Allen raises about words - they are what envelopes our subject areas. I think that most of what we have learned so far suggests that activating prior knowledge is key prior to direct instruction in new areas so I would encourage that direction in your exploration and thinking as expressed here.
Richie has already honored us as sherpa so I'm going to appoint the next one as Raquel Robiero to hand it back to the undergrads!
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