Posted: October 23rd, 2023

Application Exercise​ 10.1: Teaching Vocabulary Through​ Word-Learning Strategies

EDPT 528-Foundation In Special Education And Child. Application Exercise​ 10.1: Teaching Vocabulary Through​ Word-Learning Strategies

In this​ video, a high school algebra teacher preteaches vocabulary students need to understand as they begin a unit about equations. The teacher explains the importance of​ word-learning strategies in working with ELL students.

Content Area Learning

Explain morphemic analysis and give an example of the​ teacher’s use of morphemic analysis as she preteaches vocabulary in the unit about equations.

Describe other​ word-learning strategies the teacher uses in this video.

Why are​ word-learning strategies especially important for the students in the​ classroom?

Application Exercise​ 10.2: Expression​ Skills: Remembering and Demonstrating Learning

In this​ video, a high school teacher uses mnemonic devices and review strategies to help students understand concepts and recall relevant information about their unit of study.

Content Area Vocabulary

Identify mnemonic devices and memory aids used by the teacher in this video.

Explain how these mnemonic devices and memory aids help students who have learning challenges.

Application Exercise​ 10.3: Study Skills and Learning Strategies

This video takes place in a high school biology classroom in which​ 65% of the students qualify for special education. The special education teacher and biology teacher discuss strategies they use to help these students learn and succeed academically.

Strategies for Reviewing Information (Special Education)

In what way do these teachers encourage personal development skills that promote​ learning?

In what way do these teachers encourage process skills that promote​ learning?

In what way do these teachers encourage expression skills that promote​ learning?

Application Exercise​ 11.1: Enhancing Skills in Mathematics

In this​ video, co-teachers plan a new unit that focuses on the meaning of numbers and place value. They begin with language objectives and make​ real-world connections that will help English language learners as well as students who have difficulties.

Math Lesson Planning

Why do you think these teachers plan to begin a new unit in math by discussing language​ goals?

In this culturally and linguistically diverse​ classroom, why is it important for the teachers to include the​ turn-and-talk strategy of discussing with a partner what​ they’re learning in​ math?

How do these teachers practice situated​ cognition?

Application Exercise​ 11.2: Problem Solving

In this​ video, math coach Jimmy Scherrer introduces a concept lesson and demonstrates an excellent approach to teaching students who struggle with story problems. His approach addresses some of the factors that interfere with​ students’ success in problem solving.

Math Concept Lesson (Jimmy Scherrer)

Identify steps Mr. Scherrer takes to ensure that students understand the problem before they begin trying to solve the problem.

Explain how these steps help students with difficulties in​ math, particularly students who struggle with story problems.

Application Exercise​ 11.3: Math Interventions

In this​ video, teachers guide students in comprehending digits and place value. The lead teacher uses cognitive and behavioral approaches in her instructional delivery.

Math Talk: Digits and Place Value

Identify a cognitive technique the teacher uses in this video and explain how it helps struggling learners comprehend math concepts.

Identify a behavioral technique the teacher uses in this video and explain how it helps struggling learners comprehend math concepts.

Application Exercise​ 10.1: Teaching Vocabulary Through​ Word-Learning Strategies
In this​ video, a high school algebra teacher preteaches vocabulary students need to understand as they begin a unit about equations. The teacher explains the importance of​ word-learning strategies in working with ELL students.
Content Area Learning
The teacher uses morphemic analysis to break down vocabulary words into recognizable parts or morphemes. For example, she breaks down the word “equation” into “equ-” meaning equal or same, and “-ation” meaning act or process. By analyzing the morphemes, students can determine the meaning of the word even if they are unfamiliar with it.
Other word-learning strategies the teacher uses include providing student-friendly definitions, using the words in sentences, having students discuss the words with a partner, and relating the words to students’ prior knowledge or experiences (Situated cognition).
Word-learning strategies are especially important for the students in this classroom as many are English language learners who need additional support to understand academic language. The strategies help make abstract vocabulary more concrete and comprehensible.
Application Exercise​ 10.2: Expression​ Skills: Remembering and Demonstrating Learning
In this​ video, a high school teacher uses mnemonic devices and review strategies to help students understand concepts and recall relevant information about their unit of study.
Content Area Vocabulary
The teacher uses mnemonic devices like acronyms and rhymes to help students remember key concepts and vocabulary. For example, she has students create an acronym to remember the parts of the cell (NEW CELL). Mnemonic devices and memory aids provide visual and auditory cues to support memory for students with learning challenges (Willis, 2006).
Application Exercise​ 10.3: Study Skills and Learning Strategies
This video takes place in a high school biology classroom in which​ 65% of the students qualify for special education. The special education teacher and biology teacher discuss strategies they use to help these students learn and succeed academically.
Strategies for Reviewing Information (Special Education)
The teachers encourage personal development skills by having students set goals and monitor their own progress towards meeting learning targets. They encourage process skills by teaching organizational strategies like outlining and note-taking. They encourage expression skills by providing multiple modalities for students to demonstrate their learning such as oral presentations, teaching a concept to peers, and hands-on projects (Mastropieri & Scruggs, 2018).
Application Exercise​ 11.1: Enhancing Skills in Mathematics
In this​ video, co-teachers plan a new unit that focuses on the meaning of numbers and place value. They begin with language objectives and make​ real-world connections that will help English language learners as well as students who have difficulties.
Math Lesson Planning
The teachers plan to begin the unit with a language goal discussion because academic language is crucial for understanding math concepts. Many students, especially English learners, struggle with math vocabulary and terminology. By directly teaching the language, it makes the content more accessible (Moschkovich, 2015).
The turn-and-talk strategy is important because it allows students to discuss their understanding in their primary language if needed. It also helps build confidence and comprehension through peer interaction (Kagan, 1989).
By relating math concepts to real-world examples, the teachers are using situated cognition which embeds learning within an authentic context to increase meaning and relevance (Brown et al., 1989).
Application Exercise​ 11.2: Problem Solving
In this​ video, math coach Jimmy Scherrer introduces a concept lesson and demonstrates an excellent approach to teaching students who struggle with story problems. His approach addresses some of the factors that interfere with​ students’ success in problem solving.
Math Concept Lesson (Jimmy Scherrer)
Mr. Scherrer has students first paraphrase the problem in their own words to ensure they understand the situation described. He then has them identify what they are being asked to find to help focus their problem-solving approach. These steps help concrete learners comprehend word problems before attempting to solve them (Montague, 2008).
Application Exercise​ 11.3: Math Interventions
In this​ video, teachers guide students in comprehending digits and place value. The lead teacher uses cognitive and behavioral approaches in her instructional delivery.
Math Talk: Digits and Place Value
The teacher uses cognitive modeling by thinking out loud as she works through sample problems. This allows students to observe higher-order thinking and problem-solving strategies.
The teacher also uses positive reinforcement through praise and rewards to shape students’ behaviors as they practice place value skills. This behavioral technique motivates students to actively participate.

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