e-Learning for Educators
|Vocabulary Instruction in the Middle School Classroom*|
This workshop will expand participants’ understanding of vocabulary development and instructional techniques that are effective in helping students in grades six through eight expand their vocabularies. Participants will learn how to assess students’ vocabulary knowledge and select words from a text that are most useful for instruction, including those with high-frequency Greek and Latin word parts. In addition, participants will have the opportunity to explore online resources for vocabulary development and assess their own current vocabulary teaching strategies. This workshop is designed to help teachers and other educators learn new ways to extend the vocabularies of middle school students.
This workshop will expand participants’ understanding of vocabulary development and the instructional techniques that are effective in helping students in grades six through eight expand their meaning vocabularies. Participants will learn how to assess students’ vocabulary knowledge and select words from a text that are most useful for instruction, including those with high-frequency Greek and Latin word parts. In addition, participants will have the opportunity to explore online resources for vocabulary development and assess their own current vocabulary teaching strategies. Packed with practical tips and resources, this workshop will appeal to educators who are interested in learning new ways to extend their students’ knowledge of words.
This is an introductory workshop for teachers, technology specialists, curriculum specialists, professional development specialists, or other school personnel. Participants are expected to have regular access to computers, and proficiency with email and current web-browsers.
This workshop will enable participants to:
Note: The participant will need to work with a student in grades 6-8 in Sessions 1 and 4. If they are not currently teaching, they should locate a suitable student such as a neighbor's child. Additionally, if the choose Option A for the final project, the will need to teach the lesson they develop to a small group or full class.
Assessment and Course Requirements
This workshop is divided into six one-week sessions, each of which includes readings, an activity, and an online discussion among workshop participants. The time for completing each session is estimated to be four to five hours. The time for completing each session is estimated to be four to five hours. Participants are expected to be engaged in course activities for approximately 45 hours during the six-session course.
Students will be evaluated on the frequency and quality of their discussion board participation. Students are required to post a minimum of two substantial postings each session, including one that begins a new thread and one that responds to an existing thread. Postings that begin new threads will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality. Postings that respond to other students will be evaluated on relevance, degree to which they extend the discussion, and tone.
Session One: Understanding Vocabulary
Session Two: Selecting Words for Instruction
Session Three: Techniques for Direct Instruction
This session will emphasize ways in which teachers can provide direct vocabulary instruction to students. In this session, participants will complete readings that describe a number of strategies for direct instruction. In addition, participants will view video of one technique, List-Group-Label, in a science classroom. Participants will apply their knowledge about direct instruction to develop a lesson plan using Tier Two words previously identified in Session 2. Finally, they will discuss ways in which English Language Arts and content area teachers may collaborate to provide students with rich vocabulary instruction across the curriculum.
Session Four: Using Technology to Enhance Vocabulary Learning
Session Five: Creating a Comprehensive Vocabulary Program
Session Six: Putting it All Together
Option A: Direct Instruction Lesson
4. Post completed lesson plans to the Discussion Board.
Option B: Revising Their Vocabulary Program
Assignments and Discussions
Readings and Activities: Participants are expected to complete the required course readings and activities as posted in each of the session assignment pages. Optional readings may also be completed, but are not mandatory. There is a required orientation quiz and both pre-course and post-course surveys.
Orientation Quiz & Workshop Surveys: Participants must complete an Orientation Quiz with a score of 90% or higher. In addition, participants are expected to complete both a pre-course and a post-course surveys. The Orientation Survey is to be completed by Sunday during the Orientation Session and the Final Survey is to be completed by Sunday during Session Six.
Discussion Participation: Participants will be evaluated weekly on the frequency and quality of their participation in the discussion forum. Participants are required to post a minimum of one substantial original posting each session in response to the discussion prompt for that session by Sunday evening. Participants are to respond thoughtfully to a minimum of two colleagues' original postings each session by Monday evening. They are to read all original messages by course participants and enough additional responses to make a total of 50% of the messages posted for that session by Tuesday evening. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited and overall quality.
Copyright and Plagiarism
All resources referenced during the course will be properly documented. Copyright guidelines are to be observed throughout the course project and all course activities. All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project.
Plagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course.
All grades in the course gradebook must be a "C" for successful course completion. A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.
The grade scheme for this course will be:
Upon successful completion of this course, Rubrics Used for Student Assessment, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed by attachment to the final course project dropbox shortly after the completion of the course.Graduate Credit InformationNon-Degree Graduate Credit
Non-Degree Graduate Credit
Participants in this course are eligible to receive non-degree graduate credits from either West Virginia University, Marshall University, West Virginia State University or Concord University. Credits will be awarded at the end of the semester in which the course occurs. Additional information is available on the course News/Welcome Page.
This workshop was developed by EdTech Leaders Online (http://edtechleaders.org) at Education Development Center, in partnership with Alabama Public Television (http://www.aptv.org/), and the e-Learning for Educators project, funded by a US Department of Education Ready to Teach grant. EdTech Leaders Online provides capacity-building training and online courses for school districts, state departments of education, and colleges and universities. Alabama Public Television is the nation's first educational television network and is the lead agency coordinating the eight state E-Learning for Educators collaboration, comprised of state departments of education and public television stations in Alabama, Delaware, Kentucky, Mississippi, Missouri, New Hampshire, Pennsylvania and West Virginia. The contents do not necessarily represent the policies of the Department of Education and you should not assume endorsement by the Federal Government.
© 2011 Education Development Center, Inc., through its project, EdTech Leaders® Online, http://www.edtechleaders.org. All rights reserved.