manu platt - biomedical engineer emory university - reducing the incidence of pediatric stroke in...
TRANSCRIPT
Manu Platt - biomedical engineer Emory University - reducing the incidence of pediatric stroke in children with sickle cell disease
Full S.T.2R.E.A.M. AheadWith CLR
The brain is without doubt our most fascinating
organ. Parents, educators, and society as a
whole have a tremendous power to shape the
wrinkly universe inside each child's head, and
with it, the kind of person he or she will turn out
to be. We owe it to our children to help them
grow the best brains possible.
What is Going in There? -- Lise Eliot
Teaching is
… the most exhausting profession.
Teachers
• One researcher estimated that teachers and administrators rank 2nd only to air-traffic controllers in the total
number of decisions they must make during their typical workday.
• Teaching and school administration are physically, emotionally, and
intellectually demanding work.
What Teachers Are Required to Know Today - 7
The illiterates of the future are not those who cannot read or write, but those who cannot
learn, un-learn, and re-learn. --Alvin Toffler
Our students come in a variety of colors, but all brains are basically gray. It is only the
gray matter that truly matters in learning and neuroscience.
Boosting achievement and maximizing student potential hinges on educators developing a respectable knowledge reservoir for teaching with only the brain in mind.
When it Comes to LearningOnly the Gray Matter Matters
Our best efforts in teaching requires a shift
from… “What am I supposed to teach?”
to “How do my students learn?”
Change the Narrative
It has been said that the next great journey for humankind will not take place in outer space, but in the inner space of the human brain. Educators should cultivate a working knowledge of the processes operating within the cerebral "inner space" of the biological mind.
If It’s Your Job To Develop the Mind,Shouldn’t You Know How the Brain Works?
Brain-considerate Learning: PERC3S There are five BC elements that the human brain seeks while
processing incoming stimuli for personal “meaning,” which makes the information “memorable” and worth remembering.
(1) Patterns (derivatives of experience)
(2) Emotions
(3) Relevance
(4) Context, Content, and Cognitively-appropriate
(5) Sense-making → Problem-solving
Patterns, emotions, relevance, context, content and sense-making are critical factors in driving (1) attention, (2) motivation, (3) learning, (4) memory formation, and (5) recall. Collectively, these 5 factors are the primary criteria for transfer into long-term memory storage.
Most of what one knows is domain-specific (patterns, concepts, or connected
categories) and task-specific and organized into structures known as schemas.”
-- (Pellegrino, et al.)
Making Connections
The questions that p______ face as they raise ch______ from in______to adult life are not easy to an______. Both fa______ and m______ can become concerned when health problems such as co______ arise any time after the e______ stage to later life. Experts recommend that young ch______ should have plenty of s______ and nutritious food for healthy growth. B______ and g______ should not share the same b______ or even sleep in the same r______. They may be afraid of the d______.
Fill in the Blanks
The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmer and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.
Fill in the Blanks
Author Joseph Epstein said, "We are what we read." Neuroscientists would modify that statement to say that “We are what we experience.”
The human brain is the only organ that depends on experience to determine its development (how, where, when and if it develops and when it stops.)
"Open Architecture"
Development is environmentally-dependent.No land = No frog
Sensitive period - tadpoles slow down the process of metamorphosis = if there are no signs of nearby land. When it comes to the brain, as Wadsworth wrote, the child is the father to the man.
Development is Never Guaranteed
How the Brain Learns: An Astonishing Error
1. A Visual brain
2. A Pattern-seeking Brain
3. An emotional brain (as well
as a biological brain)
Emotions, Attention and the Brain
• Emotions → attention → learning → memory
• It is neurologically impossible to learn and remember information to which the
brain has not paid attention.
• Our attention is (personally) “selective” because our emotions determine
what we attend to.
In a University of California, Berkeley study, high school yearbook photos of graduating seniors were carefully analyzed in a 30 year long longitudinal study ranking those graduates’ smiles by size. They look for correlation between success in life, personal and emotional well-being, and the size of their smile in their yearbook photos. Researchers were able to predict how long their lives would be, how long their marriage would be, there are scores on standardized tests of “well-being,” and how inspiring they would be to others, based on the size of their yearbook smile.
Students may forget what you
said, but they will never forget
how you made them feel. -- Carl W. Buechner
Be a visionary and aDream-maker
Susan Boyle
Our Mission is Bigger than “Content”
One of the most important things a teacher can do is to send a student home in the afternoon liking himself just a little bit better than when he came in the morning.
– – Ernest Melby
1. Students find that what they care about becomes the easiest to learn.
Emotions and Learning
2. Students don’t care what you know, until they know that you care. (You can pay people to teach, but you can’t pay them to care.)
3. “Students learn as much for a teacher as they do from a teacher.”
Linda Darling-HammondStanford University
Learning requires effort, and one of the best predictor's of students’ effort and engagement in school is the
relationships that they have with their teachers (Osterman, 2000.) Students function more effectively when they feel respected and valued and function poorly when they feel disrespected or marginalized (National Research Council, 2004)
Emotional Intelligence in Education
• High-quality interactions with students
→ high-quality relationships with
students
(“My students don’t listen.” We can’t
attentively listen to people who we
consciously do not like.)
The 4th “R”
Afraid to “fail” “Failure is not an Option”
Failure is nearly always a prerequisite for future learning and success in science. Most initial learning
occurs via trial-and-error.
Emotions Can Become a Catalyst or an Obstacle to Learning
Performance avoidance(and “idea aversion”)
How can we become effective creative schools, if we penalize students for making errors?
Headline:
“Pres. Obama Snubbed”
Cognitive Rehearsals (→ consolidation)
When playing with objects, learners are simultaneously manipulating/playing with ideas (internal dialogues attach words and meaning to actions – the “mind’s eye”) building the brain’s fundamental circuitry
Exploring and experimenting involve examining relationships, interactions and systems, where learners formulate their own personal “theories” (mental constructs)
Thinking is a cognitive rehearsal for discourse
Discourse is a cognitive rehearsal for writing (phonological loop or “inner voice”)
Cognitive Rehearsals
“You can't make the words or ideas
come out of your pencil,
until you can get them
to come out of your mouth.”
-- CO Master Teacher Eileen Patrick
Cognitive Rehearsals
Playing with objects and ideas, exploring and experimenting, thinking, talking, and writing become cognitive rehearsals (background knowledge) for reading.
Writing and reading clarify one’s thoughts, generate coherent thinking, and cultivate precision in expressing one’s inner thoughts
(→ LT/P memory consolidation)
Discourse and writing become cognitive rehearsals for assessment
Source: Kenneth Wesson (2011). Education for the Real World: six great ideas for parents and teachers.Brain World, Issue 2, Volume 2.
The environmental preconditions that should be experienced by students prior to initiating formal instruction include...
S afetyA cceptanceI nclusion, interactions and involvement (interpersonal/social aspect of memory formation)
After satisfying these prerequisite neurophysiological and hierarchical conditions, students are biologically ready for
L earning (students feel their immediate environment is secure enough for them to take risks, explore and discover).
Source: Kenneth Wesson (2011). Education for the Real World; Six great ideas for parents and educators. Brain World, Issue 2, Volume II Winter 2011.
The Emotional Brain: S.A.I.L.
CONCRETE Visual represen-
tation (VST)
SYMBOLIC/ABSTRACT
APPLE
The brain moves best from meaning-to-print, rather than from print-to-meaning
1st hand 3rd hand2nd hand
most difficult means of learning for the developing brain
If I Can… Then I am Able To…
1. Experience it first-hand Discuss it orally (“Hands-on, minds-on, heart’s-in” “Wow! experiences)
2. Discuss it orally Understand what others mean, when they talk about it
3. Understand when I discuss it Communicate it in written form and when and others discuss it
4. Communicate it in written form Read my own writing
5. Do it, see it, discuss it, hear Explain it to others coherently/intelligently about it and write about it
6. Explain it to others Ready to read other’s writing
7. Understand the writings of Begin reading (the writing of others) within
others on the subject general content area
The Neural Foundation for Concept Development
Excerpted from Memory and the Brain: How Teaching Leads to Learning. Wesson, K. The Independent School, Volume 63, Spring 2002
“Brain-building” experiences
3 Keys to Understanding Your Brain
2. Language = #1 distinction of the human brain. The power of words - to think
1. PERC3S: A pattern-seeking biological and emotional brain that is driven by chemistry
3. The power of visualization – “picture it” (visualizing ideas & aspects of language)
InterdisciplinarityGood thinking is a matter of making connections, and knowing what kinds of connections to make.
---David Perkins
What is STEM/STEAM/S.T.2R.E.A.M.?
Science
Technology
Engineering
Mathematics
Reading/Language Arts (Standards)
Art
Drawing/diagramming, visual spatial thinking, imagery, inferential
thinking, 2/3-dimensional modeling, symbolic models, interpreting visual evidence, visual representations -
illustrations, charts, etc.
Visual Literacy
S.T2.R.E.A.M.
Reading, writing, discourse, argumentation, vocabulary development, comprehension, journals, note-booking,
lab reports, summaries, oral presentations, recording interpreting and
critiquing data and information
Convergent/Integrative STEM T’ & L’
Question: “What did you learn in school today?”
Response: “Nothing.”
Why???
Learning: When “More” Becomes “Less”
• Enrichment studies: Examine the effects of enrichment or deprivation on brain development, neurogenesis, neuronal growth and synaptogenesis.
• While neurons generally grew in size, measures of (a) increased dendritic density(b) increases in the number of glial cells(c) myelination of the axons (d) changes in brain weight and overall brain volume
• No toys or playmates all growth measures (impoverished)
• Playmates + a change of toys every other day (Enriched environments)
• Changing toys every hour: → similar neural connections in brain growth and development (your school day??)
Learning: When “More” Becomes “Less”
Brain-sight: Seeing With the Mind’s Eye
Why aren’t we spending more instructional time on
drawing,
abstract thinking
and visualization?
The greater the flow of water across
Earth’s surface, the greater the
rate of erosion and deposition.
Learning is Cumulative: Complexity
(This issue of Science and Children received the 2011 Distinguished Achievement Award recognizing it as the Best “One-Theme Issue” for an American Educational Journal in 2011)
Language in the Brain
Meeting the Academic Goals of ELL’s
• How do students make the transition from his/her Native Language (NL) to the Target Language (TL)?
• Three linguistic systems involved: NL, TL and IL.
• Interlanguage - psycholinguistic process (or system) used by second and foreign
language learners who are in the process of learning a new TL.
• Academic vocabulary knowledge is one of the single most important factors contributing to comprehension.
• Students need to add approximately 2000-3500 word meanings to their reading vocabulary a year.
Source: National Reading Panel. 2002
The English Language
• English is built on a foundation of 44/45 speech sounds represented by 26 letters → used to spell more than
1 million words in today’s English lexicon.
• English imports words from other languages further expanding the volume of English words.
• The English language is robust and also precise → best language for expression of specificity, disciplinary language and technical writing (Lingua franca –
WWW).
• The average adult “owns” between 40,000 - 60,000 words in his/her working vocabulary (expressive/receptive vocabularies – speaking, writing, listening and
reading). A highly educated individual – over 200K words in his/her expressive/receptive vocabularies.
The Achievement Gap
• Vocabulary = proxy for knowledge. Achievement gaps are knowledge gaps primarily sponsored by ever-expanding vocabulary gaps.
• A highly developed vocabulary facilitates precision, not just in speaking, but in thinking.
• Lack of vocabulary can be a crucial factor underlying the school failure of disadvantaged students (Becker, 1977; Biemiller, 1999).
Vocabulary Development
4,000 – 8,000 words when entering elementary school
40,000 avg. when they exit high school
36,000 word difference
For 13 school grades (K-12) = 2,769 words/year
178 days for 2,769 = 16 words/school day
4K- 8,000 words when entering elementary school
87,000 exposed to/should have mastered upon exiting HS
79,000 word difference
For 13 school grades (K-12) = 6,076 words/year
178 days for 6,076 = 34 words/school day
How Children Learn Vocabulary Word/Meaning
• Words are used to think. The more words we
know, the finer our understanding of the
world. -- Stahl, 1999
• The Power of Words
Words are also used to process incoming information, to understand and evaluate other’s ideas, and to
understand still other words (“this is similar to ___)
Vocabulary Research
• Children with weaker vocabularies are less likely to learn new words from incidental exposure than children with larger vocabularies.
(Nicholson & Whyte, 1992; Penno et al., 2002; Robbins & Ehri, 1994)
• Poverty can seriously restrict the vocabulary that children bring to school and it makes attaining an adequate vocabulary quite challenging task (Coyne, Simmons, & Kame'enui, 2004; Hart & Risley, 1995).
• Less advantaged students are likely to have substantially smaller vocabularies than their more advantaged
classmates (Templin, 1957; White, Graves, & Slater, 1990).
• Lack of vocabulary can be a crucial factor underlying the school failure of disadvantaged students (Becker,
1977; Biemiller, 1999).
Vocabulary Development
• By age 4, the average accumulated experience with words for children from
professional families = approx. 45M words working-class families = 26M words welfare families = only 13M words.
(Hart & Risley, 2003)
• Kindergarteners in lowest 25% for vocabulary development are 3 grades behind by Grade Six.
• Arizona Prisons estimate their projected jail beds based on 3rd Grade reading failures.
Question:
How do you teach vocabulary best?
Answer: In context
Full answer: In the context of doing
(not in the context of reading).
• What do you predict will occur when we
place two magnets near one another?
Inquiry: Making Observations
• Try it.
Instead of saying: Use MINDFUL LANGUAGE by saying:
“Let’s look at these two pictures.” “Let’s COMPARE these two pictures.”
“What do you think will happen when…?” “What do you PREDICT will happen when…?”
“How can you put those into groups?” “How can you CLASSIFY…?”
“Let’s work this problem.” “Let’s ANALYZE this problem.”
“What do you think would have happened “What do you SPECULATE would have happened if…?” if…?
“What did you think of this story?” “What CONCLUSIONS can you draw about this story?”
“How can you explain……?” “What HYPOTHESES do you have that might explain...?”
“How do you know that’s true?” “What EVIDENCE do you have to support…….?”
“How else could you use this…..? “How could you APPLY this ……..?”
The Science of Learning
Active learning experiences: “Give them something to talk about."
Practice using the discipline-related terminology and the target vocabulary words, while engaged in personally defining the concept. Students share and describe what they are thinking, doing, seeing, while they are in the process of learning.
Take an Apple• Touch it• Feel it• Hold it• Smell it• Cut it• Taste it
Red SmoothSweetMoist Wet (inside)RoundedBrown stemPointyYellowishSome spotsColdJuicyRough on outsideWhite inside crunchy turning brown insideshiny waxy hard
PlumpSpeckledCreamy pulpSolidTartDarkReflectiveChartreuseDivot at stem Divot at baseInternal green spotsTangy smellLeafy smellQuiet/silentStationary SourBruisedAlmond-shaped seedsTasty
SmallBlushHeight – 6 cmDiameter – 7 cmBase --3 cmLeathery skin RingedFreckledFreshDry – externallySatisfying smellRollsGreenDeliciousFibrousCrunchyNutritiousTart
Word Wall: Describe the Apple
Describe the Apple in this Picture
Red Smooth XSweet XMoist XWet (inside) XRoundedBrown stemPointyYellowish inside XSome spots XCold XJuicy XRough on outside XWhite inside XCrunchy XTurning brown X insideShiny Waxy XHard X
PlumpSpeckled XCreamy pulp XSolid XTart XDarkReflectiveChartreuseDivot at stem XDivot at base XInternal green spots XTangy smell XLeafy smell XQuiet/silent XStationary XSour XBruised XAlmond-shaped seeds XTasty X
Small XBlush XHeight – 6 cm XDiameter – 7 cm X Base --3 cm XLeathery skin XRinged XFreckled XFresh XDry – externally XPleasant smell inside XRolls XGreenDelicious XFibrous XCrunchy XNutritious XTart X
Word Wall: Describing the Apple
Apple
What does reading this word tell a young learner, if he’s never experienced an apple?
Red XSmooth XSweet XMoist XWet (inside) XRounded XBrown stem XPointy XYellowish XSome spots XCold XJuicy XRough on outside XWhite inside XCrunchy XTurning brown XShiny XWaxy XHard X
Plump XSpeckled XCreamy pulp XSolid XTart XDark XReflective XChartreuse XDivot at stem XDivot at base XInternal green spots XTangy smell XLeafy smell XQuiet/silent XStationary XSour XBruised XAlmond-shaped seeds XTasty X
Small XBlush X Height – 6 cm XDiameter – 7 cm X Base --3 cm XLeathery skin XRinged XFreckled XFresh XDry – externally XPleasant smell inside XRolls XGreen XDelicious XFibrous XCrunchy XNutritious XTart X
The Word: Eliminate the Following
Is “Vocabulary in Context” the Solution?
• Of 100 unfamiliar words that a student might encounter
in reading, between 5 -15 of them will be learned
(Nagy, Herman and Anderson)
• Unfamiliar words need multiple exposures, multiple
modes of learning, and multiple contexts. Students
who need vocabulary development most do not engage
in wide reading.
Designing an
“LA-ELL – 15” Handheld 1 PB
Digital Computer
"The Builder And The Engineer"
DecimalValue Metric
1000 kB kilobyte
10002 MB megabyte
10003 GB gigabyte
10004 TB terabyte
10005 PB petabyte
10006 EB exabyte
10007 ZB zettabyte
10008 YB yottabyte
LAUSD Technologies:New Handheld 1PB Digital Computer
• 10+ components
• 15+ connections
• Name the components
• Describe their placement
• 5 mins to design
• 10 mins to communicate
Communicating: An engineer explains his/her design of a circuit board
1. Sit across from and facing 3-4 of your colleagues, with a folder standing upright to shield your work.
2. You will receive similar materials. One team will be the computer engineers. The other will be the builders at the manufacturing site.
3. The computer engineers will design and build a circuit board for the 2013 model of the “LA-ELL – 15” Handheld 1PB Digital Computer 1.0
behind their folder. Do not allow your counter-parts (the builders/engineers) to see your design on your graph paper.
Blue = buluu Red = ekunduYellow = njanoThick = neneThin = nyembambSmall = ndogoLarge = kubwaSquare = mrabaCircle = mzungukoTriangle = pembe tatuRectangle = MstatiliHexagon = pembe sita
Communicating: An engineer explains his/her design of a circuit board
4. Next, have the builders’ attempt to build an exact replica of the engineers’ circuit board by only following the engineers’ verbal directions. The builders cannot ask questions and cannot look behind the engineers’ folder. The engineers
cannot look behind the builders’ folder or offer suggestions.
5. When finished, compare the circuit boards. How well did the engineers communicate to the builders? (How well did the builder follow the verbal
directions?)
Communicating: An engineer explains his/her design of a circuit board
6. Why is communication so important in science, medicine and engineering?
7. What margin of error (%) will render your circuit board inaccurate and/or non-functional? What could be some of the easily anticipated consequences?
8. In science, aerospace, pharmacy or medicine, what % of error is acceptable to you? 50%? 20%? 10%? Or zero?
9. Linguistic precision and mathematical accuracy are not optional.
Goodwill Engineering
Garage sales, Thrift shops, Goodwill, basements, etc.
1. Remove two parts and reassemble.
2. Remove four parts and reassemble.
3. Remove six parts and reassemble (reverse engineering)
4. Diagram the interior
5. Begin writing assembly instructions (engineer)
6. Remove two more parts and reassemble.
7. Draw the complete interior
8. Complete assembly instructions
9. Test to see if the object is (still) operational
Reading comprehension goes from the learner to the page not from page → learner
What the learner already knows determines text comprehension.
Language Learning: Academic English
Academic English
• Found in school contexts – books, texts, articles, research, and lectures
• The language of prestige and power in the U.S. that allows one to become academically successful
→ occupationally successful.
• Vital for careers, business, and commerce where academic language is the “local language” of choice
• Precise language - richly descriptive formal language
• The language found in all formal assessments.
• One cannot be successful in academic settings without mastering academic English (↓AE → ↑dropout)
Excepted from Dr. Robin Scarcella, UC Irvine
Language Learning: Informal language
The language that students engage in most…
• Informal language
• Everyday language
• Survival English (takes one only as far as 3rd grade
content requirements)
• Social language:
• It is the imprecise, grammatically incorrect, casual
language (including slang) heavily laden with
pronoun references (it, then, he, etc.)
Language Learning
• We typically acquire informal language first, followed by academic language development where we
go from highly imprecise language to deploying linguistic precision with a variety of refined
words accompanied by sophisticated transitions (“however,” “moreover,” “in addition to”)
similar to moving downward in a funnel.
• Conversational skills are developed in the context of engaging activities where they can introduce academic language skills, including vocabulary across the academic disciplines, and
grammatical structures.
A GERIATOSE HUMANUS FEMALE PROCEEDED TO A STORAGE COMPARTMENT FOR THE PURPOSE OF PROCURING A FRAGMENT OF OSSEOUS TISSUE FROM AN UNIDENTIFIED DECEASED SPECIMEN TO TRANSFER TO AN INDIGENT CARNIVOROUS DOMESTICATED MAMMAL CANIS FAMILIARIS FAMILY CANIDAE. UPON ARRIVAL AT HER DESTINATION SHE FOUND THE STORAGE COMPARTMENT IN A DENUDED CONDITION WITH THE IMPENDING CONSEQUENCE THAT THE INDIGENT CARNIVORE WAS DEPRIVED OF THE INTENDED DONATION.
Language Learning
• Academic language requires systematic instruction, (“taught, not caught”) while everyday language requires no instruction at all.
• Students frequently acquire a new language based on the individuals with whom they associate.
“First- language isolation” is often one of the greatest obstacles to progress in English language learning.
• One of our key goals is to teach students how to use vocabulary in the production of academic
language (speaking and writing)
Semantic Map: Magnetism
Magnet
Create a Concept Map: Magnetism
Magnet
Push away
Stick together
lift
What they do
cold
Characteristics
tough
hardround
Donut-shaped
black
Has a hole
Other attributes
Pointsnorth force
earth
Found inmotors
“Kiss”repel
attract
Mag-Lev trains
Pull together Push up
Graphic Organizers
Students are taught to construct or complete a
“diagram or pictorial device that displays
relationships.” The main effect of graphic
organizers appears to be on the improvement of
the reader’s memory for the content that has
been read.
(Harris & Hodges, 1995)
Use 2 of These Words in One Sentence
Magnetism force
Attraction iron
Material interact
repulsion Poles
Repel magnetic field
Telegraph Iron
NAEP: National Assessment of Educational Progress
Article on arthropods molting(Highlights Magazine))
10-80-10 Connections
Three-Tier Model for VocabularyDeveloped by Isabel Beck
Tier 1
Tier 2
Tier 3
Low-frequency words; Technical and sciencecontent area words
Words to Teach: high frequency, high utility sophisticated/academic
Known, common words
arthropod
Insects, crustaceansarachnids. Why might
an exoskeleton be beneficial to them?
…seen a crab?
…seen a lobster before?
arthritis
exo= external
An invertebrate
animal with an exoskeleton
Heard “arthro-” before?= joint
Key characteristic =Segmented bodies &
jointed limbsSee them here?
Name some?
arthropod
Insects, crustaceansarachnids. Why
might an exoskeleton be beneficial to them?
…seen a crab?
…seen a lobster before?
arthritis
exo= external
An invertebrate
animal with an exoskeleton
Heard “arthro-” before?= joint
Key characteristic =Segmented bodies &
jointed limbsSee them here?
Name some?
Growth words(new) in Green
It is easier to learn new words if you know other related words.
tele- = far micro- = small -scope = to look, watch or see -phone = sound
telephone, permits far-away sound to be heard telescope, permits far away objects to be seen microphone, permits small sounds to be heard microscope, permits small objects to be seen
Greek Word Origins
Morphology promotes the use one's knowledge of word parts and structures to extract meaning from new vocabulary words.
• Breaking down and examining word parts. Teach:• Greek (bio-, hydro-, ) and Latin (aqua-, luna-) roots
prefixes, suffixes, base words• Words and their antonyms (contrast are easier to remember than synonyms)• Focus on word associations-connections, rather than definitions to memorize. Any definition (meaning) should arises out of experiences in context.
Ours is a Morphophonemic Language
Making Sense of Science VocabularyGreek/Latin Language Bases
1. Word roots – provide the core meaning of any word2. Prefixes – found at the beginning of a word3. Suffixes – appearing at the end of the word
Word Roots Definition As In…Aqua water aquaticAster, astro star AstronomyBio life biologicalGeo earth geologyGraph to write telegraphHelio sun heliocentric Hydro water hydrocarbon Litho rock lithosphereLuna moon lunarMorph form metamorphosisPhoto light photon, photographicSphere round, global atmosphereTerra earth, land mass terrestrial
Greek/Latin Language Bases
Prefixes - at the beginning of a word Prefixes Definition As In…Anti- against antibioticEndo- inside, interior endoskeletonExo- outside, exterior exoskeletonHemi- half left hemisphere Hetero- different heterogeneousHomo- the same homogenousHyper- over, too much hyperventilateHypo- under, too little hypodermic needleIso- equal isometricMega- large megabyteMeta- change metamorphosis Micro- tiny, small microscopicPoly- many polymorphSemi- half semicircleSub- under subcutaneousTele- distant, far away telescopicUni-, Bi- tri- 1, 2, 3 bilateral incision
Greek/Latin Language Bases
Suffixes - at the end of the word
Suffixes Definition As In…-able, ible capable of inedible-gram a record of sonogram-graph written or drawn electroencephalograph-ic related to hemispheric-ism theory of, state of magnetism-ist one who does or is botanist -ive verbs adjectives psychoactive-ize noun verbs hypothesize-less without odorless-logy study of neurology-meter measure thermometer-oid similar to asteroid
Verbs →Nouns
↓
-algia (pain)
-centesis(puncture)
-ectomy(removal)
-tomy (incision)
-itis(inflamation)
-plasty (surgical repair)
-megaly (enlargement)
-sclerosis(hardening)
Angio-(vessel)
--angiocen-
tesisangiotomy angitis angioplasty angiomegaly angiosclerosis
Craino-(skull)
--craniocen-
tesis(hemispher-
rectomy)craniotomy
--cranioplasty
--craniosclerosis
Cardio-(heart) cardialgia cardiocen-
tesis
--cardiotomy carditis cardioplasty megalocardia cardiosclerosis
Derma-(skin)
--dermacen-
tesis
--(incision) dermatitis dermaplasty
--sclerderma
Gastro-(stomach) gastria gastrocen-
tesisgastrectomy
--gastritis gastroplasty gastromegaly
--
Neuro-(nerve) neuralgia
-- -- --neuritis
-- --multiplesclerosis
Osteo-(bone) ostealgia osteocen-
tesis
--osteotomy osteoarthriti
sostoplasty osteomegaly osteosclerosis
Patterns: Understanding/Remembering Medical TermsAll medical terms must make sense.
Sciencemaster.com
Scientific Root Words: Prefixes and Suffixes
Vocabulary Development
• During repeated exposures, learning is greatly enhanced if students interact with vocabulary in a
variety of ways -- (Beck, McKeown, and Kucan, 2002).
• Students should be involved in linguistic and nonlinguistic representations, drawing pictures, discourse, "playing" with words, identifying similarities and differences, identifying similarities and differences, including comparing, classifying, creating metaphors and analogies…
• Oxygen is to humans as _______________ is to____________________
Two-Word Rhyming DescriptionsWhere do West Virginia hobbyists shop?
Hobby Lobby
What do you call a stout spouse?
Chubby hubby
1. A distant celestial object – far star
2. Appellation → a mistaken identity
3. Residence in Italy's capital
4. Stilted response to a joke
5. Base-runner missing home-plate
6. A fast-moving baseball bat
7. Brevity in poetry
8. Just an average dessert
9. A hostile alumnus
10. 24 hours of fun
far-star
same name
Rome home
half laugh
wide slide
Quick stick
terse verse
fair éclair
a mad grad
play day
Playing with 2-Word Rhyming Descriptions
If you attend a lecture on a topic with which are not well acquainted, your vocabulary will serve as the primary determinant of
● how much ● “what” specifically, and ● “if” you will understand the lecture at all.
Each familiar word brings you closer to compre-hending the idea(s) under discussion. The corollary: Each unfamiliar word you hear makes the overall content more elusive.
Vocabulary
Je voudrais vous inviter à dîner ce soir.
Indicate whether you think the word is or is not a legitimate English word. For “yes” responses, provide definitions.
Yes No1. ○ ○ achene 2. ○ ○ besom 3. ○ ○ bolus 4. ○ ○ borborygmus 5. ○ ○ fontanel 6. ○ ○ contrail 7. ○ ○ caruncula8. ○ ○ gnomon 9. ○ ○ interrobang 10. ○ ○ moonbow 11. ○ ○ purlique 12. ○ ○ sphygmomanometer 13. ○ ○ terminator 14. ○ ○ vibrissae 15. ○ ○ zucchetto
Discipline Word
Science acheneLiterature besom Science bolus Science borborygmus Science fontanelScience contrail Science carunculaScience gnomon E/LA interrobang Science moonbow Science purlique Science sphygmomanometer Science terminator Science vibrissae Literature zucchetto
15 Words You Should Know (“Known Unknowns” – D.R.)
1. achene – tiny yellow seed (200) in a strawberry’s skin (exterior)2. besom (beez-om) – the archetypal witch’s broomstick (a long
cluster of twigs and a long wooden stick)3. bolus – the round lump of soft, soggy grounded food in your
mouth that is ready for swallowing4. borborygmus (bor-buh-rig-mus) - rumbling, gurgling, growling
sounds made by the stomach when one is hungry5. fontanel - the patch of soft membrane on the baby's head, which
has not yet developed into bone (if you look closely, you can see it pulsating)
6. contrail - the long, thin trail left behind a plane when it is flying high enough for the cold to turn the exhaust vapor into ice crystals (full name: condensation trail)
7. caruncula - a small, pink protuberance at the inside corner of the eye
…rub your Caruncula too long?
8. gnomon (know-mon)- the triangular-shaped part of the sundial that casts a shadow, the position of which shows the time
9. interrobang - the English punctuation mark that combines an interrogative point and an exclamation mark ("You did what?!" "You're having a baby?!")
10. moonbow - the rings around the moon that constitute the nocturnal equivalent of a rainbow
11. purlique - the measure of distance marked by an extension of the index finger and the thumb
12. sphygmomanometer - the device used for measuring blood pressure
13. terminator - the line that divides the dark and light parts of the moon
14. vibrissae - the coarse hairs inside your nostrils that serve to keep large particles from entering the nasal passages
15. zucchetto - a small skull cap worn by clergy members of the Roman Catholic Church
Cognates
Cognates: Words that have similar spellings, pronunciations, and
meanings across two or more languages. CLD (Culturally
and Linguistically Diverse) learners and ELL use their
native language to learn new English words.
When students recognize their own words as cognates, they can
access unfamiliar English words faster and understand
them better when reading (Latin-based languages, such as
Spanish, French, Italian, Portuguese, and Romanian.)
English Spanish Planet Name
Monday Lunes Moon
Tuesday Martes
Mars
Wednesday Miercoles Mercury
Thursday Jueves Jupiter
Friday Viernes Venus
Saturday Sabado Saturn
Sunday Domingo Sun (sol)
English-Spanish Cognates
In English In Spanish
invent inventar
recycled reciclado
liquid luquid
ocean océano
humid húmedo
condensation condensación
precipitation precipitación
…Cognates (words that have a similar spelling, pronunciation, and meaning across languages) in content-area texts
Cognates
English Language Learners (ELLs) have labels in their native language for many aspects of the physical and social world. These labels are deep and
rich—they just aren’t the English labels for the words.
(Reeves, D.B. (2003). High Performance in High Poverty Schools: 90/90/90 and Beyond. Center for Performance Assessment. Denver, Colorado)
“One characteristic of high-performing schools is an emphasis on teaching non-fiction writing.”
Argument from Evidence
• Tissue engineering
• Nano-engineering
• Nuclear engineering
• Petroleum engineering
• Social engineering
• Audio engineering
• Forensic engineering
• Materials engineering
Interdisciplinary and Specialized Fields
How the brain learns language
…a secret about
“Phonics”
Preschool → K → primary grades → upper elementary →
middle school = 9-10 years
colorectal diatomaceousadenocarcinoma Pachyrhinosaurus diverticulitis amniocentesisAustralopithecus Panoplosaurus microscopy Dimetrodon deoxyribonucleic Epacthosaurus phenothiazine cholecystographydiencephalon electroencephalographepithelium Homo neanderthalensishypochondriasis phenylethylamineneurosarcoidosis phenylthicarbamide (PTC)
Today’s Reading List
Phonics Instruction:
An obstacle to the reading connection?
Reading Proficiency
PhonicsVocabulary
FluencyComprehen-
sion
Phonemic Awareness
National Reading Panel Study
In the Classroom: Reading vs. Learning
• “What did you learn from the reading?”
• “What do you remember from the reading?”
Grade for decoding: “A”
Grade for reading comprehension: “F”
In English:
• 26 letters of the English alphabet
• 44 phonemic sounds (spelled 400+ diff. ways)
• 220 commonly used sight words
• 600,000 words
• 6 written syllable spelling patterns
“The Perfect Storm” for Teaching Decoding
colorectal diatomaceousadenocarcinoma Pachyrhinosaurus diverticulitis amniocentesisAustralopithecus Panoplosaurus microscopy Dimetrodon deoxyribonucleic Epacthosaurus phenothiazine cholecystographydiencephalon electroencephalographepithelium Homo neanderthalensishypochondriasis phenylethylamineneurosarcoidosis phenylthicarbamide (PTC)
Today’s Reading List
Reverse Direction Decoding
dak-tu-los'ku-pē
(-py) = pē (-copy) = ku-pē
(-loscopy) = los'ku-pē (-tyloscopy) = tu-los'ku-pē
dactyloscopy = dak-tu-los'ku-pē
Dactyloscopy: The practice of using fingerprints for personal identification
Colorectal
australopithecus
microscopy
diverticulitis
adenocarcinoma
deoxyribonucleic
phenothiazine
-Co-lo-rec-tal
Aus-tra-lo-pith-e-cus
A-de-no-car-ci-no-ma
Mi-cros-co-py
Di-ver-tic-u-li-tis
De-ox-y-ri-bo-nu-cle-ic
Phe-no-thi-a-zine
Diatomaceous = Di-a-tom-a-ceous
Aoccdrnig to rscheearch at an Elingsh uinervtisy,
it deosn't mttaer in waht oredr the ltteers in a wrod
are, the olny iprmoetnt tihng is taht frist and lsat
ltteer is in the rghit pclae. The rset can be a toatl
mses and you can sitll raed it wouthit a porbelm.
Tihs is bcuseae we do not raed ervey lteter by it
slef but the wrod as a wlohe.
“Typoglycemia”
How Reverse Direction Decoding Works
“In fact, the automaticity with which skillful
readers recognize words is the key to the whole
system…The reader’s attention can be focused
on the meaning and message of a text only
to the extent that it’s free from fussing with the
words and letters.”
--Marilyn Adams
Science just got easier!
Forecasting Independent Education to 2025-- NAIS
Each year, new findings in cognitive psychology and neuroscience will be infused into teacher preparation, curriculum, instruction, student assessment, and the classroom environment. The works of Howard Gardner (“Multiple Intelligences”), Daniel Goleman (“Emotional Intelligence”), Kenneth Wesson (“Brain-considerate Learning”), and others have already been influential in reshaping the independent school classroom, while programs like Mel Levine’s Schools Attuned are assisting educators in using neurodevelopmental content in their classrooms to create success at learning and to provide hope and satisfaction for all students.
“Reflect and Connect”
• What was the most valuable piece of information that
you learned this morning? What new question is now on
your mind?
• How did our conversation change your thinking?
• Write down two “I will” statements from this
experience. (What will you look at differently/do
differently in your school/district, program or
institution?)
Wesson - CCSS + NGSS = ST2REAM - 2013
AL (and all classes) Recommendations
• Dive deeply into LT learning experiences rather than just overwhelmingly long blocks of text.
• Choose learning experiences/texts that offer a wealth of opportunities for discourse, discussion, debate -- opportunities to practice languaging.
• Use focus questions. They encourage students to reflect on experiences and re-read text to find support for their answers. Questions are the greatest tool in your arsenal to prompt student thinking.
• Argument and evidence. Require students to provide evidence as their conversation openers.
AL (and all classes) Recommendations
• Invite multiple perspectives. There’s no single “right” answer nor only one means arriving there. Invite multiple interpretations and add your own (modeling).
• Encourage students to use graphic organizers for vocabulary and concepts. Have them orally explain the components in their illustration.
• Have students write, write, write! It’s neurophysio-logically impossible to write without thinking.
• Develop and deepen all student arguments. Send students back to their notes or text for more evidence by prompting them to expand on a classmate’s idea or something else discovered from an external source.
AL (and all classes) Recommendations
• Slow down discourse and debate by stopping to get more evidence.
• Practice the pattern of debate/claims –evidence –counterclaims.
• Explore/examine AL words, “SAT words,” and discipline-specific/context-specific words, which engage students.
• Anticipate and correct verbal and conceptual misunderstandings. If students offer misinterpretations, prompt them to review their notes, go back to the text, or explore alternative ideas with a group (never say (“you’re wrong!”).
AL (and all classes) Recommendations
• Personalize discussions: TTT (turn, talk, take notes). Represent ideas in a variety of ways (self-direct).
• Reflect, visualize and summarize.
• Record: “my thinking changed when I found out that...”
• Make learning engaging with game-like and challenging activities to promote growth in AL. (Learning should be fun → memorable.)
• Give students multiple sources of feedback (teacher, partner, group or class).
• If your feedback is negative, couch it in a question or it will not be construed as constructive.
LESSONS FROM THE GEESE
We live in an area where geese are very common. We see them coming in the Fall and leaving in the early Spring. Their migration is an awesome sight. There is an interdependence in the way geese function.
FACT: As each bird flaps wings, it creates an uplift for the bird following. By flying in the “V” formation, the whole flock adds 71% greater flying range than if each bird flew alone.
LESSON: People who share a common direction and sense of community can get where they are going quicker and easier, because they are traveling on the thrust of one another.
FACT: Whenever a goose falls out of formation, it suddenly feels the drag and resistance of trying to fly alone. It quickly gets back into formation to take advantage of the “lifting power” of the bird immediately in front.
LESSON: If we have as much sense as a goose, we will stay in formation with those who are headed where we want to go.
FACT: When the lead goose gets tired, it rotates back into the formation and another goose flies at the point position
LESSON: It pays to take turns doing the hard tasks and sharing leadership -- people, as with geese, are interdependent with each other.
FACT: The geese in formation honk from behind to encourage those in front to keep up their speed.
LESSON: We need to make sure our “honking” from behind is encouraging, and not something less helpful.
FACT: When a goose gets sick, wounded or shot down, two geese drop out of formation to follow him down to help and protect him. They stay with him until he is able to fly again or dies. Then they launch out with another formation or catch up with their original flock.
LESSON: If we have as much sense as the geese, we will stand by each other.
Contact Information:Kenneth Wesson
(408) 323-1498 (office)(408) 826-9595 (cell)
San Jose, CA [email protected]
sciencemaster.com