1 / 72

Lost Males

Lost Males. Engaging Lost Males in Developmental Classes: Strategies to Reach them. Iris Strunc. Northwest Florida State College Niceville, Florida Two campuses Five centers Serving 15,000 full time students. POPCORN SORRY HOUSE HICCUPS DANDRUFF TEACHER PENCIL GREEN

holli
Download Presentation

Lost Males

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Lost Males Engaging Lost Males in Developmental Classes: Strategies to Reach them Iris Strunc

  2. Northwest Florida State College • Niceville, FloridaTwo campuses • Five centers • Serving 15,000 full time students

  3. POPCORN SORRY HOUSE HICCUPS DANDRUFF TEACHER PENCIL GREEN BABY TOMATO CAR PURSE NOSE ACORN BEAUTIFUL PESKY CUP TURN

  4. Read out loud the text inside the triangle.

  5. Jensen’s Equation for Optimal Learning Meaning + (connecting experience, data, & stimuli to form conclusions and create patterns that give our lives meaning) Present Circumstances + (environment, feelings, people, context, goals, moods) Personal History + (beliefs, experiences, values knowledge) Input (five senses) + (visual, auditory, kinesthetic, olfactory, gustatory) Processing + (learning preference—states, left/right hemisphere, abstract/concrete) Responses (seven intelligences) + (verbal-linguistic, spatial bodily kinesthetic, musical-rhythmic, mathematical-logical, intrapersonal, interpersonal) =Optimal Learning (Jensen, 1998)

  6. How We Learnby William Glasser • 10% of what we read* • 20% of what we hear • 30% of what we see • 50% of what we both see and hear • 70% of what is discussed with others • 80% of what we experience personally • 95% of what we teach someone else *Within 24 hours, 90% of the material is lost. • 90% of what they do • 70% of what they say • 50% of what they see and hear • 30% of what they see • 26% of what they hear • 10% of what they read What the Average Person Remembers

  7. How Can I Help My Male Students Study Smarter? Maximize their strengths Minimize their weaknesses Utilize their learning styles

  8. Steps to Take Determine preferred learning style/modality of your students Administer a Learning Styles Inventory (http://vark-learn.com/english/page.asp?=questionnaire) Maximize strengths and minimize weaknesses of your students

  9. Auditory learners: • are skilled at remembering the spoken word; so include lecture or group discussions. • are distracted by loud noise and/or silence; so incorporate subtle background noise while working with them.

  10. Visual learners: • pay attention to their surroundings; so make them user friendly. • need timelines and charts for remembering data; so incorporate pictures or descriptive oration of topics.

  11. Tactile, Haptic, Kinesthetic • role play; they like class content with topics that allow them to move or engage their entire body. • use a computer to take notes in class or hand draw some note materials. • incorporate movement into their learning by tapping their pencil, shaking their foot, or twirling a pen when they are introduced to a new topic.

  12. Identifying Processing Style • low light Bright light • Nibbling/sippinNo food/drink • Sound, music Quiet • Breaks Work until finished • Many projects Single project • Sitting in bed Sitting at a desk to study • General Goals Specific steps • 8. Stories/Ancecdotes Outline/Agenda • 9. Pictures Words Global Analytic

  13. Matching instructional strategies to the Perceptual Preferencesof students is an effective way to increase achievement and improve attitudes toward learning. (Sawyer, 1995)

  14. English Language • One of the largest vocabulary sets of all the languages in the world • It contains somewhere around 600,000 to 1,000,000 words (Gillet & Temple, 1990) • Speakers of English can claim an average vocabulary of 50,000-60,000 words • 1945, average American student (6-14 yrs) had a written vocabulary of 25,000 words • In recent years, some of this active vocabulary has been shrinking • With advent of television & internet, written vocabulary has dropped about 10,000 words • Estimated that students must learn more than 88,000 words by 9th grade to read required textbooks (Nagy & Anderson, 1984)

  15. Vocabulary • At the age of 4, individuals know about 5,600 words • At the age of 5, individuals know about 9,600 words • At the age of 6, individuals know about 14,700 words • At the age of 8, individuals know about 21,200 words • At the age of 9, individuals know about 26,300 words • At the age of 10, individuals know about 29,300 words • In adulthood, many individuals know in excess of 50,000 to 100,000 words The average adult has a vocabulary of about 40,000 to 50,000 words out of a language that has more than one million words. (Gillet & Temple, 1990)

  16. Sources of Rare Words in Vocabulary Acquisition Source # of Rare Words per 1,000 Adult speech (expert testimony) 28.4 Adult speech (college graduates) 17.3 Prime time adult television 22.7 Mister Rogers & Sesame Street 2.0 Children’s books—preschool 16.3 Children’s books—elementary 30.9 Comic books 53.5 Popular magazines 66.7 Newspapers 68.3 Adult Books 52.7 Scientific article abstracts 128.0 (Cunningham & Stanovich, 1998; Rasinski, 1998)

  17. Literary Workshops vs. Literacy Clinics

  18. Registers/Voice of Language (Joos, 1967)

  19. What can you do in the classroom? Language • 1. When male students speak in casual register, have them say it two other ways in formal register. • 2. When male students write in casual register, have them write it two other ways in formal register.

  20. TThe Preamble to the The Preamble to the Constitution of the United States of America We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.

  21. Cinderella

  22. Language &Vocabulary

  23. Males and Vocabulary The lack of words, the driving need to complete, the need to be in motion, and the inability to articulate feelings set boys up to have difficulty academically, socially, and emotionally. (Slocumb, 2004)

  24. Think About it! Differences in language acquisition & the use of language are probably two of the most significant factors that impede males academically (Slocum, 2004) Male brain is highly specialized; most males tend to access each area one at a time First segment of the male brain to develop is the part that governs spatial abilities Last portion of the male brain to develop is language (Ibid)

  25. Language & Planning Connection

  26. Developing Vocabulary in Males Addressing the issue of mobility & THAT MALES RELATE TO DIAGRAMS AND ABSTRACTIONS BETTER THAN JUST WORDS (Slocum, 2004)

  27. COMMON TYPES OF ANALOGIES

  28. RECOGNIZING ANALOGIES Click to Begin • Dentist : Drill :: • (A) Calendar : Date (B) Sculptor : Chisel • (C) Lumberjack : Forest (D) Eyeglasses : Sight (E) Hammer: Carpenter • 2. Horse : Mammal :: • (A) Insect : Beetle (B) Beaver : Fish • (C) Snake : Reptile (D) Trout : Halibut (E) Animal : Tiger • 3. Hasten : Hurry :: • (A) Laugh : Talk (B) Trust : Doubt • (C) Stammer : Whisper (D) Attempt : Try (E) Explain : Understand

  29. Semantic Mapping

  30. Semantic Mapping • Write the concept word in the middle of the paper • Help the students provide characteristics of the word • Write the characteristics around the concept word, connecting with an arrow pointing toward the characteristic

  31. Semantic Mapping decaying withering rotten decomposedDecadentcrumble spoiling wasted falling into ruin

  32. Semantic Mapping decaying withering rotten decomposedDecadentcrumble spoiling wasted falling into ruin

  33. Your turn! Educated

  34. Sketching Words & Concepts Sketch these words. Love freedom Marriage fear money success Education Divorce

  35. Sketching Words & Concepts Sketch these words. Love freedom Marriage fear money success Education Divorce Ability

  36. Afwas a bull, very affable—his “bullmates” thought Him laughable. Affable--friendly

  37. Vocabulary Cartoons CRAVEN (KRAY ven) cowardly Link: RAVEN A CRAVEN RAVEN on the run.

  38. Your Turn COUTURE Link:

  39. “That’s what we’ll be wearing; the COUTURE of the FUTURE.” COUTURE Link: FUTURE

  40. Vocabulary knowledge plays an instrumental role in understanding text. (Nagy and Scott, 2000) Chemistry textbooks contain more than 3,000 content specific words unfamiliar to college students.

  41. Personalizing Word Learning Studies by Blachowicz and Fisher (2000) indicate that students seem to be more actively engaged when allowed to select their own vocabulary words.

  42. The effect of student choice becomes even more pronounced when the instructor models how to select words that are important for understanding text. (Dole, Solan, & Trathen 1995)

  43. Equator Text definition: an imaginary line that circles the earth midway between the north and south poles Own definition: a line in the middle of earth Characteristics: hottest place on earth found in the center at 0 degrees latitude

  44. Concept Mapping

  45. Concept of Definition Map—Square What is it? (category) Quadrilateral What is it like? (Properties) Comparison All four sides are congruent Rectangle Square 4 angles are congruent and right anges 90 degrees Diagonals: congruent, bisect each other, & perpendicular Cheese snack crackers Different colors on chess board What are some examples?

  46. Vocabulary Map Synonym Definition Vocabulary Word Sentence Picture

More Related