February 13, 2007 Field Advisory
Dave initiates a discussion
with STEP=UP students.
Through the ice and snow, UIC and CPS partners met for a highly engaging field advisory. Given the small number of participants, the partners split into two groups for varied discussions. One group, with a new UIC partner, started off by reintroducing themselves to one another and getting a sense of how they could best meet the goals for the field advisories this semester. They enjoyed reconnecting, welcoming the new partner, and talked a great deal about what it means to help one's self with the FA experiences. The most important conclusion they came to is that it is vital for students and mentors alike to come to a field advisory prepared with some idea of what they want to contribute as well as what they want to gain from each particular meeting. Preparing questions in advance, or just communicating with a mentor/student prior to meetings can ensure that everyone is on the same page before meeting so as not to waste time during the meeting.
Artifacts were all about vocabulary, the focus of this semester's Field Advisories. Mary Peasley talked about using root words to teach a chain of words that leads not only in increased vocabulary but improved word comprehension. For example, begin with "pedometer". Ask what other words have ped in them: pedestrian, which means someone who is walking. What might ped mean then? That's right, it's related to walking and feet. Then ask what words have meter in them: thermometer, diameter. Explain that meter means to measure. Better yet, have students figure it out for themselves. With this approach, trying to understand one word has led to comprehension of at least three. STEP=UP students discussed other words that could be used in this way. This discussion led to talking about how it might be used in bilingual and ESL classrooms.
Dave Rench brought a chart that he uses to help students sort out homonyms. Students match pictures that illustrate the word to the correct spelling of the word (for example, a picture of a mailbox for the word "sent" and a picture of a flower and a nose for "scent.") The chart appeals to multiple intelligences, allowing auditory and visual learners to access the material.
Students match photographs with the correct spelling of each word, as listed in the chart. Some of the words students study include fir/fur, scent/sent and scene/seen.
Dave also brought some samples of words from his classroom's word wall. Students work on lists of 20+ vocabulary words each week, and it is their job to add words to the word wall and arrange them in alphabetical order. They use the words in their writing and in other activities. Depending on what kinds of things they will be doing with the words, Dave might introduce more or fewer words at a time. STEP=UP students participated in a discussion of different ways to keep the words as an active part of the classroom, perhaps returning to the wall throughout the year to revisit old words, even as they continue to add new ones. Dave also pointed out that while the word wall might seem like it recedes into the background, students do engage in 'peripheral learning', looking at the words when they have downtime and benefiting from their presence in the room.
Students place these laminated cards on the word wall. Each card has a piece of velcro glued to the back, allowing the cards to easily be added, removed, or rearranged.
Morgan Gallagher brought a sight word list, which he works on with students in his resource room. He gives the students tests to gage their mastery of the words, and then has them create flash cards and drill each other on the words on a regular basis. They continue to asses their knowledge and add new words and graduate to new lists. This is a way to differentiate learning and also cover mandatory material in a way that keeps the students interested. It covers an important administrative concern for him as well, as he is able to chart their progress with the words, and use that progress monitoring into his IEP reports. Students enaged in a conversation around different ways that they cover material that may not be fun or exciting, but which is fundamental and necessary (and in some cases even mandated) in ways that keep students engaged but also keep things fun and interesting for the teacher.
After the meeting was officially over, despite the desire to get home safely and quickly, some students and mentors stayed for a short while to talk about the new semester. Some made plans to connect before the next FA while others shared complaints and solutions related to how to manage courseork, family responsibilities, and work obligations. Again, preparation in advance and thoughtful time management seem to be crucial for success in this area. All agreed that while it can be very challenging, it is also extremely rewarding.
Ryan leads a discussion about the purpose of Field Avisories and about UIC students' responsibilities as participants.
