EDU221VAKtoPracticeVocabulary

Something we ask students to do as a part of the learning/assessment process:
Every content area, every subject we teach, has vocabulary associated with it. In order to be proficient in one's understanding of a topic, one must know the vocabulary and use it appropriately.

Examples of a middle school or high school unit in your content area where you would really need this:
(no examples are provided to get you started since almost any unit in any concentration has vocabulary; just go around the group and let each person say the topic of his/her unit in Dr. Grace's class and mention 2 vocabulary words that you want your students to be able to use correctly when they talk about what they've learned in that unit)

== Examples of typical activities that we do in middle school or high school to accomplish this; how do each of the three learning styles (visual, auditory, kinesthetic) benefit (if indeed they do) from this activity. You can do this in writing or by discussion (or a combination). == (some examples are provided to get you started; brainstorm more)
 * **Activity** || **How a visual learner benefits** || **How an auditory learner benefits** || **How a kinesthetic learner benefits** ||
 * crossword puzzles || crossword puzzles can be pretty fun for a visual learner, and can be good practice for when given a definition, what is the correct word that goes with it ; visual learners are typically good at spelling, which is an important skill in order to be successful at a crossword puzzle; the visual clue of how long the word is by seeing how many letters are in the word typically help visual learners || not too much || not too much ||
 * word searches || it looks like a visual activity, but there's really no learning of the spelling or definition of the word going on, just letter recognition || totally un-beneficial; what skill is being targeted by a word search? || totally un-beneficial; who does learn vocabulary by doing word searches? ||
 * make up your own sentence that uses the word correctly and demonstrates your understanding of the word || not too much || not too much || not too much ||

Consider this activity. Try it out and then discuss with your teammates how each of the three learning styles benefit (if indeed they do) from this activity.
There are six types of triangles that we want students to be able to name correctly in geometry: three are defined by the relative length of their sides (equilateral, scalene, and Isosceles) and three are defined by the size of the internal angles measured in degrees (right, acute, obtuse). There are other classifications of triangles, but these are typically the first ones learned. There are six cards, each has the name of a type of triangle on it. The person with the most siblings will go first (do rock, paper, scissor if there's a tie). S/he draws a card from the stack and acts out the triangle in a game of Charades. Whoever guesses the triangle type correctly gets to draw from the remaining five cards and acts out that triangle type. You do not have to say the word "triangle" after your guess to get it right. So if the card says "Obtuse triangle" and you are the first to yell out "obtuse," you are the winner. You don't have to say "obtuse triangle" to win.
 * **How a visual learner benefits** || **How an auditory learner benefits** || **How a kinesthetic learner benefits** ||

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