Improving Student Understanding of Academic Assessment Vocabulary Words Using Visual Cues: A Collaborative Effort
Many students have difficulty understanding terms from the academic register such as “analyze,” “discuss,” and “compare.” This issue may be exacerbated for some Native American students, especially those who live on reservations with limited exposure to mainstream cultures. In this community-based p...
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| Format: | Članak |
| Jezik: | English |
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The University of Alabama
2022-07-01
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| Serija: | Journal of Community Engagement and Scholarship |
| Teme: | |
| Online pristup: | https://account.jces.ua.edu/index.php/s-j-jces/article/view/52 |
| _version_ | 1827856535388160000 |
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| author | Kim Soper Jenenne A. Geske Liliana Bronner Maurice Godfrey |
| author_facet | Kim Soper Jenenne A. Geske Liliana Bronner Maurice Godfrey |
| author_sort | Kim Soper |
| collection | DOAJ |
| description | Many students have difficulty understanding terms from the academic register such as “analyze,” “discuss,” and “compare.” This issue may be exacerbated for some Native American students, especially those who live on reservations with limited exposure to mainstream cultures. In this community-based participatory research project, academic investigators partnered with educators and community members from Native communities in Nebraska and South Dakota to expand students’ academic vocabulary and improve student achievement. Together, we formed a team in which community members collaborated with academic investigators to develop word-wall cards incorporating dual-coding theory—that is, combining visual and verbal cues—to help students understand academic vocabulary words. Paivio’s dual-coding theory postulates that verbal and visual information are encoded in separate but interconnected pathways and that concepts encoded via both pathways are more easily remembered. Accordingly, presenting information using multiple mediums, such as graphs, photographs, or demonstrations, may enhance learning. These cards were shared with community educators who used them in their classrooms. We present evidence that incorporating these multimodal tools into classrooms may improve students’ understanding of academic vocabulary. Through this partnership, educators in Native American communities were able to represent their lived experiences. Teachers and administrators in Native American and non-Native classrooms could easily partner with other experts to incorporate similar innovations in their own schools and classrooms. |
| first_indexed | 2024-03-12T12:26:18Z |
| format | Article |
| id | doaj.art-e78fa5726af7467c8b89a17e12a32a2f |
| institution | Directory Open Access Journal |
| issn | 1944-1207 2837-8075 |
| language | English |
| last_indexed | 2024-03-12T12:26:18Z |
| publishDate | 2022-07-01 |
| publisher | The University of Alabama |
| record_format | Article |
| series | Journal of Community Engagement and Scholarship |
| spelling | doaj.art-e78fa5726af7467c8b89a17e12a32a2f2023-08-29T21:08:37ZengThe University of AlabamaJournal of Community Engagement and Scholarship1944-12072837-80752022-07-0115110.54656/jces.v15i1.52Improving Student Understanding of Academic Assessment Vocabulary Words Using Visual Cues: A Collaborative EffortKim SoperJenenne A. Geske0Liliana Bronner1Maurice Godfrey2University of Nebraska Medical CenterUniversity of Nebraska Medical CenterUniversity of Nebraska Medical CenterMany students have difficulty understanding terms from the academic register such as “analyze,” “discuss,” and “compare.” This issue may be exacerbated for some Native American students, especially those who live on reservations with limited exposure to mainstream cultures. In this community-based participatory research project, academic investigators partnered with educators and community members from Native communities in Nebraska and South Dakota to expand students’ academic vocabulary and improve student achievement. Together, we formed a team in which community members collaborated with academic investigators to develop word-wall cards incorporating dual-coding theory—that is, combining visual and verbal cues—to help students understand academic vocabulary words. Paivio’s dual-coding theory postulates that verbal and visual information are encoded in separate but interconnected pathways and that concepts encoded via both pathways are more easily remembered. Accordingly, presenting information using multiple mediums, such as graphs, photographs, or demonstrations, may enhance learning. These cards were shared with community educators who used them in their classrooms. We present evidence that incorporating these multimodal tools into classrooms may improve students’ understanding of academic vocabulary. Through this partnership, educators in Native American communities were able to represent their lived experiences. Teachers and administrators in Native American and non-Native classrooms could easily partner with other experts to incorporate similar innovations in their own schools and classrooms.https://account.jces.ua.edu/index.php/s-j-jces/article/view/52Academic VocabularyDual-coding TheoryNative American |
| spellingShingle | Kim Soper Jenenne A. Geske Liliana Bronner Maurice Godfrey Improving Student Understanding of Academic Assessment Vocabulary Words Using Visual Cues: A Collaborative Effort Journal of Community Engagement and Scholarship Academic Vocabulary Dual-coding Theory Native American |
| title | Improving Student Understanding of Academic Assessment Vocabulary Words Using Visual Cues: A Collaborative Effort |
| title_full | Improving Student Understanding of Academic Assessment Vocabulary Words Using Visual Cues: A Collaborative Effort |
| title_fullStr | Improving Student Understanding of Academic Assessment Vocabulary Words Using Visual Cues: A Collaborative Effort |
| title_full_unstemmed | Improving Student Understanding of Academic Assessment Vocabulary Words Using Visual Cues: A Collaborative Effort |
| title_short | Improving Student Understanding of Academic Assessment Vocabulary Words Using Visual Cues: A Collaborative Effort |
| title_sort | improving student understanding of academic assessment vocabulary words using visual cues a collaborative effort |
| topic | Academic Vocabulary Dual-coding Theory Native American |
| url | https://account.jces.ua.edu/index.php/s-j-jces/article/view/52 |
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