Educator and motivational speaker Larry Bell presents that there are 12 words that will assist our students in performing better on assessments if they know and can define the words. Here are the 12 "Power Words" that Larry Bell identified:
Trace
Support
Analyze
Explain
Infer
Summarize
Evaluate
Compare
Contrast
Predict
Formulate
Describe
This is a perfect way to start off the "Word Wall" in the classroom! Here are some flash cards that can be used as well, along with the words in Spanish! How is that for working smarter?
Kim (Smile)
10 comments:
I would like to add also:
Explain:
• Explain the process of protein synthesis.
• Students will be able to explain the process of protein synthesis in eukaryotic cells.
Give examples:
• Give examples of different types of reproduction.
• Students will be able to give examples of sexual and asexual reproduction.
Summarize:
• Summarize the function of the vascular cells in plants.
• Students will be able to summarize the function of the vascular cells in vascular plants.
Generalize:
• Generalize the impact of environmental contamination.
• Students will be able to generalize the impact of different types of environmental contamination in the biosphere.
Paraphrase:
• Paraphrase any quote you find about sustainable ecosystems.
• Students will be able to paraphrase any quote they have found about sustainable ecosystems.
Translate:
• Translate a phrase from Spanish into English about protecting the environment.
• Students will be able to translate any phrase they have found about protecting the environment from Spanish into English.
Describe:
• Describe the water cycle.
• Students will be able to describe how the water cycle takes place.
Interpret:
• Interpret the following statement: "environmental protection starts with you".
• Students will be able to interpret a statement given by the teacher based in their own experience.
Compare:
• Compare animal cells with plant cells.
• Students will be able to compare animal cells with plant cells using a comparison chart.
Contrast:
• Contrast Eukaryotic cells with Prokaryotic cells.
• Students will be able to contrast eukaryotic cells with prokaryotic cells using elements like the presence or absence of the nucleus.
Order:
• Order the steps describing the protein synthesis.
• Students will be able to order the steps describing the protein synthesis starting in the nucleus and ending in the ribosome.
Most of these words follow right along with the higher order thinking skills in Bloom's taxonomy. We need to be using these twelve words in the context of our subject areas on a regular basis. These should be the verbs in the tasks students are completing. Therefore, the students will learn a practical application for each of the twelve power words. It would be a good idea for each teacher to keep a copy of these power words near them while writing lesson plans to ensure we are challenging our students with rigorous content.
I believe that these are great words that serve to move the learner in the direction that the assessor wishes for the learner to go. I know that an understanding of these twelve key words would provide the learner with an immeasurable comprehension of the way in which questions are to be answered.
At the same time, though, these twelve words will take the learner only so far. Attention must always be paid to every single word of which the learner does not know the meaning. For example, the study of mathematics is replete with words that describe concepts, concepts that are often easier to grasp than the words used to convey the directions. Thus, while I think that Mr. Bell's twelve word listing is helpful, it represents only the "tip of the iceberg."
I agree these terms are a good starting point for test taking. I had the pleasure of listening to Mr. Bell speak and "winning" a poster of his terms. I teach them to my students each year.
These are excelloent. Now we have a starting academic verbage to teach our students with which to communicate. Anything that can help our students with their verbal comprehension and communication is good.
These are 12 powerful words for the students to know. I agree with Mr. Valdes that there are several more that the students need to know in context. When we use these words daily, the students start using them in their thought processes, which help them do better on assignments and tests.
The 12 words are a great way to describe what you are doing in your lesson plans as well. These words were represented by the famous Benjamin Bloom in 1956. Each of the 12 words describes a portion of Bloom's 6 levels within the cognitive domain. Bloom's 6 levels include knowledge, comprehension, application, analysis, synthesis and evaluation. The levels progress from simplist (knowledge) to complex (evlauation). The idea is to provide a solid foundation for the learner and eventually have the student apply and synthesize the concept(s).
Reference
Lee, V. (1999). Creating a blueprint for the constructivist classroom. Retrieved September 21, 2010 at http://www.ntlf.com/html/pi/9905/blue_1.htm
This is a good website to reference if you are interested in other key words for your lesson plans or whatever you desire to use them for.
http://eduscapes.com/tap/topic69.htm
Being trained as a special educator, I think of the word analyze as being the foundational for a special educator. During my training I was taught not to start teaching any lesson until you knew where each student's baseline was for that particular task or lesson. It was then I became familiar with the phrase "Task Analysis". Task Analysis is taking a particular task/or lesson and breaking it into steps. For example, if I were to teach, finding the lengths in a 45-45-90 degree triangle, I would have to list every step that a student needs to know to perform this task. I would then have to observe the students or analyze his/her work by using the task analysis and depending on what steps the student correctly performed that would be his/her baseline and that is where you will have to start the teaching process. In the resource room all teaching is individualize.
I was not only expected to analyze tasks for our students, but I had to analyze what I was doing during the teaching process. I was expected to make corrections or enhance my method/process of teaching depending on my baseline I achieved on the "Task Analysis".
The word analyze is a powerful teachin tool once students understand and practice it in their daily lessons.
These words are up on our wall along with our own 'Word Wall'. Its amazing how the students react to harder words.
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