The Semiotic Function of a Bridging Representation to Support Students’ Meaning-Making in Solution Chemistry

2021 ◽  
Author(s):  
Lam Pham ◽  
Russell Tytler
Keyword(s):  
Meaning Making ◽  
Solution Chemistry ◽  
Support Students

scholarly journals Reimagining Numeracies: Empowered, Game-Informed Meaning Making in and beyond the Pandemic Era

2021 ◽  
Vol 23 (2) ◽  
pp. 16-31
Author(s):  
Sandra Schamroth Abrams
Keyword(s):  
Public School ◽  
Learning Environment ◽  
Meaning Making ◽  
School Buildings ◽  
Support Students

This article focuses on how a game-informed culture in public school math classes sustained interaction, cooperation, and empowered meaning making when COVID-19 mandates closed school buildings and education went fully online. More specifically, the game-informed learning environment supported the students’ development and discussion of their multimodal numeracies, and the highlighted activity reveals how the generation of math memes can foster students’ engagement in creative and empowered practices. Underscored throughout this article is the importance to embrace the expansiveness of numeracies in order to recognize, value, and support students’ meaning making.

Talking Through the Design

2020 ◽  
pp. 32-51
Author(s):  
Nichole M. Barrett
Keyword(s):  
High School ◽  
Language Arts ◽  
English Language ◽  
Literacy Practices ◽  
Meaning Making ◽  
Digital Design ◽  
After School ◽  
High School English ◽  
Social Literacy ◽  
Support Students

In this chapter the author details the experiences of one high school English language arts teacher, Mr. Jeremiah Johnson, and the literacy pedagogy he enacted in order to support students as they composed with digital video. The author will highlight the ways that a dialogic, design-based pedagogy gave students in an after-school film club the opportunity to explore digital design and navigate compositional challenges, all while retaining autonomy over their projects. The chapter adds to the scholarship by drawing attention to social literacy practices and process as transformational meaning-making opportunities for students that foreground individual identities and literacies.

scholarly journals Translingual Practice, Strategic Participation, and Meaning-Making

2019 ◽  
Vol 51 (1) ◽  
pp. 75-99 ◽  
Author(s):  
Mark B. Pacheco ◽  
Shannon M. Daniel ◽  
Lisa C. Pray ◽  
Robert T. Jiménez
Keyword(s):  
Small Group ◽  
Meaning Making ◽  
Guided Reading ◽  
Read Aloud ◽  
Bilingual Students ◽  
Buddy Reading ◽  
Support Students ◽  
Meaning Analysis ◽  
Construct Meaning

This case study examines one third-grade teacher’s strategic participation in translingual practice and the ways that this participation shaped emerging bilingual students’ meaningful engagements with texts. Using a transliteracies perspective, we describe instances of emergence and resonance as students and their teacher leveraged resources coded in English, Arabic, and Spanish to co-construct meaning. Analysis of small-group guided reading, buddy reading, and an interactive read-aloud detail how the teacher used entextualizing, envoicing, and recontextualizing strategies to support students’ participation. Analysis of postinstruction interviews describes how resources, expertise, and emotion resonated within each literacy event and across time for this teacher. We conclude with recommendations for including translingual pedagogies in similar classroom contexts, arguing for the importance of recognizing and developing teachers’ translingual competence, as well as their emerging multilingualism.

scholarly journals University Students’ Reflections on Representations in Genetics and Stereochemistry Revealed by a Focus Group Approach

2015 ◽  
Vol 11 (2) ◽  
pp. 169-179
Author(s):  
Inger Edfors ◽  
Susanne Wikman ◽  
Brita Johansson Cederblad ◽  
Cedric Linder
Keyword(s):  
Focus Group ◽  
University Students ◽  
Prior Knowledge ◽  
Meaning Making ◽  
Group Setting ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Teacher Professional ◽  
Student Meaning ◽  
Support Students

Genetics and organic chemistry are areas of science that students regard as difficult to learn. Part of this difficulty is derived from the disciplines having representations as part of their discourses. In order to optimally support students’ meaning-making, teachers need to use representations to structure the meaning-making experience in thoughtful ways that consider the variation in students’ prior knowledge. Using a focus group setting, we explored 43 university students’ reasoning on representations in introductory chemistry and genetics courses. Our analysis of eight focus group discussions revealed how students can construct somewhat bewildered relations with disciplinary-specific representations. The students stated that they preferred familiar representations, but without asserting the meaning-making affordances of those representations. Also, the students were highly aware of the affordances of certain representations, but nonetheless chose not to use those representations in their problem solving. We suggest that an effective representation is one that, to some degree, is familiar to the students, but at the same time is challenging and not too closely related to “the usual one”. The focus group discussions led the students to become more aware of their own and others ways of interpreting different representations. Furthermore, feedback from the students’ focus group discussions enhanced the teachers’ awareness of the students’ prior knowledge and limitations in students’ representational literacy. Consequently, we posit that a focus group setting can be used in a university context to promote both student meaning-making and teacher professional development in a fruitful way.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

Predicting Post-Trauma Quality of Life: Meaning-Making Trumps Medical Reality

2008 ◽  
Author(s):  
Ed De St. Aubin ◽  
Abbey Valvano ◽  
Terri Deroon-Cassini ◽  
Jim Hastings ◽  
Patricia Horn
Keyword(s):  
Quality Of Life ◽  
Meaning Making ◽  
Life Meaning
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