Revising SLH undertakings for improved scientific language emphasis
In classrooms across New Zealand, teachers are employing a variety of innovative strategies to help students understand and retain scientific vocabulary. One such method is the use of wall displays and posters, which serve as visual anchors for key terms and definitions.
Gail, a dedicated teacher, recently had her students draw diagrams of earthworms, labeling features using the correct terms, demonstrating their ability to use the new vocabulary effectively. This approach aligns with the New Zealand curriculum's emphasis on inquiry-based learning, where vocabulary is introduced within the context of investigations, enhancing deep conceptual understanding.
The posters are designed with a bold visual layout, making them engaging and accessible for students. They provide a constant visual reminder throughout learning activities, supporting the retention of new terminology. Teachers carefully scaffold vocabulary tasks, using supports like sentence builders, modelled responses, and visual aids, to reduce cognitive overload and encourage confident engagement.
New Zealand educators also integrate scientific vocabulary into broader literacy goals, using curriculum-aligned phonics and literacy resources like the Ready to Read resources. This approach supports the development of reading and vocabulary skills in early learners while introducing scientific terms appropriate for their level.
Inclusive and collaborative approaches are also essential in New Zealand schools. Specialized strategies such as Davis Learning Strategies are implemented to ensure inclusion and support for diverse learners. Collaborations among teachers, specialists, and families create enriched environments where scientific vocabulary is introduced thoughtfully to suit all learners' needs.
The Science in the New Zealand Curriculum aims to help students communicate scientific ideas effectively. To achieve this goal, teachers use accessible language and help students develop a 'scientific vocabulary'. They also use words in multiple contexts and model their appropriate use, as demonstrated by Gail who used an interactive whiteboard to teach earthworm vocabulary.
In summary, New Zealand teachers effectively teach and embed scientific terms in students’ learning experiences through the use of wall displays and posters, inquiry-based learning, careful scaffolding, diverse and repeated exposure, and curriculum integration. This multifaceted, research-supported approach fosters learner engagement and improves conceptual understanding, ensuring students are well-equipped to communicate scientific ideas effectively.
- Gail's students, engaged in education-and-self-development activities, applied their newly learned science vocabulary when they drew diagrams of earthworms and labeled their features.
- The visual learning resources, such as the posters and wall displays, played a significant role in the science education of students, offering constant reminders and support for retaining new scientific terms throughout learning activities.
