Scene 1

Megan Reynolds could not figure out what to do. As a high school Language Arts teacher, she understood the importance of building the vocabularies of her students. She had tried vocab lists before, but the students merely memorized the information for the vocab tests and then promptly forgot it.

I remember my mom and me working on learning vocab words when I was little. We would always make up little rhymes to help me memorize. Maybe I could do something like that, she considered.

Megan also knew that a lot of her students were visual learners, and she wanted to address their needs. Plus, she had AD/HD students like Michelle who could not sit still and needed a way to focus.

I think I'll being this up at the next team meeting and see if anyone has an idea, she decided.

Reflections:

  1. Why does vocabulary work often not get the emphasis that it deserves in high school?
  2. Judge why AD/HD might be an especially difficult disorder to deal with when teaching vocabulary.

 

 


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