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sho Huangdi reading and station’s questions

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For most units I select what I see as the 10 "most important" content vocabulary terms that the students need to know and understand for the unit.  The students use the online version of Quizlet and enter their words and definitions in their own words.  They also attached pictures using the Online version.  I have them practice the definitions using the app.  This is a great way to help students better understand what they are reading.

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I used the KIM strategy with my pre-algebra students.  It was in a chapter with a ton of vocabulary words.  I had them choose 6 words that were new to them and introduced this strategy.  It was very fun to see what they picked as their memory clue/picture. They came up with things I would have never thought of. It seemed to help them remember the vocabulary better on the quiz :)

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We used this strategy with the short story unit. Students are given words that relate to the prefixes and roots. Students have to show their understanding by using them in context and providing a visual for a mnemonic device. I have given them how the word is used in context and then the students have to deduce what the word means in that particular context and then develop a visual.

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I use a form of K.I.M for my vocabulary words that students receive. For my students I have them create a definition that can be put in student language, find the part of speech the word is, use the word in a sentence properly and draw a picture to help the student remember the word's meaning. This strategy may take a little longer to do, but students learn the word while completing the work. I have them create a vocabulary section in their notebook. I will go over definitions a few days before the test, so everyone understands what the word means. I also try to have the students do some type of activity with the words as a starter - for example write a story using your vocab words.

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This year, I replaced the Frayer Model with the KIM Strategy.  I did this twice during the 7th grade health class.  The first time, I gave the students the vocabulary words without the definitions, but provided them with the template (see below).  The second time, I provided the students with the words and the definitions, plus the template.  I think the students needed to do more work the first time being that they had to find the definitions themselves, however, the second method is a good way to scaffold for students who need additional support.  A problem I had was students getting the pictures from the internet not fitting in the template box.  It required them to adjust the size of the picture prior to inserting it.  Some students preferred the creative method and drew their pictures.  I really like having the students write their sentences because I can easily tell if they understand the context/meaning of the word for this particular unit.  The template was a great way to guide the students into setting up their work properly.  The other suggestion I have is to limit the words to about 10, one of my units had 16 and that took a lot of time, especially being that was the first attempt in class with the KIM strategy.  I put 3 of these templates on a page.

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I used the K.I.M. strategy to preteach some difficult vocabulary in an article that we were going to read later that week. There were about 14 total words. After reading through the words as a class, and explaining "context-rich definitions", students drew 3 words from a bucket and filled out the K.I.M sheet. Then they took their sheets and created a Google slide for each one, with animation so the picture popped up first, then the definition, then the word. They submitted them to me on Google Classroom, and I compiled them into a large presentation and we played it as a game.

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I use the K.I.M. strategy with Quizlet. I choose the 10 most important vocabulary words. Using the Quizlet app, students create their own vocab list by typing in the word, using the textbook to create their own definition, and attaching an image that represents the meaning of the word. You cannot add pictures through the app, you need to go through the internet. As a follow up, I would have the students go through the 10 words and use it in a sentence of their own. I feel like the students understand the vocab words better by using the KIM strategy. Students have mentioned that they would like to have 2 vocab lists, one with pictures and one without, so they can study without the visual clues.
Here is an example: https://quizlet.com/164994798/ch-201-flash-cards/

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Used the K.I.M. Strategy for Health class vocabulary.  This is good for use in multiple ways, in science, social studies, language arts, etc.  This strategy could prove useful over many subjects and grade levels.  I think the kids enjoyed it because they think it's not really “work” since they get to draw and they can be creative with their statements.  The use of drawing or images really helps them with memorization, as it allows them choice and control over how they learn the vocabulary, and how they make the connections between the word, the definition, and the use in context.  I think it is effective to allow the students to discuss their sentences and drawings / images as this helps them learn the word and its meaning.  Some words are more difficult to draw pictures for, and this may reduce the applicability of this strategy. Also, after repeated use, it may become mundane, so it would be good to keep it fresh by differentiating the type of instruction used.  On this particular day, the students had the blank templates on their iPad, but in the future, it may be better just to use paper so the kids can have more opportunity to draw their memory picture, rather than cut and paste from the internet, since recent articles have suggested again that handwriting notes is beneficial.  http://www.npr.org/2016/04/17/474525392/attention-students-put-your-laptops-away

But that’s another topic altogether.

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Reflect on your experience using the K.I.M strategy by answering the questions above.