Term

Spring 2018

Capstone

Capstone Project

Degree Name

MALED

Facilitator(s)

Julianne Scullen

Content Expert

David Núñez

Abstract

Teachers willing to listen over lecture can implement voice-on activities that create equitable learning environments for all learners. Today’s students arrive to us nourished by multiple streams of knowledge gleaned from family, friends, books, games, television, Internet, and various technologies. Equipped with complex layers of knowledge— students have something to say—but how they say and synthesis this information during voice-on activities is paramount for building new constructs. In 2016, the phrase voice-on activities was first used in a middle school science classroom as a cue to model preferred behavior and categorize the following oral activities: argumentation, collaboration, conversations, discourse, discussions, debates, group talk, student talk, presentations, and many more. The purpose of this capstone is to explore the effectiveness of prior knowledge, vocabulary acquisition, and non-digital games as strategies to enhance students’ science literacy and the use of academic language during voice-on activities.

Project Type

Curriculum

Keywords

Literacy, Science, Teachers/ Teaching, Student Voices

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

Included in

Education Commons

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