Language Strategies in Teaching

Science and Mathematics

Workshop Orientation

Ma. Elizabeth C. Leoveras

DG Tan Hall
College of Education
Central Luzon State University
Science City of Munoz, Nueva Ecija
August 14-16, 2018
Dept. of Biological Sciences
College of Arts and Sciences
Central Luzon State University
Based and adapted from the Lecture of:
Prof. Jo-Ann M. Cordovilla
Bicol University
K-12 Framework in
Science
K-12 Framework in
Math
K-12 Framework in Language
Use as Reference during the Training on Language Strategies in Teaching Mathematics and Science
 Racca, R.M.A.B. and Lasaten, R. C. S. 2016. English Language
Proficiency and Academic Performance of Philippine Science High
School Students. International Journal of Languages, Literature and
Linguistics, 2 (2).

The study concludes that there is a significant relationship

that exists between the students’ English language
proficiency and their academic performance in Science,
Mathematics and English. The higher the English language
proficiency levels of the students are, the higher their
academic performance levels in Science, Mathematics and
English.
The study further concludes that students’ English
language proficiency could be a predictor in the students’
academic performance in Science, Mathematics and English
since the medium of instruction used in the teaching of the
said subjects is English.
Benefits of Language in STEM
Students
 Organize and consolidate scientific and mathematical thinking through
communication
 Communicate scientific and mathematical thinking coherently and
clearly to peers, teachers, and others
 Analyze and evaluate the scientific and mathematical thinking of
others
 Use the language of science and math to express ideas precisely

Teachers
Gain insight into their students’ thinking
Diagnose their students’ misconceptions
Assess students’ thinking habits and attitudes
Evaluate their own teaching techniques
Workshop Sessions
Workshop Title Description
1 Taxonomy Building Building scientific and mathematical
vocabulary
2 Composing with Keywords Constructing sentences and
paragraphs using scientific and
mathematical terms
3 Metacognition Exploration and reflection on
personal scientific and mathematical
knowledge
4 Defining Format for Clarity Organizing and categorizing
knowledge using a template
5 Profiles Connecting concepts across
disciplines using one concept as
anchor
6 Using Frames for Procedures and Explaining, describing, and
Results discussing scientific and
mathematical procedures
Outputs
Workshop exercises
Training design for regional training
Sample lesson integrating language
strategies
 One each for science and mathematics
WORKSHOP 1

Building Taxonomy
Objective of Workshop 1

 Assess the extent of personal and

collective vocabulary in selected science
and mathematics sub-disciplines
 Appreciate the specialized vocabulary of
scientific and mathematical sub-disciplines
 Recognize the importance of words in the

teaching – learning process

What is Taxonomy?
TAXONOMY are classification systems that organize information
on a specific topic or concept.

In this workshop, we use the term “taxonomy” to mean a collection

of words directly related to a specific topic or subject matter.

Taxonomy can be used to:

 Assess both prior and new knowledge of topics

 Monitor progress in scientific and/or mathematical jargon

 Serve as basis for writing activities in the discipline

 Build awareness for vocabulary

 Whose words/terms are these?
 Design, drawing, plan, beam, column, footing
 Legal, interrogatory, restraining order, sentence,
case
 bp, cbc, stroke, blood clot, hemorrhage, fracture

 backup, arrest, assault, crime

 asset, balance sheet, debit, credit, liabilities

 Mean, mode, median, dependent, variable

 Ancestor, antibody, backbone, gamete, organ

Workshop Instructions
Each group will have a subject theme.
The subject theme of the science group will be
given to the math group and vice versa.
Individually, write down a word or words for
each letter of the alphabet that is related to
the subject theme assigned to the group.
Build the group taxonomy by following the
template below (sample entries provided):
Workshop Instructions
Grouping:
First, divide yourself into two large groups, Group A all science
teachers and Group B all mathematics teachers, respectively.
Second, divide yourself into smaller groups of five (5)
Each group will write and submit a subject theme:
A subject theme is a body of knowledge in either science
or mathematics with a collection of jargon (i.e. special
terminologies and e.g., physiology for sciences or trigonometry
for mathematics)
Science groups should write science-related subject themes and
mathematics groups, mathematics-related subject themes.
Subject Theme: Reproductive System

Words that all Words that three Words that two Words that only
members know members know members know one member
knows
ampulla atretic follicle
A
Bartholin’s Gland blood testis
B barrier
cervix corpus luteum
C
D
egg cell endometrium epididymis
E

Z
 Workshop Instructions
Post your taxonomy in the “gallery” to allow other groups to
look at your list. The facilitator will look at the lists and
select a few for presentation.
If your taxonomy is selected, present your list:
 Try to explain why some words are known by all group

members and some words are known by only one group

member.
 Point out what you consider are “difficult” words and

explain why you think they are difficult.

 Did your group experience difficulties in making the
taxonomy? Why or why not?
Workshop Instructions
TAXONOMY EXCHANGE!: The math group will return
their taxonomy to the science group, and vice-versa.

Now, review the taxonomies you received:

 fill in the gaps where no word was provided
 add more words to the list
 encircle words that do not fit the theme of the list
Workshop Instructions

Then, post again the revised lists/taxonomy in the gallery

and groups will be selected to present:

 Which terms can be considered fundamental or basic to the

subject theme? Why do you say so?
 Which terms can be considered as specialized (jargon), if
any? Why do you say so?
 Did you remove any words from the list or at least consider
removing words from the list? Explain.
 Did you encounter any difficulties in revising the taxonomy?
Why or why not?
For Discussions
 As teachers, which is more important: an extensive
cross-discipline vocabulary or an intensive in-
discipline vocabulary?
 How important is vocabulary to the learning
process?
 Does having a large vocabulary automatically
translate to better understanding of science and
mathematics?
Possible Classroom Uses
Teachers can use “Building Taxonomies” in:
 Pre-assessment, to determine the extent of student
knowledge of subject matter
 Student journals, where students can track the
progress of their vocabulary in the subject over a
school term
 Sharing exercises, where students can exchange

words and share what they know about the words

 Building “word banks” for use in other activities
End of Workshop 1