Word Walls

Since mathematics is considered another language because it has terms that have specific meanings, I've always had a word wall for every class.   Unfortunately, too many people do not think about using a word wall in mathematics since it is normally associated with English. 

A word wall in mathematics is a good way to identify the words and their meanings that are important for students to know and learn.  It is the vocabulary they need to have so they can discuss mathematics.  

The words that are posted are the ones associated with the current section.  A teacher should introduce the words with meanings in class before they are posted on the wall.  The words posted should include a visual clue to trigger the memory such as in the photo to the left.

The wall might is a great way to incorporate scaffolding for all students by creating context for much of the vocabulary.  For instance, if you are teaching about simple interest, you can have the words simple interest, the formula for simple interest with each variable identified as to it's meaning, with an example at the end.  Most teachers have students who are English Language Learners, who have always struggled with math, or who end up needing extra assistance in class.

A word wall in mathematics should include more information because so many words are associated with a formula.  For instance, we talk about the Pythagorean theorem and assume students should know the formula of a^2 + b^2 = c^2 is one definition of it.  They also need the visual so they know what a, b, and c represent.  So instead of just listing the words "Pythagorean theorem", they need everything associated with it so they understand the context.  

If word walls are set up with as much information as possible associated with each word, it provides an immediate reference for students so they become more important.  If you are using the Pythagorean theorem to solve a ladder against the wall problems and a student doesn't remember it, they can look over at the word wall, read up on it quickly without having to ask the teacher.  

Furthermore, it allows the teacher to point to the material rather than falling back on the "You should have learned it three years ago." comment.  Sometimes students didn't learn it the first time, or the second time and by having everything on the wall, they have immediately scaffolding and support available.  If a student asks about something, the teacher can refer to the material on the word wall. 

In addition, maintaining a word wall shows students that the teacher cares about the students and their learning. When parents come in for teacher-parent meetings, the parents see that you care since they can see the word wall.  The word wall also provides automatic connections to previous topics.  A student might night always remember how to set up a coordinate grid and having it on the wall allows students to do a quick check and it exposes students to the topic another time thus helping them learn it better.

A math word wall is also considered a low floor, high ceiling activity allowing students different entry points depending on their need.  By providing visual information with more limited verbal explanations, students with learning disabilities, who are English Language Learners, or are afraid of math, are all able to access the material.

On Wednesday, we'll explore different ways to create a word wall in your math class.  Let me know what you think, I'd love to hear.  Have a great day.

You Have A Word Wall. What Now?

  I keep a word wall going in my room.  Every time, we start a new section, I add the words but I seldom do much more than post them.  This means, I am not using my word wall effectively.

Most students never pay attention to the words you post on the wall unless you have them do something with them. So I took time to find things I can do with the word wall to make it's presence more effective.  I've found some activities I hope to include with my class this coming year so students take a more active part in learning the words.

1. Give the students clues about the word and have them choose the word from the wall.  The clue could be something like "I have four 90 degrees and four equal sides."  The students would answer "Square".

2.  Assign each student or pair of students one of the words.  They can look through magazines to find pictures that represent the term and use the pictures to create a collage.  This activity could also be done with an app and picture sites such as pixabay.com.

3. Create cloze sentences in which students find the proper word to fill in the blank.  The sentence might be something like "The car stops at the three sided sign which is shaped like a __________".

4.  Assign each student a different vocabulary word.  Let them create word webs that remind them of the vocabulary word.  If they don't want to use words, they could use pictures but all the words need to relate to the vocabulary word.  If a student is given cube, they might use words like six faces, equal sides, boxes, and others.

5. Organize a Pictionary game with groups of four.  Divide the group of four into pairs of students.  One student will draw a picture to illustrate the word while the other pair tries to guess the word.  When they guess the word, they sides switch and repeat.  if you'd rather get more movement, have the students act out the word.

6. Divide the students up into pairs and let each student select a word.  The students have to figure out how the words are related.  Some relations might be the terms might have similar or opposite definitions, or perhaps they describe each other.  Then have the pairs share their answers with the rest of the class because it gives students a chance to see the relationships others find.

7. For this type of activity, I'd let students take pictures of the word wall before beginning the activity.   When you are ready to begin, name a math topic such as "types of three dimensional shapes", students look at the words on the word wall and find words that match the topic.  Other uses might be to have students find words that mean the opposite of each other such as parallel and perpendicular.

8.  Have students create a Freyer model for each word.  To make them more effective, you might change the headings to  "Definition/Description" with more than just a minimal definition.  Use "Good Stuff to Remember" where students might record all the possibilities.  Include several examples under examples and not examples.  In addition, when students put the word in the middle, they might also include other names that mean the same thing.  For instance, if the student is defining scatterplot, they might also write scatter gram, correlation graph, or scatter diagram because they are all names for the same thing.

9. Give students a chance to be artistic with doodle links.  The teacher reads one vocabulary word off the wall and waits for about 30 seconds while students create a doodle, sketch, or picture of the word, then they draw a line to the next place they draw another word.  This continues so all sketches, doodles, or pictures are connected with a single line and at the end, have students go back through and label all the drawings without looking at the word wall. Finally, have the students call out the words in unison at the end.  It is recommended that they do between seven and fifteen numbers for this activity.

10. Remove the words from the word wall, mix them up, and let students place the words back up on the wall in an organized manner.  This means students have to think about the words and the way they are related.

11. Instead of just putting words up on the word wall, add pictures or visuals and have students connect the word with the visual using yarn or string.  To add more depth to the wall, include examples for students to connect to the word and drawing.

11a.  If you want students to learn more about all the meanings of a word, include the non math definitions and illustrations for students to connect to the math word.  Since math vocabulary often has several layers of meanings, include those on the board.

Another way is for the teacher to place the word on the wall and have the students create examples, and pictures for each word or the different definitions, math and non math to place on the board.  When students create the rest of the word wall, they are more likely to understand the words.

12. Play the "Flyswatter game" where the class is divided up into teams.  The teacher has two students (one from each of two teams) go up to the wall carrying only a flyswatter.  The teacher gives a clue and the first student to swat the correct word, earns their team a point.

Have fun trying some of these things out in your class next year.  Let me know what you think, I'd love to hear.  Have a great day.