Click on the link for directional terms. In your own words, give me your best definition of what these words mean. Submit for a homework grade. **Vocabulary Pretest**
There are three videos that will help you with this assignment. Please view them as many times as you need to.
After viewing the videos, please copy them in your notebooks and find the definitions.
The third link is a list of Latin and Greek root word, prefixes and suffixes. (These are very important to learn and memorize. Not only are they extremely useful in this class, but will also help you on your SATs.) Read through the list. It would be helpful for you to write the important ones in your notebook.
In the lab manual, complete exercise 4, page 21 and exercise 7, page 49. hand in for evaluation.
After reading through this list, try and decipher the following terms. Using all the resources available to you, root words, prefixes, and suffixes, Find the meaning of the following words and submit for evaluation.
Abstract As of August 23, 2011, my district is not in session. The lesson and assessment I chose and present every year was on the terminology used in the study of anatomy and physiology. Anatomy has an extensive language helps break through the international language barrier. Many of these students want to enter the medical field as a nurse, doctor or therapist. To be successful, they need to be able to communicate with other professionals. I start with the basic terminology of directions. In the past, I would give the word list of anatomical references and a list of Greek and Latin prefixes, suffixes and root words to use to help them translate the terms into an understandable condition. A couple of things happened. After referring back the Greek and Latin lists, students realized they could be used for everyday words. The best help came with the use of the video of directional terms. These are directional terms expressed in opposites and in the relationship the direction has relative to another body part. This is a very hard concept at times for students to grasp. These videos explain the need for a common language and a brief description of some basic terms. These words are only the start of learning the terms. A student learns more vocabulary as the subject changes and becomes more involved. The lists given to them are to help them decode the terms into a phrase, word or condition that they could understand. A typical assessment would be the standard vocabulary quiz. More often than not it would be a matching test, with the definitions or answers worded differently. I would make them think. The hardest part for the students was the directional terms the can change depending on the reference point or the relationship between two points of identification. There are lab exercises that reinforce the vocabulary. The results are within normal parameters. Those that studied did well. Those who did not study, did not so well. The end result was, students came away with a deeper understand of the need for a common language and the complexity if the subject. The grades range from a 50 to 80, class average of 65 in one class, 67 in the other, as a pre-test on the students perception of the terms. After class discussion, watching the videos and lab exercises the grades improve to an average of 79, in one class and in the other respectively.Vocabulary building in anatomy is an ongoing process and constantly changing dependant on the topic under discussion.
Abstract
As of August 23, 2011, my district is not in session. The lesson and assessment I chose and present every year was on the terminology used in the study of anatomy and physiology. Anatomy has an extensive language helps break through the international language barrier. Many of these students want to enter the medical field as a nurse, doctor or therapist. To be successful, they need to be able to communicate with other professionals.
I start with the basic terminology of directions. In the past, I would give the word list of anatomical references and a list of Greek and Latin prefixes, suffixes and root words to use to help them translate the terms into an understandable condition. A couple of things happened. After referring back the Greek and Latin lists, students realized they could be used for everyday words. The best help came with the use of the video of directional terms. These are directional terms expressed in opposites and in the relationship the direction has relative to another body part. This is a very hard concept at times for students to grasp. These videos explain the need for a common language and a brief description of some basic terms. These words are only the start of learning the terms. A student learns more vocabulary as the subject changes and becomes more involved. The lists given to them are to help them decode the terms into a phrase, word or condition that they could understand.
A typical assessment would be the standard vocabulary quiz. More often than not it would be a matching test, with the definitions or answers worded differently. I would make them think. The hardest part for the students was the directional terms the can change depending on the reference point or the relationship between two points of identification. There are lab exercises that reinforce the vocabulary. The results are within normal parameters. Those that studied did well. Those who did not study, did not so well. The end result was, students came away with a deeper understand of the need for a common language and the complexity if the subject.
The grades range from a 50 to 80, class average of 65 in one class, 67 in the other, as a pre-test on the students perception of the terms. After class discussion, watching the videos and lab exercises the grades improve to an average of 79, in one class and in the other respectively.Vocabulary building in anatomy is an ongoing process and constantly changing dependant on the topic under discussion.
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