While I like the new vocabulary lists and how they are divided up by sub units, is there anyway to prevent the repeat words without downloading the list and deleting them ourselves with the help of AI? I like to have my kids use the old Vocabulary Tracker that we had, for AP and the have to write out all the words, parts of speech and definitions and then create their own sentences. This has helped them with their writing skills for the SAQ's, DBQ and LEQ. I think this would be beneficial for all the course, not just AP.
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Rebecca Sloat This is a good question. We do include some repeated vocabulary terms in the unit list because we know teachers sometimes skip lessons, so, for example, we wouldn't want to miss a term in lesson 3 if someone didn't use our materials for lesson 1. But we love a reason to save paper and save space, so I'm trying to think of creative solutions for you.
Here's what I've got, and I'd be curious to hear what ideas other teachers have! Anne Koschmider Ian Casey Wayne Zhang Susan Elizondo
- Have an early finisher act as a TA and edit the list to remove duplicates
- Send students to the lesson pages on site where they can click the vocab terms at the top of the lesson and see the definition pop out. Then they could add them to the tracker like you've described.
- Feed the list into Gemini Notebook and ask it to remove duplicates--sounds like you're already using AI for the task. The fun new layer with this tool (formerly Notebook LM) is you can create flash cards and other multimedia ways for students to interact.
And here's a fun idea that Shane O'Halloran (291369c3-c76a-48d8-9574-c1425fab3238) shared (along with fully built out Kahoots!) to engage students in vocab for AP.
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I see what Becca Horowitz is saying here. I am among those who don't use every article, so I think including all the possible vocab options on the list makes sure that important terms don't get omitted. Having AI remove duplicates seems like it might be a speedy solution.
In your observation, have duplicate terms tended to be those that seem extra important for students to know? If that's the case, I'm wondering if that might be an opportunity for review. Sometimes, if I have students revisiting a definition, I challenge them to write a more "user-friendly" definition than the original source provides. While I frame it as an "upgrade," this has been helpful to push students to a more advanced level of understanding.
Lastly, it's great to hear that the vocab tracker has been an effective tool for student writing! I go back and forth on how much overt vocab instruction is best, so it's always nice to hear what's working well for someone.
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This year I am trying something new with the AP vocabulary. I am making a vocab wall in one of the corners of my class. I plan to incorporate the wall throughout each unit into my daily lessons by developing skills and reviewing content. I agree with Anne Koschmider that having duplicate terms is a great chance to review terms and an even better opportunity to develop contextualization, in regards to how each term might differ in various time periods and regions of the world.
For me, the vocab wall will provide a physical model in class to show term and reintroduce them throughout the different units.
