Objective and Outcomes: *
• Participants will collaborate with
district and department med related careers instructors to determine student
problem areas in medical terminology and literacy.
• Participants will build a bank of common medical terminology to address
• Participants will determine and implement several strategies to improve
literacy needed for the healthcare worker.
• Participants will reflect and share best practices in literacy.
Resources/Course Materials: *
• Mary Palmer, instructional coach
• Booth, K. A. (2013). Healthcare science technology: A complete online
system. Bothell, WA: McGraw-Hill Education.
• Jones, B. D. (2016). Comprehensive medical terminology. Boston, MA: Cengage
• Heather Frey and her Instructional coach at BHS
Various online sources that specifically focus on building vocabulary skills
through teaching of morphemes and context
1. Reflections on
New Learning (Describe the information sharing or collaboration options your
participants will engage in as evidence of reflection upon the session
• Weekly meetings as a PLC and individual content areas: Teachers in the
medical-related careers department will meet two times per week to discuss problem areas with reading and writing and create effective ways to address the deficits commonly found in our students’ literacy skills. We will develop a list of commonly used medical terms and commit to using different strategies to teach those in our classrooms. We will share strategies and discuss student progress. Teachers are encouraged to ask questions and search for evidence/research to move the work forward.
• Each teacher will show student growth in writing by choosing 3 current event projects to analyze and compare. Students will also be assessed on
those vocabulary words to allow for comparisons on test scores throughout the
district. Teachers will share with their information at our district-wide PLC
and the CHS PLC group—they will share their approach, their strategies, and
2. Application of New Learning: (Describe what participants will be asked to
do to show evidence of application of the session content to their work.)
• Med related careers teachers will incorporate literacy into each unit. We
will have many forms of evidence to support the growth of students including:
vocabulary assessments, current events rubrics/ newly created assignments,
quizlet study sets, student current event projects to compare, followed by a
documentation component in which students will fill in the correct vocabulary
term into an actual patient chart correctly (using contextual clues). We will
also finish with a research project to further address the literacy needs.