Effective Vocabulary Instruction and Assessment

Angela Stockman

Erie 1 BOCES

astockman@e1b.org

Who is an “expert” in YOUR field?

Doctors need to be experts about the human body. Lawyers need to be experts about the law. Car mechanics need to be experts about how engines work. Pilots need to be experts about aerodynamics, and EDUCATORS need to be EXPERTS about learning.

HOW DOES THAT HAPPEN?HOW DOES THAT HAPPEN?

COPYRIGHT 1993 B. MCGARVEY

Coming to the Table:Assumptions for Our Work Together

The Learning Curve in Education? It’s a J Curve.The Learning Curve in Education? It’s a J Curve. Assumption 1: We see the need to learn more.Assumption 1: We see the need to learn more. Assumption 2: We WANT to learn moreAssumption 2: We WANT to learn more Assumption 3: WE control the extent to which Assumption 3: WE control the extent to which

we learnwe learn

Our Teaching Expands to Reflect the Continuous Our Teaching Expands to Reflect the Continuous Flow of New Research on LearningFlow of New Research on Learning

Assumption 1: We become comfortable with Assumption 1: We become comfortable with ambiguity. ambiguity.

Assumption 2: We think critically—PROBLEM Assumption 2: We think critically—PROBLEM RESOLVERS RESOLVERS

Assumption 3: We become reflective—we marry Assumption 3: We become reflective—we marry best PAST with best best PAST with best

NEW NEW practices. practices.

Foundational Principles for All Learning

Students learn in different ways.

Students learn in different time frames.

How Do I Currently Approach Vocabulary

Instruction?

Self-Assessment

Teaching Vocabulary is Synonymous With Teaching Background Knowledge

Vocabulary Instruction Across the Content Areas

How do words work across the content areas?

ELA

Social Studies

Science

Foreign Language

Math

Vocabulary acquisition occurs in stages.

Students can learn vocabulary through experience/in context and through direct instruction.

Direct instruction on words that are critical to new content produces the most powerful learning.

Creating visual images for vocabulary words is THE BEST way to enhance mastery of the word.

Debra Pickering, 2005

What We Know About Vocabulary Instruction

Pickering, 2005

Chances of Learning New Words When Presented in Context Only

Chances of Learning Word

Ability Low 8%Average 12%High 19%

Grade Level Grade 4 8%Grade 11 33%

Text Density 1 new word per 10 words 7%1 new word per 74 words 14%1 new word per 150 words 30%

Non-Linguistic Representations

Dual Coding Theory: knowledge is stored in two forms—linguistically and with imagery

Linguistic Form:Semantic in nature. Actual statements held in long-term memory.

Imagery Form (Non-linguistic Representation):Mental pictures or physical sensations.

“The more learners use both systems of representation, the better they will be able to think about and recall knowledge.”

Marzano, Pickering, Pollack, 2001

Marzano, Pickering, Pollock, 2005

Use of Nonlinguistic Representation:

A Variety of Activities Produce Nonlinguistic Representation:

graphic representations, physical models, mental pictures, drawings, kinesthetic activities

Nonlinguistic Representations Should Elaborate on Knowledge

Marzano and Associates, 2007

8 Research-Based Characteristics of Effective Vocabulary Instruction

1. Effective vocab. Instruction does not rely on definitions.2. Students must represent their knowledge in linguistic and

nonlinguistic ways.3. Effective vocab. Instruction involves the gradual shaping

of word meanings through multiple exposures.4. Teaching word parts enhances students’ understandings

of words.5. Different types of words require different types of

instruction.6. Students should discuss the terms they are learning.7. Students should play with words.8. Instruction should focus on terms that have a high

probability of enhancing student success.

Marzano and Associates, 2007

Students Who Use Non-Linguistic Representation Performed….

Number of Studies

Percentile Gain As Compared To

6 37 Percentile Points Higher

Students who kept repeating definitions

4 21 Percentile Points Higher

Students who were using the terms in a sentence

Where To Begin?

Identify essential academic terms and phrases.

Use a research-based process for teaching and assessing new terms and phrases.

Which Words?

Understanding Word Tiers

Three Tiers: Three Types of Instruction

TIER 1 WORDS:Basic words that rarely require instruction in school.

Examples: book, shoe, child, car

TIER 3 WORDS:Low frequency, domain-specific words.

Examples: isotope, lathe, HTML, iambic pentameter

Tier 2 Words

High frequencyHigh probability of impacting academic success

High probability of association with life skillsHigh probability of appearing on assessments

Marzano and Associates, 2007

Best Practices for Vocabulary Instruction

A Six Step Method for Vocab. Instruction that Works

Teacher Description

Student Description

Non-linguistic Representation

Adding to the Knowledge

Student Discussions of Learning

Having Fun With Words

Formative Assessment and Vocabulary Growth

How can teachers use assessment to improve vocabulary instruction?

References

Today’s Presentation Was Based Upon the Work of:

Robert Marzano Debra Pickering Bea McGarvey Janet Allen The Thoughtful Education Press