Effective Vocabulary Instruction and Assessment Angela Stockman Erie 1 BOCES [email protected].
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Transcript of Effective Vocabulary Instruction and Assessment Angela Stockman Erie 1 BOCES [email protected].
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