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?

Coming to the Table: Assumptions for Our Work Together The Learning Curve in Education? It’s a J Curve. Assumption 1: We see the need to learn more. Assumption 2: We WANT to learn more Assumption 3: WE control the extent to which we learn Our Teaching Expands to Reflect the Continuous Flow of New Research on Learning Assumption 1: We become comfortable with ambiguity. Assumption 2: We think critically—PROBLEM RESOLVERS Assumption 3: We become reflective—we marry best PAST with best NEW practices. COPYRIGHT 1993 B. MCGARVEY

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

What We Know About Vocabulary Instruction 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

Chances of Learning New Words When Presented in Context Only 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% Pickering, 2005

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.

Marzano, Pickering, Pollack, 2001 “The more learners use both systems of representation, the better they will be able to think about and recall knowledge.” Marzano, Pickering, Pollack, 2001

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, Pickering, Pollock, 2005

8 Research-Based Characteristics of Effective Vocabulary Instruction Effective vocab. Instruction does not rely on definitions. Students must represent their knowledge in linguistic and nonlinguistic ways. Effective vocab. Instruction involves the gradual shaping of word meanings through multiple exposures. Teaching word parts enhances students’ understandings of words. Different types of words require different types of instruction. Students should discuss the terms they are learning. Students should play with words. 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 Marzano and Associates, 2007

Where To Begin? Identify essential academic terms and phrases. Use a research-based process for teaching and assessing new terms and phrases.

Understanding Word Tiers 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 frequency High probability of impacting academic success High probability of association with life skills High probability of appearing on assessments

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 Marzano and Associates, 2007

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