One of the major take-aways for participants was how the LINCing Routine differed from traditional vocabulary instruction where students have typically been required to memorize words and definitions. Participants did see value in having the LINCing steps and Cue Card #6 was a helpful graphic. They commented, however, on the order of steps in the LINCS tables. We discussed how Cue Card #6 and the order in which the boxes were filled in on the device differed.
The most challenging part of the routine was Box #3, deciding on a reminding term. For one word - disparity - when I suggested 'pair' as a reminding term, there was some discussion (not recorded) about 'pair' not actually appearing in the word. We discussed, however, that one does hear 'pair' in 'disparity.' One participant noticed 'par' in 'disparity,' and his mind immediately went to 'golfing' - which would not be a good reminding term for 'disparity.' The idea of the reminding word and how to determine a 'good' reminding term was clearer after we worked through 4 sample LINCS tables. This could likely be a challenge for students as it was for my participants. When implementing with students, a teacher should be prepared with multiple examples of possible reminding terms for target words.
Participants enjoyed making sketches (see participant samples, uploaded separately) to help anchor the target words. Each illustration held meaning for individual participants - a benefit to support growing word knowledge.
The most challenging part of the routine was Box #3, deciding on a reminding term. For one word - disparity - when I suggested 'pair' as a reminding term, there was some discussion (not recorded) about 'pair' not actually appearing in the word. We discussed, however, that one does hear 'pair' in 'disparity.' One participant noticed 'par' in 'disparity,' and his mind immediately went to 'golfing' - which would not be a good reminding term for 'disparity.' The idea of the reminding word and how to determine a 'good' reminding term was clearer after we worked through 4 sample LINCS tables. This could likely be a challenge for students as it was for my participants. When implementing with students, a teacher should be prepared with multiple examples of possible reminding terms for target words.
Participants enjoyed making sketches (see participant samples, uploaded separately) to help anchor the target words. Each illustration held meaning for individual participants - a benefit to support growing word knowledge.