1. Date and Reflection

It is interesting concept and I will be interested to see how this works with my students.

I feel that teachers will be receptive to this routine because it is quick and easy.  I'm also hoping that it is just a more formal way than what they are currently doing.

Completed this routine on December 5, 2017 at Burns Middle School in Lawndale, NC with instructor, Debbie Higginbotham. 
Vocabulary is a major concern for the schools where I have taught and also where I serve as a consultant. I think of how powerful this routine could be if a school adopted it. The tools of an auditory memory device and a visual memory device will benefit students tremendously to help them learn advanced vocabulary.

The Vocabulary LINCing Routine is a strategy students can use to assist in the development of vocabulary.  Students use pictures and words to help them remember the meanings of words.

On 12/5/18, I attended the SIM training at PaTTan Harrisburg.  The LINCing Routine uses auditory and visual memory devices to help students remember the meaning of important vocabulary.  I found that the most difficult part of the routine was connecting a GOOD reminding word to the story.  However, working through that process allows students to make connections to vocabulary that they may not have otherwise learned.  In presenting this to teachers, I feel that it is critical to stress that the purpose of this routine is to aide in recall - not conceptualizing the new terms.

The Vocabulary LINCing helps students learn and remember complex terms.  The example LINCS Tables are helpful.

LINCs Tables support students to learn and remember complex terms or vocabulary. Reminding words are used as acoustic links to the target term / vocabulary. 

LINCS is an excellent strategy to use with ALL students across ALL content areas. 

The Vocabulary LINCing Routine is a combination of two tools (auditory memory devices and visual memory devices)  used to help students learn and remember the meaning of complex terms.  The routine utilizes a chart divided into five steps that include writing the term, writing the definition, coming up with a reminding word, creating a LINCing story, and, finally, creating a LINCing picture as a visual way to connect to and remember the word.

I have used a similar strategy with middle school students many years ago as a classroom teacher and I found it to be very beneficial for students.  They enjoyed playing with words and this strategy allowed them to be more comfortable in devising ways that make sense for them to remember and use new words authentically.  I am looking forward to sharing this strategy with others who are looking for ways to increase engagement and facility with their students.