1. Date and Reflection

Dana (my co-teaching partner and I) sat down to develop a strategy to implement the LNCING strategy.  We developed a co-teaching lesson plan and submitted it to our VDOE TTAC representatives on 9/11/17.  Our reflection on this strategy is that it is substantially different than the Frayer models we use.  Since our department heavily relies on etymology, the LNCING technique is putting us out of our comfort zone.  However, we are going to trust in the research and deploy this strategy despite our reservations.  An important component to implementing this technique is to seek out student feedback on which strategy was more helpful to them: LNCING or Frayer models.

I participated in the initial professional development for the Vocabulary LINCing Routine on July 19,2017 at the Excellence in Co-Teaching Initiative Summer Institute.  My co-teacher and I plan on using this strategy for essential reading and writing vocabulary to aid in student comprehension and retention.

My teaching partner and I attended different symposiums while attending the conference.  She participated in the Framing Routine session and I participated in the Vocabulary LINCing Routine.  We are implementing the Vocabulary LINCing Routine in Our English 9 classes this year.  We are on the 4X4 Block schedule, meaning we do a full year's worth of instruction in one semester.  For the Fall 2017 semester, we have one English 9 class.  During the Spring 2018 semester, we will have two English 9 classes.  As an advocate of cross disciplinary studies, this is affording me an opportunity to bring this learning routine to my Biology I classes.  These students are of course, on average, a year older, and the vocabulary used between one content area and the other is substantially different.  Yet, my Biology teaching partner is completely open to utilizing the program.  We are fortunate in that the three of us have common planning time and we join together to combine our efforts.  With the full spectrum of academic and cognitive abilities within our classroom compositions, the LINCing Routine presents elements that can address variable needs in a simultaneous fashion.  Through the years, I have used different components of the Routine to teach vocabulary.  I do like the manner in which the creators have brought the varying elements together in such a succinct manner.  

I think this will be a very valuable tool when helping expand my students vocabulary.

The training was very informative on how to use the LINCS routine in the classroom to teach new vocabulary. This routine will be especially helpful for learners who struggle to access prior knowledge and make connections, because the LINCS routine teaches them to make connections. I think this will allow students to memorize vocabulary in a way that is dynamic and interesting.

I attended the conference in Richmond on July 19th and it was very informative. I left with a clear understanding of how to implement this strategy in the classroom. I first implemented the strategy in teaching academic vocabulary in Virginia Studies. We completed the table for each word together and students will need a lot of guided practice with coming up with the reminder word, but I think it will be very beneficial. 

I found it interesting and implemented it with my Resource class when we were studying properties. 

Vocabulary LINCing Routine
July 19, 2017 Initial Training with Helen Barrier

The vocabulary LINCing Routine will be implemented to teach an academic vocabulary component in my English 11 co-taught classes. The connections with new vocabulary, known vocabulary, pictures, and sentences in the LINCing routine address weaknesses in other vocabulary acquisition methods. Leading students through a method to "build" vocabulary rather than "memorize" definitions is the goal.  

I participated in professional development for the Vocabulary LINCing Routine during the VDOE Excellence in Co-Teaching conference.  I am  excited to use this strategy with our students this year.