On October 2, 2018, the following DMESC specialists attended SIM training, CER - Vocabulary LINCing Routine presented by Brian and Lisa Schuller:
Karla Byrne - Literacy Specialist
Tyra Hobson - Technology Coordinator
Andria Miller - Math Specialist
Christy Whisenhunt - Literacy Specialist
Successes:
Introduction to the Strategic Instruction Model
Explicit teaching using the Gradual Release Model - Vocabulary LINCing Routine
Review and explanation of the Cue-Do-Review Sequence; later embedded in the session
Use of the LINCs table for authentic, content specific vocabulary
Collegial conversations around teaching vocabulary across grade levels
Challenges:
The word proportion was at first a challenge because it has multiple meanings dependent upon the discipline and course. This became a teachable moment when we impressed upon participants that teachers will have control of words selected and explicitly taught in specific courses.
Specialists were concerned about their drawing skills while creating LINCing pictures that align with the LINCing stories. Once they understood that the pictures were for them, to enhance their ownership of vocabulary words, they were more comfortable with this aspect of the device.
Specialists were concerned that the Routine was too immature for high schoolers - the conversation turned then to words selected for the Routine. Tier II and Tier III words are the ones students most often 'lose,' so they then understood how the memory devices included in the Vocabulary LINCing Routine would further more challenging content by assisting the student in understanding words important to that content.
We problem solved challenges by conducting and participating in professional conversations with our peers. We asked each specialist to provide a Tier III word from their content area, then as a group, we discussed meaning(s) applicable for the different content classes (i.e. nuclear - housing v. chemistry).
Adjustments - For this training, we sped up the pace due to our audience being comprised of adult learner - educators.
Karla Byrne - Literacy Specialist
Tyra Hobson - Technology Coordinator
Andria Miller - Math Specialist
Christy Whisenhunt - Literacy Specialist
Successes:
Introduction to the Strategic Instruction Model
Explicit teaching using the Gradual Release Model - Vocabulary LINCing Routine
Review and explanation of the Cue-Do-Review Sequence; later embedded in the session
Use of the LINCs table for authentic, content specific vocabulary
Collegial conversations around teaching vocabulary across grade levels
Challenges:
The word proportion was at first a challenge because it has multiple meanings dependent upon the discipline and course. This became a teachable moment when we impressed upon participants that teachers will have control of words selected and explicitly taught in specific courses.
Specialists were concerned about their drawing skills while creating LINCing pictures that align with the LINCing stories. Once they understood that the pictures were for them, to enhance their ownership of vocabulary words, they were more comfortable with this aspect of the device.
Specialists were concerned that the Routine was too immature for high schoolers - the conversation turned then to words selected for the Routine. Tier II and Tier III words are the ones students most often 'lose,' so they then understood how the memory devices included in the Vocabulary LINCing Routine would further more challenging content by assisting the student in understanding words important to that content.
We problem solved challenges by conducting and participating in professional conversations with our peers. We asked each specialist to provide a Tier III word from their content area, then as a group, we discussed meaning(s) applicable for the different content classes (i.e. nuclear - housing v. chemistry).
Adjustments - For this training, we sped up the pace due to our audience being comprised of adult learner - educators.