SIM, Content Enhancement Routine - Vocabulary LINCing Routine worked with 57 seventh grade students during the month of April, 2019.
Successes:
Introduction to the Strategic Instruction Model
Explicit teaching using the Gradual Release Model - Vocabulary LINCing Routine
Embedding the Cue-Do-Review Sequence
Use of the LINCs table for authentic, content specific vocabulary
Collaboration (partner work and independent work ) with share out following
The Self-Test Forwards and Self-Test Backwards were beneficial for students - - and they seemed to enjoy the protocol
Students enjoyed the mix of different learning experiences the Routine offers
Challenges:
The biggest challenge with these seventh graders, and we witnessed the challenge in all three sections in which we presented, was identifying the reminding word. Even after the presentation, two students still used nonsense words as their reminding words; some others didn't meet the criteria for a reminding word. As we supervised their practice, we were able to have conversations and get them to a good reminding word of their choosing. Relying on the cue cards and covering up word parts helped them to 'see' appropriate words.
They were unaccustomed to doing the routine, so some students, when left to complete an entire device on their own, required prodding.
Not enough share out time. It got better as the students became more familiar and confident in the Routine's components.
We problem-solved challenges by conducting question and answer sessions regularly with students. Formative assessments along the way let us know areas in which we needed to re-teach or address.
Adjustments - Pacing; we had to speed it up to give students more share out time at the end of the class. We decided to hand out resources (cue cards, blank LINCs tables, etc.) in one stack for each student rather than the non-presenter continuously walking around handing out papers.
Successes:
Introduction to the Strategic Instruction Model
Explicit teaching using the Gradual Release Model - Vocabulary LINCing Routine
Embedding the Cue-Do-Review Sequence
Use of the LINCs table for authentic, content specific vocabulary
Collaboration (partner work and independent work ) with share out following
The Self-Test Forwards and Self-Test Backwards were beneficial for students - - and they seemed to enjoy the protocol
Students enjoyed the mix of different learning experiences the Routine offers
Challenges:
The biggest challenge with these seventh graders, and we witnessed the challenge in all three sections in which we presented, was identifying the reminding word. Even after the presentation, two students still used nonsense words as their reminding words; some others didn't meet the criteria for a reminding word. As we supervised their practice, we were able to have conversations and get them to a good reminding word of their choosing. Relying on the cue cards and covering up word parts helped them to 'see' appropriate words.
They were unaccustomed to doing the routine, so some students, when left to complete an entire device on their own, required prodding.
Not enough share out time. It got better as the students became more familiar and confident in the Routine's components.
We problem-solved challenges by conducting question and answer sessions regularly with students. Formative assessments along the way let us know areas in which we needed to re-teach or address.
Adjustments - Pacing; we had to speed it up to give students more share out time at the end of the class. We decided to hand out resources (cue cards, blank LINCs tables, etc.) in one stack for each student rather than the non-presenter continuously walking around handing out papers.