By: Rebecca Alber
“Every Monday, my seventh grade English teacher would have us copy a list of 25 words she’d written on the board. We’d then look up the dictionary definitions and copy those down. For homework, we’d re-write each word seven times.
Good, now you know it. Test on Friday and never for those 25 words to be seen again. Poof. Old school, yes. Mundane task, yes. Did it work? I don’t remember. Probably not.
Copying definitions from the dictionary we would probably all agree is not an effective way to learn vocabulary. Passive learning hardly ever is. It’s just often the way we learned, and as teachers, we sometimes fall back on using these ways when teaching rather than taking a good look at student data, the latest research, and then trying something new.
The truth is, and the research shows, students need multiple and various exposures to a word before they fully understand that wordand can apply it. They need also to learn words in context, not stand alone lists that come and go each week. Of course the way we learn words in context, or implicitly, is by reading, then reading some more. (This is why every classroom should have a killer classroom library stocked full of high-interest, age appropriate books.)” To read further please click here: