Structured discussions that anchor new vocabulary in students' personal experience¶

Strategy · All strategies
Evidence · no claims cited

Description¶

A third-generation vocabulary strategy in which, after the teacher gives a word's meaning, students are asked "What experiences, thoughts or associations do you have with the term... which might help you to learn and remember its meaning?" Students record the dictionary meaning plus a parenthetical personal association, giving the word "an objective and subjective definition". The authors judge structured discussions the best ELA approach, requiring "the least preparation" with "the greatest potential for fostering independent learning skills".

Design Implications¶

Context¶

Requirements¶

• Teacher supplies the word's meaning and examples first; students then supply personal points of reference and record both objective and subjective definitions

Constraints¶

Target Learners¶

• middle and secondary students learning content-area vocabulary

Target Learning Goals¶

• vocabulary acquisition and retention
• independent learning skills

Affordances¶

• Experience With Languaging Activities

Related Strategies¶

• Dynamically Introduce Academic Vocabulary
• Association
• Keyword Strategy
• Pictionary (Pre-Reading)

Examples¶

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Key Sources¶

• Manzo, Anthony V.; Sherk, John K., Jr. (1977). Reading and "Languaging in the Content Areas" A Third Generational Approach. https://eric.ed.gov/?id=ED136190