Paraphrasing to Teach and Learn Discipline-Specific Vocabulary

Aspect of Learning: New Vocabulary

Strategy: Paraphrasing to teach and learn discipline-specific vocabulary

Underlying Principle: Experts (teachers) tend to quickly revert to their discipline-specific vocabulary. Novices (learners), however, must access their “new” knowledge of the vocabulary while also trying to listen to and understand the instruction. Teachers need to model the use of discipline-specific vocabulary, but they also need to provide plenty of scaffolding and encouragement to students who are learning to recognize it, recall it, and use it appropriately. Students should be discouraged from trying to memorize textbook definitions and should be encouraged to focus on understanding the meaning of the terms.

How to Teach the Strategy:

• Explain the importance of understanding and using the language of the discipline.
  Also explain that whenever possible, you will be paraphrasing in “plain language” until a term becomes familiar.
• Provide examples of ways to learn unfamiliar terms.
• Flash cards: Write word on one side and on the other side write the definition in own words, a brief example of use, and other forms of the word. Colour code flash cards according to type of word. Separate piles into know well, sort of know, don’t know and put time into the last two, only reviewing the know-well pile once in a while.
• Word parts: Break the words into parts and look for roots, prefixes, and suffixes that provide clues to the meaning of the word.
• Categorizing and classifying: Since items are categorized according to characteristics, it makes more sense to learn the characteristics of the category than to try to memorize the characteristic of each item individually.

How to Incorporate the Strategy into Coursework:

• Model the use of paraphrasing and of discipline-specific language.
• During class, give students a chance to explain to the group (or to each other in pairs) what the class is about. Allow them to use whatever language is necessary to communicate the meaning.
• Re-phrase what they say, using discipline-specific language.
• On quizzes, put the plain-language definition rather than the textbook definition and test students’ ability to connect what they are learning to what they already know.
• In-class quickie: For a few minutes at the beginning of each class, ask students to explain to each other the meaning of selected vocabulary words (put on board).
• Assignment idea: Ask students to hand in a list of vocabulary definitions written in their own words, to ensure comprehension of the terms.

Resource: Models for Interactive Learning Modules. Hugh Morgan, Mildred Cody. Division of Distance and Distributed Learning at Georgia State University. http://www.webct.com/service/ViewContent?contentID=2338975

Notes:

The Framework Strategy

Aspect of Learning: Re-organization of Information

Strategy: The Framework Strategy

Underlying Principle: Learners who consciously think about information and structure it into a framework instead of trying to memorize it are more likely to understand it, store it in long-term memory, and retrieve it efficiently. Structuring can take different forms, such as concept maps and hierarchies, but it is the engagement with the relationship of ideas that promotes meaningful learning. This strategy provides modeling and practice.

How to Teach the Strategy: Frameworks are based on predictable patterns that may seem obvious to seasoned learners but are not so obvious to unsophisticated ones.
Argument Framework
-Use for courses based on argument, such as literature, psychology, history
-Explain that the course is based on the exploration of relationship of elements to the idea/arguments to the theme
- Develop, present, and handout a template of a graphic representation, such as a concept map, of the course and ask students to be able to access this easily (ie put in a page protector)
-briefly name and explain different labels/elements
-stress advantage of info being graphically presented on one page
-explore the main idea in terms of the elements in a systematic way

How to Incorporate the Strategy into Coursework:
-Refer to template when teaching a new element/argument

-Make chapter frameworks to relate new elements to chapter theme

-Refer to template when assigning writing tasks

-Have students expand the template as they learn different aspects of elements

-In-class quickie: reproduce the template (memory question)

-Assignment idea: have students make notes from the text or lecture in this format, based on headings and subheadings/points and ideas only/no sentences

-Assignment idea: ask students to provide their essays drafts in framework format, thus focusing on the ideas rather than on the wordig

- Exam idea: create a structure to explore any one of the elements (ie, identify and elaborate on six literary devices used in the short story)

Reference: Learning for Success: Skills and Strategies for Canadian Students: Joan Fleet, Fiona Goodchild, Richard Zajchowski (1994), pp 41-48.

Notes/Further Ideas: All handouts should be three-hole punched!

Practicing Remembering

Aspect of Learning: Remembering

Strategy: Practicing remembering

Underlying Principle: Students often rely heavily on reviewing, or looking at information, rather than recalling it from memory. Reviewing is really about recognition rather than understanding. Recalling or remembering is a skill and can be practiced. Sometimes, the first time a student attempts to recall something from memory is on a test, which is not the best time to be practicing! Providing regular opportunities to practice remembering will help students:

• realize the difference between review and recall
• encourage students to listen and read with the intention to remember
• develop strategies for remembering

How to Teach the Strategy:

• Point out the difference between reviewing and remembering.
• Explain that when we look at something that we recognize, we can be fooled into thinking that we know it—when in fact, we may not be able to recall it, explain it, or apply it with any depth.
• Teach several different methods of getting information on a page quickly and create opportunities to practice using each of them:
  - concept map: makes connections more obvious
  -point form: provides practice thinking in ideas not sentences
  -numbered list: pre-determines the number of items/ideas to be recalled
  - one-minute paper: write quickly without stopping for one minute
• After students write down what they remember, ask them to refer to it later, comparing it to their notes or readings so that they can identify gaps.

How to Incorporate the Strategy into Coursework:

• At the beginning of each class, provide a few minutes for students
  to write down what they remember about
  -the last class
  -their reading assignment
  -a specific topic from previous classes or readings
• During the class, stop and provide a few minutes for students to write down what they remember about
  -the main ideas/concepts just discussed
  -details that pertain to a specific topic
• At the end of the class, provide a few minutes for students to write down what they remember about
  -the lecture/discussion/lab
  -a specific aspect of the class

Resource: Remembering. Learning Skills Program, University of Victoria. http://www.coun.uvic.ca/learn/remember.html


Notes:

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