University of Kansas Center for Research on Learning 2002 1 The - PDF document

The LINCS Strategy Trainer ’ s Guide developed by Edwin S. Ellis The Learning Strategy Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas Pertinent Setting Demand – Students' success in mainstream content classes depends on their ability to: • understand what they hear and read • speak about the content • answer test questions about the content 2 University of Kansas Center for Research on Learning 2006 Purposes of this Strategy – To make students active in learning the basic vocabulary needed to acquire and express content. – To enable students to use a package of memory strategies for learning vocabulary. – To enable students to use a self-test process to master new vocabulary. 3 University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002 1

The Package of LINCS Memory Devices – Imagery ( “ LINCing Pictures ” ) – Key Words ( “ Reminding Words ” ) – Stories ( “ LINCing Stories ” ) 4 University of Kansas Center for Research on Learning 2006 Chain Analogy Different pieces of knowledge are linked together like a chain. Many times, if you can remember the information in one of the links in a chain, you will remember information in many of the other links. When you apply the LINCS Strategy to a word you need to remember, you create a The stronger the links strong chain between the word and its between pieces of meaning. information, the easier you can remember them. The weaker the links, the more difficulty you'll have remembering them. 5 University of Kansas Center for Research on Learning 2006 An Overview of the LINCS Strategy Step 1: L ist the parts Step 2: I dentify a Reminding Word Step 3: N ote a LINCing Story Step 4: C reate a LINCing Picture Step 5: S elf-test 6 University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002 2

Memory Technique Keyword Method Vocabulary Word: Apex Memory Technique Keyword Method Vocabulary Word: Apex - the highest point of something Memory Technique Keyword Method Vocabulary Word: Apex the highest point of something University of Kansas Center for Research on Learning 2002 3

Memory Technique Keyword Method Vocabulary Word: Apex - the highest point of something The LINCS Memory Chain Definition LINCing Image Story Reminding Word Word Using the LINCS Strategy transforms a potentially weak link between a word and its definition into a chain of very strong links. 11 University of Kansas Center for Research on Learning 2006 Rationales Behind the LINCS Strategy • Students often exhibit deficits in the area of vocabulary learning. This strategy enables them to become active vocabulary learners. • Students often exhibit memory deficits. This strategy gives them a package of memory devices to aid their memories. 12 University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002 4

Rationales Behind the LINCS Strategy (cont.) • Students often do not connect new learning to current knowledge. This strategy facilitates their memories by making these connections. • Students often do poorly on tests where the mastery of vocabulary is emphasized. This strategy enables students to perform well on such tests. 13 University of Kansas Center for Research on Learning 2006 LINCS Strategy Results Table 1: Mean Percentage Correct on Social Studies Vocabulary Tests* Test 1 Test 2 (Before LINCS) (After LINCS taught in Class A) LD students in Class A 53% 77% NLD students in Class A 84% 92% All students in Class B 86% 85% * These results are by M. Wedel, D.D. Deshler, J.B. Schumaker, & E.S. Ellis, in prep., Effects of Instruction of a Vocabulary Strategy in a Mainstream Class, Lawrence, KS: Center for Research on Learning. Some of the LD students in this study received additional instructional time outside of the mainstream class when they needed it to complete the practice activities. 14 University of Kansas Center for Research on Learning 2006 Selecting Students for the LINCS Strategy • Students who are required to master new vocabulary. • Students who take tests on which definitions are emphasized. • Students who take tests on which the meaning or importance of items is emphasized. 15 University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002 5

LINCS Strategy Manual (cont.) Instructional Stages Stage 1: Pretest Stage 2: Describe Stage 3: Model Stage 4: Verbal Practice Stage 5: Controlled Practice & Feedback Stage 6: Advanced Practice & Feedback Stage 7: Posttest & Make Commitments Stage 8: Generalization 16 University of Kansas Center for Research on Learning 2006 Pretest Word List steenbok small prehistoric deer-like animal that lived in Africa scandium rare mineral found in upper-most regions of the northern hemisphere pinna type of feather from a bird's wing recreant unfaithful to a cause or pledge toman a Persian gold coin of varying value 17 University of Kansas Center for Research on Learning 2006 Pretest Word List (cont.) landau a four-wheeled carriage with a top divided into two sections morganatic marriage between a member of a royal family and a person of lower social rank melton a heavy smooth fabric made of wool fellmonger a person who removes hair from hides to make leather incondite something that is badly put together 18 University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002 6

LINCS Pretest Part 1 Instructions: Write the definitions for the following words. 1. landau 2. scandium 3. fellmonger 4. pinna 5. toman 19 University of Kansas Center for Research on Learning 2006 LINCS Pretest (cont.) Part 2 Instructions: Identify the words for the following definitions. 6. Something poorly made: 7. Unfaithful to a promise: 8. Material made of wool: 9. Very small animal that once lived in Africa: 10. When a princess marries a common worker: 20 University of Kansas Center for Research on Learning 2006 21 University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002 7

An Effective Learning Strategy A plan for learning that includes “ thinking smart ” and using a powerful set of thinking tactics Example: Using the words “ CAME FAR ” to remember the names of the countries that fought with the United States during World War II: C anada A ustralia M exico E ngland F rance A merica R ussia 22 University of Kansas Center for Research on Learning 2006 Creating LINCS Study Cards 1. Take an index card and divide both sides in half by drawing lines across the middle of both sides. 23 University of Kansas Center for Research on Learning 2006 Creating LINCS Study Cards (cont.) 2. Write the word to be learned on the top half of one side. Then circle it. fief 24 University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002 8

Creating LINCS Study Cards (cont.) 3. Write the parts of the definition you need to remember on the top of the other side. Land given by king for fief fighting in army 25 University of Kansas Center for Research on Learning 2006 Creating LINCS Study Cards (cont.) 4. Write the Reminding Word on the bottom half of the first side. Land given by king for fief fighting in army chief 26 University of Kansas Center for Research on Learning 2006 Creating LINCS Study Cards (cont.) 5. Write the LINCing Story on the bottom half of the second side. Land given by king for fighting in army fief The Chief was chief victorious in the great battle and received his reward of new land. 27 University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002 9

Creating LINCS Study Cards (cont.) 6. Draw the LINCing Picture on the bottom half of the second side. Land given by king for fighting in an army fief chief The Chief was victorious in the great battle and received his reward of new land. 28 University of Kansas Center for Research on Learning 2006 LINCS Strategy — alternative steps • List the parts • Invent a sentence • Note a LINCing story • Create a LINCing picture • Self-test LINCS Notecards University of Kansas Center for Research on Learning 2002 10

LINCS Notecards Front of the card LINCS Notecards Back of the card LINCS Notecards Front of the card conflict University of Kansas Center for Research on Learning 2002 11

LINCS Notecards Back of the card a fight, disagreement, or clash LINCS Notecards Front of the card Conflict The two boys had a conflict over money from a bet. LINCS Notecards Back of the card a fight, disagreement, or clash Jim and Mario had a fight over who won the bet and who should get the money. University of Kansas Center for Research on Learning 2002 12