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Skip to 0 minutes and 2 seconds yes okay oh yeah yeah are we actually like yes is the webinar yes what what is Welcome to the live webinar Thank you Rowena! I would say hi everyone I can see you gradually it’s coming coming in just going to introduce those of us are who here although really that you know who we are so that’s hardly necessary. Obviously I’m Rebecca, Lead educator and with me I’ve got some of the team who’ve helped me to put the course together.

Skip to 2 minutes and 2 seconds We’ve got Joy Simpson - ‘hello’ Jenny Core - ‘hello’ and Alison Jones - ‘hello’ and just whilst we’re waiting to get some of your questions in we thought we’d just have a bit of a reflect on how the course has gone so far and the sorts of things that we’ve been picking up from our looking at the comments and things so far. I don’t know, who wants to kick us off Joy, can you share some of your reflections?

Skip to 2 minutes and 27 seconds Joy - I’ve done some and I’ve been really interested in comments where we’ve asked people to talk about practice and to share and the things that you’ve been doing in your classrooms and how you’ve already been approaching vocabulary and I think in that, certainly in week two at the end of week two, I think there was a mass of great ideas in the comments for anyone who’s looking for some new ideas to do with vocabulary, I think there’s a wealth that could be picked up from that week

Skip to 2 minutes and 57 seconds Rebecca - I think that’s a point that’s worth noting if you’re sort of working through and you’re week three now it’s worth popping back to week one, week two and having a look at some of the things that people have put in you know since you moved on beyond there. I would agree with that I know I picked up a couple of really good references of books - I’m in the middle of reading ‘30 million words - building a child’s brain’ that somebody recommended and that’s a really really interesting read you might like to try that. Any other reflections anybody would like to share?

Skip to 3 minutes and 21 seconds Jenny - I’ve been really interested in the morphology of it, I’ve gone into the morphology part and looked at what people have been commenting on there and found that really interesting whether it’s people who are teaching adults who are learning English as their foreign or second language or whether it’s people in England teaching children just looking at how people are exploring either the matrices or the wordwebs Yeah - we’ve had some great comments around that. Rebecca - Yeah, we have. Anything you want to add Alison? Not really at the moment, no! We’ve got a question around matrices and wordwebs so I don’t know whether now would be a good time to pick it up?

Skip to 4 minutes and 6 seconds I’m just looking at the number of people in, and the person who asked the question isn’t in yet but maybe we should answer that question anyway and oh look somebody’s put it there! So we’ve had a question from Pat Roach, thank you, saying ‘searching about the matrices, can’t do the webinar, new to teaching so would appreciate some advice on how to deal with and explain the ‘non-words’ created by using the matrices’. So right, Pat there she’s teaching adults in India so a different type of student than the course is meant for and adults ask much more difficult questions! Thanks for that.

Skip to 4 minutes and 35 seconds Okay so the question really is relating to the use of the non-words because we talked about how when you’re selecting morphemes from the grid and how you can end up with words that are not real words and what the point is of doing that. I can absolutely see the issue that you’re raising there Pat and ask the others to comment on that in a moment I think what’s really important to hold on to though when we’re thinking about those matrices is the fact that what we’re looking at are the component parts of meaning within a word and actually the focus in that activity is about understanding what the meaning is of each of those different sections so you might be focusing on for example the meaning when you add ‘ED’ on to the end of a word, and that puts it into the past tense and you may not completely understand the word you’ve got but you are focusing in on the meaning of that particular morpheme and I may be wrong because I don’t have a huge amount of experience of teaching English as a foreign language but I know when I try to learn another language knowing how what those bits of the word are and what they mean sometimes gives you a really good clue about what the rest of the word might mean.

Skip to 5 minutes and 52 seconds Anybody else want to reflect on that? Jenny - the things that I did a few comments on this when I was looking at other people who’d asked similar questions to Pat’s, and I guess he was looking at the way you might then whether you’re working really with English-speaking children as their native language or whether you’re looking at foreign language learners that you very much want to do a sorting activity where once they had experimented with making the words that then you would sort into real and you need to tell them or let them explore through dictionary work the ones the were not real even if they could surmise their meaning or the nonsense word because then you’d maybe want to go on and once you’ve got your real ones to do some practical activities around exploring those words and looking at them in context through reading or trying to use them in writing and locate definitions for them and using context you like you know doing all the sort of world building activities that we would want to do so that they start taking those into their real vocabularies.

Skip to 6 minutes and 59 seconds Joy - And that is about patterns of the language isn’t it so perhaps becoming familiar with what isn’t a pattern in English is as important as what is and what which bits do go together to make words and somebody else commented in the same section about the word ‘unlucky’ and they were saying they might with learners who English isn’t their first language look at ‘UN’ and then ‘lucky’ as a shortcut to that because we don’t have a word on luck and I was I was thinking about that for some time in the bath actually and I sort of veered from one thing to another but where I finally come down is I think there’s an analogy with teaching grammar so it seems easy and a shortcut to tell young children it’s a verb is doing word but as soon as you come across being and having you’re stuck really and you’ve got to unlearn that and learn something new so I think I would learn the word ‘UN’ plus ‘Luck’ plus ‘y’ and explor like Jenny said then the fact that we don’t have unluck in our language but we have unlucky because you will come up against some issues later on if we don’t look at that why making the e sound as a morpheme of its own.

Skip to 8 minutes and 19 seconds Rebecca - I think I think one other thing and this is a perhaps a general point it relates to that as well is that I think it’s really important to be selective about what you do. When I was modeling the matrices and the web I was modeling quite complex words because we were looking at lots of prefixes and lots of suffixes - it might be that if your teaching learners whose English is at an earlier stage you might just want to really limit it to perhaps those more simple suffixes that change the tense or change the word class like having ly to me into an adverb or looking at the prefixes that are the opposite ‘dis’ and ‘this’ and ‘un’ so I think that would be one of the other things that I’d say to try and make that a little bit more little bit more manageable.

Skip to 9 minutes and 10 seconds Joy - I’m learning French at the moment and going to French conversation classes and you know I’ve got lots of strategies for trying to work out what words mean in French but I haven’t actually thought of prefixes and suffixes and so that sent me off then to look at what are French prefixes and suffixes to help me I don’t know when I try them out in words whether it’s a real word or not it’s just the having a go it over time it will become clear to me what does and what doesn’t work.

Skip to 9 minutes and 47 seconds There was another question wasn’t there about I think somebody had asked a question previously which was about the difference between matrices and word webs ‘yes’ ‘yeah’ Anybody fancy picking that one up or shall I start? ‘yeah’ Okay you’ve sort of heard me talk about it because I was on the video and I think the main difference really is in one we’re very much doing that business of looking inside a word and we’re looking inside a word to see all of its component parts and how all of its component parts glue together to make the meaning of a word overall so we’re looking at generalizing from the smaller units so we’re generalizing about ‘dis’ we know what this does if we have it to this word this is what it will do whereas where the word where we’re really focusing much more on we’re still looking at within the word because we’re looking for finding our root word whichever one were exploring within other words but what we’re thinking about is the meaning and we’re thinking about how that word is used in terms of its meaning in other words.

Skip to 10 minutes and 49 seconds Does that make sense? Joy - yes and several people a couple of people had commented on the different pronunciations so cover and covert. Somebody puts up an example of color as a word that they have said the word web and and suggested and of course I couldn’t resist but add a few to their list and then of course tripler came up which again is a different pronunciation but if we knew what ‘tri’ means we could work that out so it’s own it’s very powerful I think for working out what other words mean in that family.

Skip to 11 minutes and 29 seconds Rebecca - do by the way if you’re in and you’re just watching and listening please feel free to put some questions in we’re really really happy to talk about anything at all that you wanted to ask us. Have we got any…have we answered all the ones the ones that come in so far . Theres a couple of new ones, yes yeah okay. Joy - so I have got a few more that I picked up from the comments.

Skip to 11 minutes and 48 seconds Michael raised really important issue when we were looking at using the different ways of prioritizing words looking at the poetry and using than three or four methods we had been he made comment about not just using texts find vocabulary and I thought that was a really important point to raise.

Skip to 12 minutes and 19 seconds I think it’s easy isn’t it when you’re focusing when you’re putting sort of like the telescope on a particular aspect of language and you put it on vocabulary and suddenly everything becomes a source of words that we can learn but you know we would absolutely agree with with what Michael was saying what Joy’s alluding to there that actually you’ve got a sort of flip it because the whole point of learning vocabulary is to understand the text better so what we’re doing is we’re choosing a text we want to understand because we’re engaged in it and it’s interesting and therefore we want to debug the vocabulary because we want to access that meaning at them at an appropriate level so we would always want to start from the point of view of choosing a text that we think the children or students will love, engage with find interesting and the vocabulary is just a way in really isn’t it ‘yes’ Jenny - Also the whole point of unpicking the vocabulary from the text is because the meaning will be particular to the context that it is found in ‘yes’ so you always have to go back to the text and think about ‘and what exactly was the writer meaning here’ now we’ve we’ve lifted some words out so that we can explore what they mean and we found out the different nuances possibly behind those words then we want to go back to the text and think so what did this one want to convey?

Skip to 13 minutes and 35 seconds That’s one way we might look at it. Joy - Yeah and I suppose to illustrate that on Amy’s video where she talks about what her school do with vocabulary across the whole school in that section we did put the teaching sequence that Amy used and actually if you look at that what you’ll notice is there is little vocabulary work in there it’s all about reading and writing and what she’s done is adapted it to add vocabulary work in.

Skip to 14 minutes and 5 seconds Rebecca - and actually that needs to be quite nicely we’ve had a question in from Peyman Bohlari, thank you very much, what he’s particularly saying and i’ll get to the lots of interesting information in there - but he says my question would be how can we make learning new words fun and memorable for anyone? I think Peyman’s concern is that it can appear very linguistic and very dry and very technical, as teachers we wish to stick to accepting technical methods of doing things where our students rarely understand anything we’re doing!

Skip to 14 minutes and 36 seconds Laughing Sometimes I wish we showed more movies in the classroom or field trips Do you know what, I completely agree with you how can we make teaching words come alive Okay just to say, sorry, the way I think we maybe should answer that is maybe if we can share some of our experiences of working with with schools around vocabulary and I think you were going to say something ‘yeah’ because all of us have been involved in working with schools developing their vocabulary teaching with children of all sorts different ages so maybe a teacher was perhaps try and think of the experiences that we’ve had in the seeing teachers using some of these strategies in schools…

Skip to 15 minutes and 13 seconds but Joy you were going to say something else… And I was also going to say rich language experiences is in week four and I’ve think this does perhaps link a little, not entirely yeah but may link a little bit because you’re absolutely right experiences are one of the key ways of developing breadth of the vocabulary. Rebecca - Anybody got an example they can think of? Joy - I can think of one…

Skip to 15 minutes and 39 seconds the class were looking at writing a story and they wanted to develop vocabulary to describe trees as that was a key element of the story believe it or not and so they went outside and looked at the trees and then they had leaf shaped cards and they collected words, talked about the meaning and then tied these words to a tree so it had extra leaves on, which was a source of delight to them for a week until it rained!

Skip to 16 minutes and 20 seconds I saw a class, a reception class who did ‘Going on a bear hunt’ and actually doing the journey and they had changed it to ‘going on a lion hunt’ which was their topic and had been to learn some lovely words and remembering and acting out and ended up with talking about the lion’s retractable claws and when i asked what they were, they were absolutely able to tell me and demonstrate exactly what a retractable claw would do which was really lovely from a reception class.

Skip to 16 minutes and 51 seconds Jenny - I’m just thinking of what Ian who’s one of our again one of our teachers who speaks on one of the videos did in terms of not just the activities that we do as teachers but the fact that he drew when he was doing with the children in his school he was drawing the words from them from their reading at home so they were coming in with words that they hadn’t understood from their own books and they were reading at home so they were intrinsically motivated by these words and their parents were too and wanting to explore the purpose and that gave him a way in.

Skip to 17 minutes and 22 seconds Rebecca - I think my example again if they took Key Stage one sort of younger children on it it’s one of the schools I’ve been working with who interestingly have been focusing on the idea of academic vocabulary even with children of age five and six so they’ve been using the academic word list that we talked about in week two yes they can week two yes so they would they were actually teaching some quite dry words but one of the things that they did was that they put words all the way around the school in different places on cards and all the adults in the school were encouraged to use those words and interact the children when they were out about and the head teacher told me about one particular really lovely little kid quite disadvantaged quite struggling with his language really having difficulty who grabbed her by the hand and took her around the school and made her go to every single word around the school and use it with the child and I think just to sum that up a bit I would say one of the things that we’ve experienced is that children really respond and I think adults the same learners respond and are empowered by learning new words particularly if those words are interesting or challenging or difficult it sort of seems to be quite liberating and quite exciting so I think you’re absolutely right to to raise that concern and we would be wanting to be aware of that all the time but it hasn’t been our experience our experience has been that it’s lit a bit of a fire for children actually and for teachers so we’d love to hear your experiences you know out there if you’ve got some good ones as well.

Skip to 19 minutes and 3 seconds Okay got another one this is from Rebecca Shore , i think you know Alison! Laughing Thank you for joining us - she said she can’t actually make the webinar but she’s got a question about vocabulary planning it might look like when it’s in two words with the unit of literacy moving from sort of immersion in a text the selected useful words through our picking the morphology and spelling in Unit to including in the writing so I guess that one’s really thinking about how how teachers and our experience of how that’s been woven all the way through ‘yes’ - Alison - I’ve seen some lovely examples of that where teachers have selected some words they want to see children using in their writing and then have done something activities that we’ve included in this course but I think might come up next in week four as well and I’ve spent some time directly teaching those words and keep coming back to them having them around the environment as you said and then check it to see if they are using them so they’ve got the focus on them and they’re sort of assessing later to see if they have been used and not just dropped into conversation and were used in the childrens writing which has been quite powerful i think - Rebecca - very powerful any other comments on that?

Skip to 20 minutes and 21 seconds Jenny - I’m just thinking about this because I’m thinking you’re very you’re thinking about a very specific context in the way that we maybe teach writing here for at the moment I’m thinking of primary aged children but it could be for older children as well and I’m thinking about something we’ve talked about recently in terms of challenges for children in the text so maybe you have taught words around the text in the initial part when you’ve explored a text but then children are going to be writing in a different context so some of the words that you initially explored are not going to work in whatever the new content is and one of the things we were thinking about is you have to get to the nub if you like of what what are they going to be replicating from the original and in what situation what what’s the appropriate situations for that to work so you need to have almost thought out well if the original setting was this what other similar types of setting could the children write in or if the original plot was about this what other types of plot might the characters be engaged in and once you’ve thought of a few and the children have thought of a few with you then you can start building your vocabulary around those settings all those plots I’m thinking fictional bases here but it would work for nonfiction as well because it’s got to be, to come from the context that they going to write about so you might have different children writing about slightly different contexts or different plots but they will need opportunities then to get there vocabulary linked to those and then you might need to provide pictures or experiences such as Joy’s tree experience for them to then gather similar sorts of vocabulary to what was explored initally.

Skip to 22 minutes and 10 seconds Is that what yours would entail? Joy - yes it is but I’m also thinking about something which I have always found slightly more challenging in the world of vocabulary which is one of those key principles about teaching vocabulary we’ve got to come back to the vocabulary and you’ve got to revisit and you can’t let these words drop off and so I’m also wondering if we’re thinking about writing whether it’s not just the words that you’re experiencing within that sequence but that you’re also looking at the accumulation of words and the appropriateness of whether you can come back to some of those words which you’ve taught in other sequences or blocks of English work that would be relevant to draw upon now and I,you know, I think probably there are some it’s one way isnt it of revising and keeping an eye on things we’ve done before.

Skip to 23 minutes and 5 seconds Alison - i’ve seen in a few classes where teachers have almost got a bank of those words so that they have them as a focus and they havent forgotten them entirely so they’ve got a box or somewhere those words are kept and then they revisit them so they’re not just for that sequence but they can use them again.

Skip to 23 minutes and 23 seconds Rebecca - I think one of the things about this is that it’s about taking a strategic approach yeah it’s you know within your class within your school ideally it’s about knowing as we looked at significantly really earlier in the course about why you’re choosing the words you’re choosing so it’s not just picking some lovely words from a text because they’re nice but actually thinking about if I choose these words and I do some pre teaching on these words they are really going to help the children either to understand this text better or to be able to write more effectively so it’s that I think it’s that strategic approach again thinking about some of the things that I’ve seen part of what Alison’s talking there about that idea right again coming back to the school doing the academic vocabulary so if we’ve taught I don’t know compare and adapt so what are we going to do with that word if it disappears we won’t use it again and one idea that I saw in a class was what they decided to do and this links with the rich and varied vabulary was they would have a wall in the classroom which was great like bricks in a wall gradually building this strategically planned vocabulary.

Skip to 24 minutes and 31 seconds What was really nice was they decided to put it in the eyesight of the teacher so I could see when I went into that class I could see the teacher had those words in their mind so they were able to think actually the won’t ask you to do this I’ll ask you to use that word so they were constantly using the vocabulary.

Skip to 24 minutes and 48 seconds I’ve also seen teachers do things like create incentives for children to use key vocabularies alone in their works and you know can you spot some of the words we’ve used can you put them in your writing and again I would say another example similar to what Jenny’s saying about that strategic planning, a lovely example in a reception class where they were doing that lovely book ‘dear zoo’ many of you know in this country ‘He wanted this but he was too young to be or he was too heavy or too grumpy’ and they used that to teach synonyms for the simple words like happy or sad and grumpy but then at the same time or just shortly afterwards they did some work around finding information about animals and the children wrote little sentences about the animals and what the teachers found was that they took those words and so they were saying things like you know lions are very dangerous because they are fierce you know so instead of saying you know not using that word fierce, fierce was one of the words they’d learn and they had another situation planned for by the teacher where they could use it.

Skip to 25 minutes and 56 seconds There are loads of different ways of doing it and I think that business about in your context in your school developing a clear pathway and a strategic approach is so important. Alison - so starting from nursery then they’re not necessary to write those words, the words are available for the adults to make some words that are useful everyday words but some are topic based or book based words. that they’re also using to stimulate a conversation or discussion and everyone knows which words are in and if anyone needed to talk to anyone, they’re just there.

Skip to 26 minutes and 30 seconds Joy - I did see someone termly planning, where they had made a notice they were going through of the words which they were learning and focusing on to get in depth in each sequence of work in English and then making links across the rest of the term where some of those words might be referred to again now that really was a strategic thinking wasn’t it and they weren’t using every word that the children had learned but they had identified a few which they could link in which they which it might be another way of thinking about it.

Skip to 27 minutes and 12 seconds You can’t do it it bounced you have to do it as you go along but it made sure that the teacher did get those links Rebecca - yeah I think just one other point on that before we see if we’ve got any other questions coming in is around expectation because I think a lot of that sits with the teachers doesn’t it all the other adults in the class or with the learners if actually if if you’re reading writing that children have done or adults had done and there’s a word that they use which is not the most appropriate vocabulary and you know that words have been looked at that are better then it’s about saying oh you know you might want to look at that word I think we’ve learned some words that would really help you to have I guess have a have more impact in your writing.

Skip to 27 minutes and 56 seconds I see we’ve just got another question popped in there Sean Fitzgerald are there any books with age related thesaurus and highlighted words specifically reception to year two? Yes yes which ones they are off the top of my head I mean I can’t say right now and maybe I could go away and have a look and in the comment section under the video i could make some suggestions. We have used that lovely Usborne thesaurus for a teaching sequence but it’s probably a bit…old it’s perhaps some sort of three four yeah age range yeah I mean if you could use it as a teacher to select words - but i think the themed pages yes are suitable for younger children to use.

Skip to 28 minutes and 50 seconds They’re you know they’re not known outside of okay so do you find have to explain a bit that it’s a it’s called the Usbourne thesaurus. Joy - it is linked in on the course ‘okay’ We’ve put a link on the course to it in week two Usbourne illustrated thesaurus and one of the things that we really like about that and I think you would be able to use that Shane, certainly mediated with the children is they have pages where they have words that are linked by theme you know so they’ll have words about castles or they’ll have words about animals or they have words about ghosts and what’s really nice about that is it’s not just synonyms for an adjective you’ve got loads of different words that you could pick from and do some further work around those.

Skip to 29 minutes and 36 seconds I think that - we’re just trying to pop it open to give an example - but yeah that would be a really good one i think to look at. The other thing I would suggest is that there are a lot of really good online resources we use a lot the Collins online dictionary which is actually for adults but has been written so appropriately for children to access as well and the thesaurus bit of that is really great again from a teacher’s point of view I use it all the time so i’ll put my word in, I’ll look in the thesaurus and then pick which ones of those are going to be useful for me.

Skip to 30 minutes and 10 seconds And Rowena thank you, Rowena’s just popped a comment in there as well the Usborne, series like penguins which is around year one and two have got words in bold and a glossary at the back so yeah that’s really really useful to know as well If anyone’s got the other suggestions feel free or if anyone’s got any other questions there was one from a secondary colleague in the comments who said they were teaching a novel and they were hundreds of words the children didn’t understand in that text and there were too many to do and I suppose it was more about what should the teacher do and what should the students be doing what would be the expectation for dealing with all of those words or should we be dealing with all of those words?

Skip to 31 minutes and 6 seconds That’s a really tricky one isn’t it because as as I can understand I have a son who sat his first English literature GCSE paper today you know there are certain texts that you have to teach aren’t there. I suppose it comes back to those principles of vocabulary instruction which is that you know actually you need to be going deep into words so much as there may be loads of words that you feel that children aren’t sure about that you’d like to teach I guess it’s about selecting those that you think of going I mean I suppose useful difficult important I’d be looking in important here really.

Skip to 31 minutes and 42 seconds I think the other thing I’d be saying is that I think when there are quite a lot of words and perhaps different children have different words they’re not sure about I’d be thinking about some of the sorts of ideas like Ian was talking about really boosting children’s ability to monitor their reading and to identify words that they’re unsure about and then to be spending time really exploring like we we’ve sort of talked about in week 3 of the course exploring the strategies that you can use to try and make sense of the words by looking around the word looking within the word you know we used ‘Thrasonical’ didn’t we on the course and lots of you had a really good time trying to come up with what it meant and actually lots of you did come up with it very closely understandings even those of you who were finding some of the rest of that text difficult so I think I think it’s a very important part of it.

Skip to 32 minutes and 36 seconds There’s something else I might say from the secondary point of view is that if that’s a real challenge for you in your school then you might need to be thinking strategically as a school about how you build up a curriculum around vocabulary so that with pre-teaching rich vocabulary right the way from year 7 up so that by the time you get to year nine ten and you’ve got to deal with Shakespearean vocabulary or you’ve got to deal with Death of a Salesman or whatever it might be the children you have actually planned or the have a certain amount of that academic vocabulary at their fingertips and so Doug Lemov’s book- reading reconsidered - it would be an excellent rescourse for support in that area wouldnt it.

Skip to 33 minutes and 18 seconds Very much so I think the other thing I mean you had an email sort of directing you to our website last week just to find out we do have a set of CPD materials on there which which schools can purchase which might help you with developing that sort of strategic approach across the school if that’s something you’re interested in you can always drop me an email or anything if you’re interested in that.

Skip to 33 minutes and 40 seconds Joy - another idea is well two things one is not every word, I might put too many negatives in this, not every word that you don’t understand will affect the meaning of your understanding of the text how much meaning so I can read some really dense academic papers and not understand every word in there but i’ve still got a gist of it and the other thing I was just thinking about has been looking at a dictionary a Roald Dahl dictionary where every word comes from one of his books and those are made-up words in there as well but if you if you are working with a group of children and across the students across the group there are a lot who don’t understand the words then maybe compiling a class dictionary to go with this book yeah that can quickly be done electronically using padlet or something that can be accessed from home and school might be a good way of collecting those words that everyone can access to support them rather than individuals doing.

Skip to 34 minutes and 48 seconds Rebecca - any other questions? Joy - the one that there was one earlier on and quite early on in the course was what do we mean by breadth and depth in vocabulary. Rebecca - that’s a biggie okay and I think just to pick that up sort of a headline level and that’s very much what the two strands of the course are about that’s why we talk about direct instruction and rich language experiences because both are essential so when we’re talking about the direct instruction that’s the depth bit that’s where we’re saying choose words very carefully look at a small number of words, teach them really thoroughly in a lot of depth so the children are building their word bank of words that they can own that they can understand that they can use but then alongside that we want to be exposing children to rich language varied language as many words as we possibly can just to be sort of building that environment around them so that they’re starting to learn other words without us teaching and they’re starting to soak up words from around so that’s why we’ve split it two ways that’s very much the approach that graves took and I I would like to think that that’s what we wanted to have going on in any classroom you know it is an either/or because if we just do depth we don’t do enough work if we just do breath we never actually take those words into our own vocabulary and really own them and get the new ones meaning - yeah that’s so important isn’t it - and I think that there is an element with vocabulary like like other ways of learning that actually the more words you learn the more words you can learn yeah so it’s a bit like reading isn’t it you know - that’s right once once you start to learn effective strategies for reading you can read more words and then you will read more more words and more and more words Vocabulary is the same, once you start to learn about words in depth - Alison - you can make more links, and in different contexts…

Skip to 37 minutes and 4 seconds yeah and I think one of the other things and I guess this is about breadth as well as much as depth it’s the idea of shifting culture and I know when on Ian’s video lots of you commented on how you felt that maybe parents wouldn’t respond positively and that it would be very hard with the children would find it very onerous.

Skip to 37 minutes and 25 seconds Really interestingly it had completely the opposite effect and I think we’ve seen this time and time again that actually openinig up that vocabulary world sort of makes it okay for children to say I don’t know what that word means in fact it makes it good yes oh yeah and so therefore that curiosity about words but noticing a patterns and then Alsion - they see that the readers don’t neccessarily know all the words Rebecca - absolutely yeah and I think that’s what’s happened in quite a few of the schools that we’ve been working closely with they flip that culture so actually I’m not going to sit here quietly and keep quiet as a good in fact you know myteacher will be really pleased if I go I don’t know what that word means she’ll say brillaint!

Skip to 38 minutes and 8 seconds let’s have a look at it you know and you know the children in the class who also don’t know will go oh yeah great let’s look at that one so that would be something i’d say around that. Joy - and I think Jenny this idea about choosing these words again no words the known is that yeah Jenny - I’m just looking at you know the book by Michael Graves yeah we you know looked at in in quite some depth in looking at the course of writing the course and other materials that we’ve written and that idea of some words you don’t need to know to a really great depth but you still is again it’s linking to that idea of your receptive vocabulary to your productive vocabularies so it’s okay that a lot of the words that you’re coming across you’re just listening to and getting a sort of understanding and that’s enough for whatever it is you need to use it for in whereas other words you’re going to the sort of depth that you two we’re talking about yeah it just depends what you need the word for.

Skip to 39 minutes and 13 seconds Rebecca - yeah and I think that links with lots of you when we did the color coded activity with fricassee and scurged by how well you know word I think some people were a little bit concerned thinking oh i didn’t know any of those words in there you don’t need to know all of them and absolutely not I think again the context that you’re all teaching in are so very different and that’s been one of the great things about this course is having an insight into all those different situations it’s very much about thinking about for this type of learner in this situation where is the depth required and where is the breadth and and it’s okay like you know I’m I’m not learning French I actually did it did it for a level but haven’t spoken it for a very very long time and I find it fascinating how when I’m in France like you say Jenny I could just let it sort of wash over me and if I’ve been there long enough it starts to pop into my vocabulary and I stopped if I must have being able to use it so yeah.

Skip to 40 minutes and 10 seconds We we didn’t actually talk about this very explicitly on the course but one of the ways that you might some of you might want to think about some of the business around selecting words where you go for depth it is that idea it’s the word learning task. What does that mean for the student?

Skip to 40 minutes and 22 seconds you know is it is it a new word for a new idea or is it a new word for an idea that you already know so in an English language learning EFL context it may well be what you’re doing is you’re just learning a new label for a concept that you fully understand but you have a different label for it or it might be that you’re you’ve got a word that you know but you’re learning another meaning of that word so there are different levels of what you need to know about a word and what what challenge it presents you as a learner another way of thinking about it I guess.

Skip to 40 minutes and 59 seconds Did you have any more questions Joy or has anyone out there got any more? Last call for any questions out there okay I think we’ll wrap it up think so yeah just to say thank you very much those of you that are joining you know joining us even if you just been watching it or even if you’re just watching it on the sort of watching it back it’s been great to have an opportunity to chat and reflect on and some the issues. Please feel free to keep putting questions into comments.

Skip to 41 minutes and 32 seconds we’ll happily answer them you know and as I said the link that went through to you last week if you want to come up onto our website and have a look at some of the other things we’ve got around vocabulary you know please do and you can always drop us a comment or email through that and we’re happy to talk to you so thank you very much thank you

LIVE Webinar Video!

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Lead Educator Rebecca Cosgrave is joined by Joy Simpson, Jenny Core and Alison Jones to discuss the course so far and answer learner queries during the LIVE webinar hosted on the 15th May.

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This video is from the free online course:

An Introduction to Teaching Vocabulary

Babcock Education