I started having my students create pictures for each of their vocabulary words, and their vocabulary scores jumped immediately. Along with a few other minor tweaks and adjustments, my students–when they do what I ask–perform at a very high level when using new vocabulary words.
I included a picture that one of my students created for the word “culmination.” I like this drawing of the word because it simply and directly conveys the word’s meaning without any complex artistic ability needed. The students quickly present their pictures and explain how the definition matches the drawing, and the other students in the class may steal that picture or keep their own. Regardless, the students have a visual representation of the word.
Here is another picture one of my students created for the word “dilemma.” I like this one because the student (with a sly smile) explained that she was trying to decide between finishing her vocabulary homework and her reading, and it was a dilemma since she “wanted to do them both at the same time” because they are the “most important.” This made me laugh because I joke with the kids that English is the most important and should be done first, and I enjoy it when the students joke back with me.
Non-linguistic representations are a key component of Marzano’s system of teaching students, and, when my district provided a training on Marzano’s research-based teaching strategies, I felt good about the ways I have my students work. I like routines as well, and the training reinforced my affinity for routines, so my students know which days we will practice vocabulary and when any quizzes might be given. I believe this reduces stress and allows students to feel more comfortable in the classroom.