guidelines for constructing lincs devices sense/adobe reader/do not... · 2001. 8. 6. · which...

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Guidelines for constructing LINCSdevices

Determine which terms students should learn

While the curriculum usually defines the parameters for what to teach,only you can determine which terms are the most important to analyze and learn.Thus, think about which terms are important enough to make sure that all students understand and remember. Then, commit to teach those ideasthrough use of the LINCing Routine.

Unfortunately, students are often expected to learn far too many terms(vocabulary words, names, places, events, and other facts) each week, and as aresult, learning tends to be superficial and only sufficient enough for students to score well on classroom tests. Following the test, most students quickly forget what the termmeans. Implications are that we need to narrow the breadth of instruction byfocusing only on those terms that are essential for students to understand -- weneed to teach fewer terms, but the terms we do teach must be thoroughlytaught. In short, less is more ... depth is more.

Instruction of terms should be reserved for those that are associated witha whole unit of studyas these are often central to understanding the unit. A clearunderstanding of these terms is often the basis of success both in understandingother important terms in the unit and in future learning about this topic.

When planning and making critical decisions about what different studentsin diverse classrooms will be expected to learn, terms that are taught shouldrepresent information that you should expect ALL students, including "at risk" andlow-achieving students as well as those with learning problems to develop abasic knowledge of.


There are usually many terms that could be taught in the context of alesson, but teaching all of them does not permit any of them to be taughtwell due to the limited time available. Because they do not have time to teachthem during class, many teachers expect students to independently learn definitions of terms. For an example, a typical homework assignment is to Lookup a term’s definition, write the definition, and then write a sentence using thedefinition. While a few very bright students may learn terms in this manner, moststudents do not. Thus, reducing the number of terms students are expected tounderstand and remember to those that are most essential is a critical elementof the content enhancement approach. The following steps are recommended tohelp you make these decisions:

1. Make a list of potential terms (vocabulary words, significant names, events, places, etc.) you think might be important for students to learn.

2. Decide which of the terms on your list are "Essential" or "CulturalExpected Trivia," and which are "Clarifying," "Specialized Trivia," or"Contextualized Trivia" (see boxes below for definitions of these typesof terms).

3. Eliminate from the list all terms that are not considered "Essential"or "Cultural Expected Trivia". The remaining terms will be those thatwill be intensively taught in the context of the ongoing content lesson.

Types of terms to thoroughly teach and evaluate whether ALL students learned them via quizzes, portfolio assessment, etc.

Essential TermsAbsolutely essential for ALL students to learn for any of the following reasons:* the term is foundational for understanding key ideas associated with the current unit; if the term is not thoroughly understood, students will be confused about much of the content of the unit.

and/or* there is an expectation that use of the term will be part of the common, on-going vocabulary throughout much of the remainder of the course.

and/or* the term is foundational for information that will be covered later in the course and/or encountered later in life.

Culturally Expected Trivia TermsThese terms are those that are not essential to know in order to understand the content, but our culture expects students to know them anyway.

There is an expectation that knowledge of these terms will be formally assessed on standardized tests such as graduation or exit exams.


Clarifying Terms Help clarify other important ideas of the content subject matter.

Are often interesting, but NOT essential to know.

Types of terms to address during instruction, but students are NOT expected to learn.

Determine which of the terms need LINCS devices

LINCS devices need not be developed for all terms that are consideredessential for students to know. The figure below provides guidelines fordetermining when LINCS devices should be constructed.

Specialized Trivia

Specialized Trivia ia a term that, though directly related to the content of the lesson, is not that helpful in clarifying its overall meaning or significance. Characteristics of specialized trivia include:

* the term does not form a foundation for understanding key ideas associated with the current unit; if it is not thoroughly understood, students will still be able to understand important concepts associated with the unit.

and/or* the term will infrequently be referred to once a very specific part of the overall lesson has been taught.

and/or* students seeking to gain specialized knowledge of this specific topic might learn these terms, but ALL students would NOT be expected to learn them.

Contextualized Trivia Contextualized Trivia are those terms (often highlighted in texts) that have no direct connection to the content of the unit and seem to be included because the author believed they represented important vocabulary students should learn sometime and somewhere, thus could be contextualized in the chapter; however, these terms do not meet any of the Essential Terms criteria.

Types of terms to NOT address during instruction, nor evaluate on tests.


Teachers often begin this process with a lengthy list of terms. However,after gleaning out all but the essential terms, and of those remaining, determiningwhich LINCS devices are really needed, you may find that your list has beenconsiderably shortened, often by as much as 75%. Thus, if you began with a listof 20 terms, LINCS devices may be needed for only about five of them!

Constructing a draft of the LINCS DEVICE

List the term and essential definition.

Analyze the term’s definition to determine the most essentialinformation students need to know

Once you have determined the terms that will be intensively taught, animportant task is to make critical decisions about what is important for students toknow about the term. Definition of a term is composed of “semantic elements,”and most definitions contain two or more of these. For example, consider thedefinition of an automobile below.

Automobile: a self-moving vehicle with wheels thatcarries its own engine, often used to transport peopleand supplies along roads.

When to Construct Lincing Memory Devices

DO construct LINCS when...

The term is ...* unusual* very unfamiliar to students

The term's definition is ...* complicated* multifaceted* difficult to remember

The term is ...* common* familiar to students

The term's definition is ...* simple* easy to remember* relatively familiar to students

DONÕT construct LINCS when...


This definition of automobile includes several semantic elements as illustratedbelow:

a self-moving vehicle with wheels

carries its own engine used to transportalong roads people

and supplies

An important task is to determine the most important semantic elements ofa term’s definition that students need learn. Just as the terms themselves can beclassified according to how essential they are for students to know, so can thesemantic elements of a term’s definition. Listed below is a brief synopsis of howsemantic elements can be classified:

Parts of a term's definition to thoroughly teach and evaluate whether ALL students learned them

Absolutely essential for ALL students to learn because the information about the tern is foundational information for understanding the meaning of the term and/or its significance.

Essential Semantic Elements

Help clarify other important ideas associated with the term's definition.Are often interesting, but NOT essential to know.

Types of a termÕ's definition to address during instruction, but students are NOT expected to learn.

Clarifying Semantic Elements

When you consider the lengthy information that may be associated withsome terms (i.e., civil disobedience, Ft. Sumter, George Washington, lymphaticsystem, etc.), it becomes particularly important to decide what is really essentialabout the definition that all students should be expected to learn.

Highly specific information about the meaning of a term, but not essential for students to learn in order for students to have a basic understanding of the term.

If too much emphasis is placed on teaching the specialized semantic elements, students may develop a misconception of what the term really means.

Parts of a term's definition to NOT address during instruction, nor evaluate on tests.

Specialized or Esoteric Semantic Elements


Indicate a familiar Reminding Word.

The Reminding Word is phonetically similar to part of all of the new term.

EXAMPLES

The Reminding Word can sound like...

* the beginning of the new termNew Term Sounds-like ...Benedict Arnold benefitspeculator spectator

___________________________________________________________* the middle of the new term

New Term Sounds-like ...constituents stitchrepublic pub

___________________________________________________________

* the end of the new term

New Term Sounds-like ...cymograph graphimpeach peach

___________________________________________________________

* nearly the whole new term

New Term Sounds-like ...

appropriated appropriateprecedent president

___________________________________________________________

a short phrase

New Term Sounds-like...tariff tear-upgenotype Geno’s type


In addition, the Reminding Word MUST be a familiar word whose meaning studentsalready know. Words that sound familiar, but the meaning isunknown, will not work.

You may find that some students will be tempted to use nonsense wordsthat sound very similar to the new term. It is important to remember that aneffective Reminding Word is ALWAYS a real word whose meaning is familiar tostudents (nonsense words have no meaning). Consider the example below:

New term Effective Reminding Word Poor Reminding Word

paralegal parachute parameciumMost students will know Most students may havewhat a parachute is. heard the term "paramecium"

before, but many may not know what it means.

heterozygous guys hitherziMost students will know "hitherzi" is a nonsense wordthe meaning of guys


Note the auditory LINCS device (LINCing Story).

An effective LINCing Story contains the Reminding Word (or phrase) in thestory in a manner that helps the student recall the essential semantic elements ofthe new term’s definition. The story must be short, simple, and easy toremember. Consider the examples below:

New term Reminding Word Definition

precedent president set a new example

Effective LINCing Story Poor LINCing StoryThe President set a precedent The President made aby being completely honest. long speech.

The LINCing story above helps The story above does not helpstudents think of students think of “setting asomething novel that hasn’t new example.”happened before.

Here’s another example….

New term Reminding word Definition

bond James Bond loan of money togovernment & it pays

back with interest

Effective LINCing Story Poor LINCing StoryThe government borrowed money The government paid thefrom the spy, James Bond. spy.This story helps students think of Although this story containslending the government money. elements pertaining to

government and money, it does not help the student

think of governments borrowing money. In addition, the Reminding Word was not included in the story.


Construct the visual LINCS device ( LINCingPicture).

An effective LINCing Picture helps the student to remember the essentialelements of the new term’s definition. The picture contains visual elements thatremind the student of the semantic elements of the definition. The picture can bevery simply drawn, requiring minimal artistic skills, yet still serve as an effectivememory device.

Consider the terms. "compromise." below.

New term Reminding word Essential Definitioncompromise promise Each gives up something to reach an agreement

Poor LINCing Picture

The poor LINCing Picture above shows two persons having a conversation, butit contains no visual clues that might remind the learner thatcompromise means each giving up something to reach an agreement; moreover,the above picture contains no elements LINCing the picture to the RemindingWord.


Better LINCing Picture

This LINCing Picture is better because it suggests that each might be givingsomething to the other.

Best LINCing Picture

This LINCing Picture is best because it suggests that each might be givingsomething to the other. It contains more visual elements about the definition (i.e.,suggests reaching an agreement) and the handshake also is a visual elementthat relates to the Reminding Word, "promise" (i.e., each is shaking hands toillustrate that each promises to give up something, so they’ve reached anagreement).

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guidelines for constructing lincs devices sense/adobe reader/do not... · 2001. 8. 6. · which...

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