As a student I spent hours writing down words and definitions on vocabulary sheets. I copied the information to flash cards and sat there trying to memorize definitions in science, German, English, and History. Read the definition and try to say the word – flip the card to see if I was right. When I had “learned” the vocabulary, I had mastered the knowledge I needed to pass the test and knew I was working hard at learning. Unfortunately, the test results were not always what I expected.
My Ah-Ha! moment for vocabulary instruction came before I even started teaching and I did not recognize it until several years later! I had gone back to college to get my certification to become a teacher. In order to have a more complete biology degree I was required to take Field Biology. I had this amazing and eccentric instructor that ran the nature center on the college campus.
The class met two mornings twice a week from 6:00 am to 11:00 am. We all carried packs that contained clipboard, paper, pens, field guides, binoculars, magnifying glasses, sampling containers, rain gear, and anything else you may need as we followed the instructor around the nature trails – no excuses, we went out rain or shine, no breaks. Whatever he saw and struck his fancy was what he lectured on. Part of the requirements for the class included individually logging hours in the woods making observations and knowing all the birds of the Eastern United States by sight.
This was not good; I have a very difficult time memorizing information and I had a 3-year-old without readily available day care. I did what every resourceful mom does, I took her with me. I got a small down vest for Alex that matched mine, children’s binoculars, small field guides and basically made a miniature version of my pack for her. She loved it.
This was not good; I have a very difficult time memorizing information and I had a 3-year-old without readily available day care. I did what every resourceful mom does, I took her with me. I got a small down vest for Alex that matched mine, children’s binoculars, small field guides and basically made a miniature version of my pack for her. She loved it.
Off we went, hiking through the woods looking for wildlife to identify. Every time she saw a bird she asked, “What kind is it?”. I would frantically look through my field guide, noting the size of the bird, the shape of the beak, and the markings on wings and tails. I would try to quickly note the key characteristics and look it up in my Peterson’s field guide before the bird flew off. All the while Alex was looking at the bird and finding the matching picture in her children’s field guide. Success! I would find the name of the bird, tell Alex and then carefully write down my observations in my notes so I could go back and memorize the characteristics I had observed as I worked at memorizing all the birds of North America. I felt real success when I made it through that class with an A.
Several months later I took Alex on a field trip with her pre-school to a nature center. As we walked in the door, she became really excited (there were a lot of stuffed animals everywhere). She pointed up and said, “Look Mom, a Great Blue Heron”. From there she ran to the window and outside was a bird feeder. “Mom look, a Tufted Titmouse and Black Capped Chickadee” as she started naming off all the birds we saw.
Every adult in the room stared at her and the other parent’s thought Alex was a prodigy. None of the other kids knew what any of the birds were. She had managed at three to learn and retain the same knowledge of Michigan wildlife that I had in a college course and she did it with much less effort (no studying!).
The real “Ah ha” moment came a couple years later when Alex was a five-year-old and I was standing at the end of our driveway, with woods all around, waiting with her for the bus to take her to kindergarten. Alex started pointing out all the different types of birds by name that she could see. Alex had retained the knowledge and vocabulary from those walks in the woods.
Conclusion
Alex had learned the material in context – not through memorization. Two years after learning the material she was still able to use the knowledge when she wanted to, she could name the birds she came across. I thought that I had learned so much about the environment and wildlife in Michigan in the field biology class. Long term I have a real appreciation of wildlife in Michigan, but whenever I am out walking with someone and they ask about a specific plant or bird I get frustrated. Unfortunately, I don’t remember most of what I memorized.
Alex learned the material – I memorized it. Vocabulary that is presented in context to student becomes part of their lexicon, to be used as they communicate ideas. Vocabulary that is memorized along with definitions is simply a memorized fact that and does not necessarily become part of their working vocabulary as they communicate.
As parents teaching a small child to talk, we do not give them words and have them memorize the definition. We provide the word to the child as they are trying to communicate with us – we teach them vocabulary in context. It is amazing how quickly the vocabulary of a child expands when vocabulary is introduced in this manner.