Dissertation Discussion

Dissertation Discussion

 Dissertation 1

Best practice of teaching vocabulary

Instructions in vocabulary are the most important practice of instruction which teachers can use in a classroom setting. This is a technique that is most recommended for students who are low-achieving.  Vocabulary instruction is also beneficial to secondary students and students who are in all grades.  For students to understand the words when they are reading on their own, research has shown that a teacher is supposed to instruct on new phrases and words.  This will improve how student will understand a new material.

Another technique which research has shown to be effective in teaching new vocabulary is the use of Architectural Rendering Lesson. This is when a teacher provides a handout of the vocabulary a before the lessons begin.  The teacher can use others techniques like drawing and questioning strategies when applying the rendering technique. This method is effective in a review process or to an individual student.

Other beneficial practices are letting students read independently so that they can expand their knowledge.  Instruction on a specific word helps students to understand the texts which commonly use the word. Word –play and word consciousness activities enhances and motivate learning.

Dissertation 2 discussion

By focusing on student centered strategies, teachers can be able to nature the critical thinking and literacy skills of students.  Repeated use of a particular teaching strategy enables student to internalize that practice and make it a daily learning habit.  It is therefore, important to prioritize the learning instructions through time management.  This means that planning, allocation of the learning topic, goal setting, monitoring, scheduling, prioritizing and analyzing the time spent are important aspects.  Through this students will develop good learning habits like listening, talking, and the habit to correct vocabulary and analyze things.

Reference

 Swanborn, M. S. & De Gopper, K (1999) Incidental word learning while reading: A meta- analysis. Review of Educational Research, 69, p 261-285.

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