6. Submit a Log

I interviewed two students about the LINCing system about it usefulness and implementation.  One student has an IEP and the other student is currently in the Child Study process.  Their answers are as follows:

Usefulness of the LINCing system:
Student 1: Student 1 thought it was a good idea.  Student 1 said it helped find another of the word.  
Student 2: Student 2 liked the LINCing system.  Student 2 said because its teaching you different ways to complete the vocabulary words.  It's giving a second option.

Implementation of the LINCing system:
Student 1: Student 1 said they can see the ways it helps them in their learning.  Being able to think of the story of the reminding word makes it easier to remember the word.
Student 2: Student 2 thought it was easier to remember the words because if you don't remember what it is, you can think of the reminding word to help.

LINCing Routine Log Submission In the current semester we have had our present classes for five weeks.  We have completed a number of short stories and have used the LINCing Routine to introduce vocabulary prior to the introduction of each story.  Initially slow relative to the number of words that could be covered per session, student response and completions times are increasing as more practice is garnered.     ·       

What went well? The primary thing that went well as the routine was introduced to each class of students was that a core group of approximately four students per class caught on to the methodology rather quickly and were able to participate as peer supporters.  Alternatively, about as many students per class has major difficulties in learning the concept.    

What was a challenge? The initial difficulty in each class was the composition of the student representatives who made up from 52% to 60% IEP (SPED) students with a variable rate of exceptionalities in attendance.  These included 1) Autism, 2) ED, 3) OHI, and 4) SLD.  Within this were included several learning styles and rates of attainment.  It was difficult to garner student buy in at first, yet each time the LINCing tables have been used, resistance seems to diminish.   ·     
  
What will you do next time? In one class during the most recent vocabulary list introduction, student volunteers came forward and broke down the vocabulary word into its constituent parts, composed reminding words, wrote linking stories, and drew pictures to represent their stories.  Only the most confident participated.  I would like to see this become a standard part of the exercise.  We still have a minority group that are reluctant to join in.   ·  

What adjustments I made… As the LINCing Routine has been used continually, more and more students have bought in.  We are at the level where many can be turned lose to tackle the exercise on their own or in groups of paired duos.  This has allowed that my co-teacher and myself can spend individual time with students who are having greater difficulty grasping the exercises.   

Ideas generated for concerns… Although our classes are heavily weighted with SPED students, we have moved to pairing students with a partner to work through completing each packet.  With independent reading levels averaging more than two grade levels below where students would ideally be, the pairings are producing growth as a larger number of students are completing the assignments.  Many could not, or would not, have demonstrated growth with peer collaboration.     

J.L. Miller, Gloucester High School.

Each time we have used the Vocabulary LINCing Routine, the students' capabilities in completing the routine have grown. They are more willing to complete their work and participate in the class discussion. They also are more willing to go to the activboard to write their sentences and draw their pictures. They understand the purpose of the routine and how to use it.

Sometimes it is a challenge for students to develop their own reminding word that works well. They want to use the first rhyming word they can think of even if that word does not truly help them remember the vocabulary word. In addition, they have difficulty composing a good story that correctly incorporates both the reminding word and definition. They need more practice with this before they feel comfortable working on this without support. They are currently working toward independence in using this routine.

Our next goal is to give them a list of words for them to use to complete each section on their own. I worry about them using the correct definition, but we could give them a list of definitions where they would match them to the correct terms. Once that is complete, they would then fill out the Vocabulary LINCing Routine independently. We could also have them work with a partner as they become more confident and successful in using this routine. Currently, partnering students to complete the routine has been beneficial.

Each time we have used the Vocabulary LINCing Routine, the students have thoroughly enjoyed it. They are more willing to complete their work and participate in the class discussion. They also like being able to go to the Active Board to write their sentences and draw their picture. They understand the purpose of the routine and how to use it.

Sometimes it is a challenge for students to develop their own reminding word that works well. They want to use the first rhyming word they can think of even if that word does not truly help them remember the vocabulary word. In addition, they have difficulty composing a good story that correctly incorporates both the reminding word and definition. They need more practice with this before they feel comfortable working on this without support. They are currently working toward independence in using this routine.

Our next goal is to give them a list of words, and they complete each section on their own. I worry about them using the correct definition, but we could give them a list of definitions where they would match them to the correct term. Once that is complete, they would then fill out the Vocabulary LINCing Routine independently. We could also have them work with a partner as they become more confident and successful in using this routine.

The lesson that was observed went well.  The students were attentive.  Most of the students were familiar with the LINCing Routine so the lesson  was geared more to the vocabulary being studied than actually how to use the routine.  the student were able to create good reminding words and were thoughtful in the process.  
During the observation the class co-constructed three LINCing tables for their vocabulary words. After constructing the tables, the students practiced the words in pairs.  An exit ticket was used to quiz the students at the end of class.  

Students really enjoy using the LINCing Routine.  They enjoy coming up with reminding words and stories.  The stories are their favorite part and allows them to be creative.  Students are engaged and participate in the process. It is helping them remember the vocabulary words.  It is a challenge for some students to come up with reminding words and stories in a timely manner.  Some students come up with reminding words quicker than others.  I am going to allow students to work together on this before sharing ideas with the class.  I also want to give students more flexibility.  We have been completing the LINCS Tables together as a class but I want them to create them on their own or in small groups.  Working together will help those students come up with reminding words and it will still allow them to be creative and come up with their own stories. 

The students really seem to enjoy coming up with reminding words and stories. I was amazed at the level of creativity that shows through when using the routine with them. They are engaged when using the LINCing routine and they are able to recall the words and definitions when we review. One challenge was keeping everyone participating; some were so full of ideas that it was hard to keep a couple of them as engaged. One thing I will try next is letting them have a few minutes to think about ideas on their own before working with a partner or small group to construct their LINCS table.