Thanks Joel and schools working in this way are finding that it’s the pupils with the greatest language deficit that are making the greatest gains in their learning. When they talk to pupils about why they are getting on so well, they say two interesting things: they like finding this stuff out (viz Willingham: human beings are curious) and that it makes them feel smart. I reckon it’s my job as an educator to make my pupils feel smart…
Students often struggle less with vocabulary once words stop feeling completely isolated from each other. Seeing the patterns and relationships between terms changes how new language gets processed and remembered.
I saw Mary Myatt use Latin etymology and how impactful that can be in building around a concept like Geomorphology - thank you
@Mary Myatt is excellent at this kind of thing - always adds a lot of clarity to any discussion.
Cheers Mark!
Thanks Joel and schools working in this way are finding that it’s the pupils with the greatest language deficit that are making the greatest gains in their learning. When they talk to pupils about why they are getting on so well, they say two interesting things: they like finding this stuff out (viz Willingham: human beings are curious) and that it makes them feel smart. I reckon it’s my job as an educator to make my pupils feel smart…
Students often struggle less with vocabulary once words stop feeling completely isolated from each other. Seeing the patterns and relationships between terms changes how new language gets processed and remembered.
Really enjoyed this piece Mark. I teach morphology and etymology most days in my science classroom.
I’m definitely going to be adding your little piece on morphology in assessments.
I’d be interested to hearing your thoughts on more on scaling up to different linguistic structures - syntax and semantic.