How Bedrock supports The EEF's Vocabulary in Action Teaching strategies

Earlier this year, the EEF released a poster titled ‘Vocabulary in Action’ that offers six classroom strategies to teach vocabulary and language to maximise the likelihood of new vocabulary being retained in the long-term memory. Techniques include: Bespoke definitions, purposeful variation, immediate interaction, deep processing, active interest, and repetition.

Jessie Ricketts, a professor in Language, memory and retention contends there is such a huge variation of vocabulary in the classroom which makes teaching vocabulary incredibly complex. As well as this, your average school learner needs to add 3,000 words to their vocabulary every year in order to keep up with the increasing demands of the curriculum. Therefore, is it any wonder, this can lead to superficial vocabulary teaching?

3,000 words sounds like a lot, and that’s because it is. Consequently, it’s no surprise that most students do not reach this goal, with some, particularly those from disadvantaged backgrounds or looked after children, not coming close to achieving this number. Teachers and schools are unanimous in the belief that vocabulary is important, so why isn’t this aspect of the curriculum being embedded as consistently as it should be?

‘Look at my word wall! Doesn’t it look beautiful?!’

Lot’s of teachers will resonate with being really proud of their word walls as if it were an artistic masterpiece comparable to something painted by Picasso. Sometimes, they absolutely are! Word walls are often colour coded according to word class, written in handwriting that would put most of us to shame, and stuck up with double sided velcro. However, going back to the number of words a year that learners have to retain being 3,000, and teachers time being more constrained than ever, is it really conceivable to teach vocabulary in this way?

‘Vocabulary is like mental Velcro – the more you know, the more 'hooks' you have to hook onto new words.’ Alex Quigley

Introduce words through explanations in everyday connected language, rather than dictionary definitions.

Bedrock Mapper

Bedrock mapper allows teachers to access ready made Bedrock created content for subject specific vocabulary in their discipline. At a click of a button, teachers can add a bespoke vocabulary curriculum to their learners' lesson plan. As well as this, Bedrock words are taught explicitly with examples that apply to specific contexts. Teachers have the freedom to change definitions, add their own custom images, even craft a fully individualised vocabulary curriculum, or alternatively, teachers can access an entire tier 3 vocab curriculum for their subject and topic in an instant.

Provide several contexts in which the word can be used purposefully or for alternative meanings.

With Bedrock, everyone can be part of the learners journey

Bedrock reinforces definitions by giving access to everyone that is part of the learner's journey, whether that’s their parent, teacher or peer. Each individual will have a different relationship to their words they are learning which enables the learner to have a deeper understanding of the word.

Let’s look at the word generate:

The meaning of "generate" depends on the context in which it is used. It can refer to the creation of something physical, such as energy, or something abstract, such as an idea or a feeling.

• Teacher: The system can generate 30–100 kilowatt hours of electricity a month
• Parent: Can you generate some enthusiasm for your homework please?
• Friend: Did you generate your team on Football Manager?

Bedrock enables and facilitates multiple individuals that are part of the learner's journey to offer purposeful variation of vocabulary learned.

Purposeful variation through Bedrock’s Tier 3 vocabulary tool

Tier 1 and Tier 2 vocabulary share a common feature: their high frequency. While Tier 2 vocabulary isn’t often used in casual conversation, it comes up frequently in written text, making it high-frequency vocabulary. Tier 3 vocabulary, on the other hand, is low frequency and only comes up in specific disciplines and contexts. For example, a word like “osmosis” rarely appears in fiction texts or dialogue, but understanding this word is crucial for developing a full understanding of molecules and the function of cells. Explicitly teaching Tier 3 vocabulary is crucial for unlocking learners’ potential in all subjects across the curriculum; every subject has its own discipline-specific vocabulary, and understanding how these words fit into the context of their disciplines is crucial for allowing learners to think, speak and write like experts in every subject.

Build opportunities for pupils to interact with word meanings right away.

Bedrock’s range of activities

Bedrock's award-winning interactive learning sequence uses student-friendly descriptions, images, synonyms, antonyms and writing opportunities to make sure every learner masters their new language.

Develop activities that require students to process the meanings of words in deep and thoughtful ways e.g. getting pupils to think hard about meanings, by identifying and explaining appropriate word usage.

Bedrocks learning deep algorithm

Bedrock uses a combination of human narration, contextual images, synonyms, antonyms and games to ensure learners truly understand new vocabulary. This is then reinforced with instant verbal feedback, supporting learners through their literacy improvement journey and boosting their confidence using ambitious vocabulary correctly.

Provide examples, situations and questions that are interesting and create discussion.

Bedrock's original fiction and non-fiction texts

Bedrock has an extensive range of fiction and non-fiction texts specifically aimed at enhancing student's cultural capital. Following reading topics such as ‘Rooting For Nature’ or ‘Jane Goodall and the Chimpanzees’ could spark an interest or passion with animals, the environment, or simply enable those students to be part of conversations on the playground they wouldn’t normally have access to.

Provide many encounters with target words, including through various contexts and retrieval activities.

Purposeful repetition

According to Stahl (2005), students have to see a word more than once to place it firmly in their long-term memories. "This does not mean mere repetition or drill of the word," but seeing the word in different and multiple contexts. In other words, it is important that vocabulary instruction provides students with opportunities to encounter words repeatedly and in more than one context. Learners at Bedrock are provided with many encounters of the target words, including through various contexts and retrieval activities that are assessed, taught then re-assessed in order to ensure and measure progress.

Marcus Jones, Literacy Lead at Huntington Research School claims that what is also key, is selecting which words students are to be taught and being careful about which words are going to be chosen. Marcus argues it is better to have fewer words and go beyond the definition of them, connecting them to other words, applying them in different contexts, in order to deepen learners’ understanding.

We all know vocabulary is king when it comes to aspects of literacy such as reading and writing, but in reality it runs through the veins of all other subjects, our communication skills, and can even influence the way we perceive the world. Therefore, it’s time to put more energy and thought into maximising vocabulary exposure and retention in order for learners to not just succeed academically, but improve learners personal interactions and confidence.