Embed scientific vocabulary in four easy steps

It’s important to teach new vocabulary in a way that sticks, because research indicates pupils with broader vocabularies are more successful in education and their lives. For example, John Hattie’s Visible learning: the sequel suggests that explicit vocabulary programs had a 0.62 effect size and explicit teaching strategies had a 0.56 effect size.

What to avoid when teaching complex vocabulary

When first beginning to teach, our naivety may lead us to think the best way to develop our students’ vocabulary is by enriching them with complex definitions. We might believe this will give them a broader understanding of the word. However, such definitions often dumbfound and confuse students. Take the example, antiparticle. I found this defnition (below) from Oxford Languages dictionaries when I typed the word into Google.

‘Great,’ we might think, ‘this definition is thorough and accurate. My students will grasp this and remember their previous learning at the same time!’

Well, maybe. But probably not. So here’s a better way to teach it, in four super replicable steps: define, build, use examples (and non-examples) and practise.

1. Define

Use your exam board definitions from mark schemes to craft lean definitions (lean meaning that the definition is as streamlined as possible to reduce cognitive load). Additionally, use the examiners’ report to check for common misconceptions in the words taught.

I used the exam board’s defition to come up with my own lean definition: antiparticles are particles with equal mass but with opposite charge. And thanks to the examiners’ report, I knew to look out for the misconception over the words opposite and different when teaching antiparticle.

2. Build

Build up to your definition with checks for listening (CFL) and checks for understanding (CFU). I drill the basics from simple to complex, concrete to abstract. It’s essential to take prior knowledge into account. For antiparticle, I asked my learners about charge and mass, and units. If they don’t have this prior knowledge, you need to reteach before moving on.

I constantly use cold calling, turn and talk exercises as well as mini whiteboards for both CFL and CFU. Mixing these approaches keeps learners excited and, more importantly, keeps them thinking.

3. Use examples (and non-examples)

Examples help to make this knowledge more concrete and specific for students but, to minimise misconceptions, it is also useful for students to see non-examples. You can use examples and non-examples together, by using tables or showing images or animations. For antiparticles, I showed my learners examples of particles and their antiparticle counterparts on this table demonstrating the equal mass but opposite charge.

 4. Practise

Provide immediate and then ongoing regular opportunities for students to practise both recalling the word’s definition and using it in context. You can use cold calling, turn and talk, or mini whiteboards to do this.

You can use also independent practice to do this, giving them text that includes the word or requires them to define it. Don’t miss this opportunity to use checks for understanding either.

Spaced repetitions and retrieval practice will help too. Assign an appropriate homework then use memory-based starter questions in follow-up lessons. Include the new term in future interleaved indepent tasks too. And you get bonus points if you keep your students on their toes by asking for definitions during corridor interactions.

Understanding leads to success

When you break definitions down in this way and you take care to ensure students understand complex subject-specific vocabulary, students have greater success accessing the more challenging concepts. Students therefore feel more confident in their understanding. And you will find that students focus more on their independent practice with less questions asked for your support.