Name and think about how you will implement the parts of the STAR System for your selected/assigned vocabulary items:
Consider the contexts of the vocabulary. Note the level, context, topic, sources, . . .
- What word parts are in the word? Identify any word elements (prefixes, roots, suffixes) and their meanings.
- Identify and define any releated words (nouns,
verbs, adjectives, adverbs).
- Define the word, include the information on parts of speech, pronunciation, etymology, level of usage.
- Separate familiar from unfamiliar.
- Use the known parts for the decoding of the whole
Learn by doing -- To make the new vocabulary your own by starting to do something with it. Activating your connections with your target words.
- What situations would you most likely find the vocabulary.
- Where have you seen the words.
- Go beyond the textbook vocabulary course requirements: Where else have you or would you be likely to encounter the words -- what lists? reading? speech situation? graphic media? video? sound track? . . .
- What is your interest in the word?
- Where does the word fit with regard to your understanding of the item and its context?
- Write about it.
- Talk about it.
- Map it.
- Elaborate upon it.
- Personalize it.
- Act by using your full cognitive and affective abilities to attain your desired level of proficiency.
- Make paths, connections with your previous knowledge.
- Use the the newly learned vocabulary in your speaking, writing, creative representations, maps, etc.
- Add your activities with the new content to your own and/or your team's blogs/wikis.
- Review -- consider what you've learned, acted upon, and how it fits into your goals.
- Review the process you've used and the result you've achieved.
- Personalize your learning through applications and reuse of the content.
- Follow-up with what you've determined is your own best method for learning and remembering the new materials as you apply it in various contexts.
- Select your techniques for achieving your purpose based on your own learning goals and style.
- Consider your target level: receptive, productive, informal, technical?
- How much depth, breadth of meaning, associations initially and finally do you need or want as your target proficiency.
- Time your reviews to maintain your new knowledge and add to its significance.