By Robert R. Hood
Topical vocabulary characterizes education but also creates learning barriers. There is a simple solution.
Topical vocabulary is the essence of learning. But extensive use of topical vocabulary can be problematic for students as instructors seldom have sufficient time to provide sufficient terminology explanations.
Textbook authors avoid the Dumbing Down Dilemma problem by using more understandable general terminology. For instance, rather than using the term "fault-line" in a geography text, a writer might use "cracks in the earth's surface." A simple change can enable maximize topical vocabulary, maintain student comprehension while minimizing the need for instructor assistance.
The simple change was discovered as a result of research into neural based learning methodologies, and it's called it a Learning Quantum (LQ). Here's what it looks like:
"A quantum is a {sub-atomic = tiny = super small } quantity of energy."
The LQ is framed by braces and contains problematic terminology plus supplementary information, with the components being separated by equal signs.
Adding LQs in a limited number of locations allows maximum topical vocabulary while actually improving understandability. That should save teacher time and reduce student stress by generating fewer student questions. Since vocabulary understanding supports concept understanding, the entire learning process is facilitated.
When an author knows from experience the problematic terminology involves "lumbar," "stakeholder" or "blowout preventer," the Search and Replace function found in text processing software can convert problematic terminology into Learning Quantums in seconds.
Results from Testing.
Testing done with students from 7 to 60 years of age has consistently shown the following benefits:
There are no crossover problems. Students quickly accept Learning Quantums, partly because comprehension improves.
Topic understanding increases from 50 percent to 80 percent above normal text formats.
Vocabulary skills improve for both existing and new vocabulary.
Students ask more sophisticated questions about the topic.
Test scores improve.
Also, scientific studies at schools including the MIT Brain Science Institute have shown that the process of synonym analysis promotes the development of neural connections that facilitate vocabulary retention for recall and use.
The Science Behind the Theory. We've all had the experience of recognizing a person but being unable to recall the related name. Perhaps you've wondered why this happens. The reasons involve the same factors as when students have poor test results.
The human brain contains billions of brain cells with a systematic method of organization. Visual memories, such as faces, are stored in one location. Words, such as a person's name, are stored in another location. Inanimate objects are separated from animate objects. Related information is connected via dedicated physical neural cabling.
One scientifically documented study using Positron Emission Tomography Imaging demonstrated that both verbs and related nouns are located in separate and distinct locations. It's logical and essential that synonyms are stored together and be physically connected. LQs enable the brain to better understand where new vocabulary should be stored, thus enabling new vocabulary to be connected to related older highly used vocabulary.
When we recognize people's faces but can't remember names, we possess all the required information, but some of it simply can't be recalled. In a similar fashion, students being tested probably have the needed information, but lack adequate neural cabling for recall. It's reasonable to conclude that texts should incorporate elements that promote the correct information storage location and development of the related neural connections.
While one alternative would be a thesaurus, both physical and electronic thesauri present usage problems, especially for younger students. And industry jargon like "stockout" used by retailers and "blowout preventer" used in petroleum engineering are seldom found in thesauri or dictionaries. LQ usage offers an efficient and user friendly alternative.
Now for the Problems. There are problems associated with Learning Quantums, but none are strategic. Here are some of them.
Inserting LQs can make a text longer, adding pages and thus costs. But most texts use extensive graphics, wide margins and chapter headings that take up entire pages. One popular university text allocates a full 47 percent of page width to its left and right margins. By reducing non-essential graphics and margins LQs can be used without changing page count.
An accurate evaluation of LQs requires more than a simple orientation. Think of yourself as a fax machine salesperson in 1979. Potential users were quick to dismiss the new product as "not important" and voice imaginative doubts. Prior educational experience does not provide a suitable frame of reference for evaluating LQs, because LQs are fundamentally different from existing educational dynamics. The only efficient and pragmatic way to evaluate LQs is by trying them with students. The results speak for themselves. (Readers can receive sample LQ texts by contacting this author.)
No mass testing has been completed on LQs, but the positive results from small scale testing have been consistent during four years of testing and use. LQ usage has not been found to be sensitive to factors such as instructor, topic, student ages, etc.
Conclusions. LQs offer a new methodology for teaching in an interactive way.
Continual tweaking of the same dynamics has never produced significant changes in any sphere of human activity. Significant change only comes about from the introduction of new fundamentals. Just as the telephone eliminated long horseback rides that were part of early communications, LQs may eliminate low levels of student performance and accelerate the overall educational process.
Additional Information. The following information about LQs is available, at no cost. Just send your email request to Robert Hood.
3rd grade reading text, PDF format
High school, college business text, PDF format
Instructor briefing on LQs
LQ in-depth technical paper
Outline for LQ testing
Outline for LQ text development
Bibliographical References
Ariniello, Leah. "Brain Rehab," Journal of Neuroscience (September 2001).
Ariniello, Leah. "Brain Plasticity," Journal of Neuroscience (July 2000).
Ariniello, Leah. "Axon Guidance," Journal of Neuroscience (Winter 1995).
Lovelace, Christopher T. & Partan, Sarah. "Integrating Sensory Integration," Trends in Cognitive Science Preprint, (October 6, 2000).
Montessori, Dr. Maria.. "The Montessori Method." New York: Frederick A. Stokes Company, 1912. Alternate address
Raichle, Marcus E.. "Dyslexia and Language Brain Areas," Journal of Neuroscience (April 1999).
Raichle, Marcus E.. "Visualizing the Mind at Work," Scientific American (April 1994).
Resolution, Findings of the 107th Congress (March 22, 2001).
Resolution, Findings of the 103rd Congress (25 January 25, 1994).
Staff Writers. Dyslexia and Language Brain Areas," Journal of Neuroscience (April 1999).
Sur, Mriganka. "Brain Processing of Visual Information," MIT News Release (December 19, 1996).
Wade, Nicholas. "Scientists Record Brain Cell Signals Linked to Memories," New York Times (May 26, 1997).
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Robert R. Hood
Hood is a graduate of the University of Florida, where he studied mass communication, business and law. Since 1998 he has taught business writing, business English and global business management at Universidad de La Sabana, Bogotá, Colombia. He is the author of Writing Simulator for Business Communications |
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