When a student is asked to memorize definitions they are only storing that information into their short term memory, also the students are not able to relate the definition to anything else. In order for students to develop a conceptual understanding they need to be able to relate the definition with something in real life, a way to use it or how it relates to something else. By introducing the vocabulary with the different strategies that are described in the book then the students are getting more then just definitions. The students are learning how words relate and much more. Some strategies even have the students trying to determine the definition all on their own and then the teacher just elaborates and explains it at the end. Providing students with vocabulary in more then one way (definitions) they should grasp the and comprehend the meanings much better.

Memorizing definitions for a test or quiz only gives students a reason to learn vocabulary words and not a reason to understand them. When you as a teacher give students different ways to learn anything the topic and the information sticks with them for a longer track of time. Fun games, group work and entertaining assignments will allow for the students to gain more knowledge about the material because they are attracted to it and when a student wants to learn there is no limit to the knowledge they will gain. When teachers make assignments fun,the students have fun doing them which creates a better learning environment especially compared to just memorizing information for a test, then forgetting the information a week later.

One of the most common mmisconceptions is that students will learn definitions by memorizing. This is indeed a misconception. It is actually not effective at all. The problem is that students will store the information in their short term memory banks. This means they have not truly leaned it. They might be able to recall the definition for a test or quiz but when questioned later, they will likely have little to know recollection. In teaching this method, we are really doing a disservice to the students. If we want to effectively teach students definitions and vocabulary words, we must use different strategies and activate prior knowledge. If we can help the students connect the words and meanings to something that they can relate to, then we have a better chance of getting the students to recall the information from long term memory storage. Connections are very important but not everyone will make the same connections that you make. For this reason, we must include a variety of strategies to help our students. Graphic organizers of many kids are available and should be used. You never know what a student will relate to so instruction should be exciting and hands on for the students.

Karina, I totally agree...students just store their definitions in their short term memory. That means really we are just wasting time and making sure they pass whatever quiz we give them. Such a disservice to our students. An unfortunate mistake a lot of teachers make. We have to do and be better as we learn from other people.

The ability to memorize the definition of a word does not necessarily imply that you understand that word. Students retain this information short term in order to maybe just pass a quiz or test. Teachers should relate the definition of words to students interest or life. They need to define these definitions visually, kinesthetically, and auditorily, in order for students to comprehend vocabulary long term. Making connections with the students and their preference of learning is important because once you get their attention and interest, they will be able to grasp information long term instead of short term. Providing examples of definitions is one way of making connections. We need to use different strategies to help students fully understand a word, and not only memorize them.

As we all know or have seen, students can rattle off a definition to vocabulary words. They learn them word for word for tests and store it in the short term memory to be dumped right after the test. But ask a student what that definition means and you get a blank stare. Memorizing definitions, terms or even texts does not mean a student understand the content. As teacher we want students to be able to connect what they learn in the classroom with everyday life. When connections are made to things students understand then, only then will the material be committed to the students long term memory, and more importantly, they truly understand. Their are many tools and teaching techniques the we, as teachers, can use to connect the dots for the students. We can use graphic organizers, hands on labs, centers, the reading strategies, and so on. But teachers need to keep in mind that students learn differently and they all don't connect the dots the same. Because of this we need to always remember to implore DI in every lesson we teach.

Karina, I agree with you. We need to the students to understand the definitions and be able to relate it to real life. By using different strategies that are described in our text, we will be able t give the students the tools they need to make the connections and truly understand.

I agree Michelle. Students need to connect what they are learning in the classroom with everyday life, otherwise they will not understand the content fully.

I agree with you. Memorizing definitions for a test or quiz only gives students a reason to learn vocabulary words and not a reason to understand them. Thanks for sharing geometry dash lite which is really interesting