I often pose these following questions when I do vocabulary training as a starter for potential ‘leading indictors’ of changing practice in the classroom:
- Are there more detailed and ‘academic’ pupil explanations?
- Is there more extended dialogue?
- Are there more questions about vocabulary?
- Are there more examples of ‘word consciousness’?
- Are there more vocabulary edits in pupils’ books?
- Is the written expression in pupils’ books more sophisticated?
- Are there more teacher questions about vocabulary knowledge?
- Is there a ‘word rich’ climate in the classroom?
Alex Quigley discusses the process of educational change and challenging of improving overall practice, rather than proving another practice in isolation.