Instructional design is an integral part of a balanced approach to teaching vocabulary instruction. The goal of this paper is to reflect on several lessons using research-based vocabulary strategies, and to present thinkalouds that detail the steps in matching instructional design with those strategies, in order to reach the learning outcome. Vocabulary instruction should encourage students to make associations and accommodations to their experiences and provide them with varied opportunities to practice, apply, and discuss their word knowledge in meaningful settings. The ultimate goal of teaching vocabulary is for the students to expand, refine, and add to their existing conceptual knowledge and enhance their reading abilities (Rupley, Logan & Nichols, 1999). Students should be engaged in learning new words and expanding their understanding of words through instruction that is based on active processing. A key component of effective vocabulary instruction is thoughtful reflection about instructional design.
Nichols, W. D., & Rupley, W. H. (2004). Matching Instructional Design with Vocabulary Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 45 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol45/iss1/4