The
Concept of Picture Word Inductive Model (PWIM) Strategy
1.
Definition
of Picture Word Inductive Model (PWIM) Strategy
Some
definitions of Picture Word Inductive Model (PWIM) according some
experts:
Calhoun
(1999:21) states the PWIM is an inquiry-oriented language arts strategy that
uses pictures containing familiar objects and actions to elicit words from
children's listening and speaking vocabularies.
Calhoun
(1999:22) develops the Picture Word Inductive Model (PWIM), which uses pictures
containing familiar objects, actions and scenes to draw out words from
children’s listening and speaking vocabularies.Ibid (1999:22), the Picture Word
Inductive Model (PWIM) is an instructional approach for the teaching of reading
that uses pictures containing familiar objects, actions and scenes, to draw out
familiar words from students’ listening and speaking vocabularies. Ibid
(1999:22), the Picture Word Inductive Model (PWIM) is a complex strategy that
takes much study and training on the part of the teacher. It is through
training, coaching with colleagues, and practice that teachers learn how to
select the best photographs that will draw out appropriate vocabulary that will
then lead to the study of the appropriate structural principles present in those
words.
2.
Reason
for Using PWIM
Calhoun
(1999:25) states the reason for using the PWIM—occurs in specific contexts with
students, teachers, pictures, and content.Using the PWIM can helping others to
use it with their students because it's fun. Generally, students and teachers
enjoy language learning with the Picture Word Inductive Model.
For
language arts curriculum, the PWIM can be focused on building sight vocabulary,
on letter and sound relationships, on phonetic and structural analysis, on
spelling, on reading comprehension, on writing (including composition,
mechanics, and penmanship), and on reference skills. The wonderful thing about
the PWIM is that students generate part of the curriculum: It's their words,
their phrases, their sentences, and their paragraphs that form the content of
picture word inductive lessons. PWIM also allows us to apply good learning
theories from a variety of perspectives:
a.
Repetition
and presentation of words on the picture chart convert the words into sight
words for most students.
b.
Repetition,
presentation, and discussion of the formation of letters and the sounds they
represent result in language tools for students' writing (and
spelling).
c.
Analysis
and application of phonetic and structural generalizations help students to
acquire those patterns that have regular use.
d.
Continuous
opportunities exist for explicit instruction in reading comprehension and in
composing, including modeling of the meta-cognitive
processes involved in skill areas (e.g., spelling and pronunciation) and
modeling the more comprehensive language processes (e.g., organizing an
informative paragraph for a designated audience).
e.
Individual,
small-group, and large-group activities are part of the PWIM
structure.
f.
Opportunities
are available for using the social setting to develop understanding and use of
multiple perspectives, to apply listening and discussion skills, and to gather
information from multiple sources.
g.
Multiple
opportunities are available for students to apply the language concepts they are
learning.
For
organizing learning experiences and the school day, the PWIM can be allotted any
length of time, depending on the number of concepts being taught or reinforced.
And, thinking about the need to integrate instruction because of the limited
amount of instructional time available, the PWIM can be used for teaching and
reinforcing concepts in other curriculum areas, including social studies,
mathematics, and science.
3.
The
Advantages of PWIM
The
following list of advantages of the PWIM is drawn from Calhoun
(1999:30).
a.
The
strategy emphasizes phonics, grammar, mechanics, and usage of standard English.
b.
Pictures
provide concrete referents for the learning of new words, phrases, and
sentences.
c.
Because
students are using pictures related to content material under study, they feel a
part of the classroom community and can participate in class
activities.
d.
The
picture word chart serves as an immediate reference to enable students to add
these words to their sight vocabulary. The teacher can choose to emphasize
almost any sound and symbol relationship (introduced or taken to mastery).
e.
Students
are assisted in seeing the patterns and relationships of the English language,
enabling them to apply this learning to newly encountered words.
f.
Students
hear and see words spelled correctly and participate in the correct spelling and
writing.
g.
Learners
benefit from the teacher modeling of the key words and concepts. With extensive
practice, they can begin to learn how to create sentences and paragraphs related
to the subject under study.
4.
The
Purpose of PWIM
Calhoun
(1999:28) states the purpose of using PWIM is to develop students’ vocabulary,
concepts about words, and sentence and paragraph structures through our content
subjects of reading, math, science, or social studies.
This
strategy helps students add words to their:
a.
Sight
reading vocabulary
b.
Writing
vocabulary
c.
Phonetic
and structural principles
5.
The
Application of PWIM
Calhoun
(1999:28) states the instructional sequence of the model cycles and recycles
through the following activities:
a.
Student
study a picture selected by the teacher
b.
Identify
what they see in the picture for the teacher to label
c.
Read
and review the words generated
d.
Use
the picture word chart to read their own sets of words
e.
Classify
words according to properties they can identify
f.
Develop
titles, sentences, and paragraphs about their picture.
The
length of units and number of lessons within a unit depend on the richness of
the picture, the age and language development of the students, and the language
objectives of the teacher.
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