Hello Again Desi, hopefully I can answer your questions. Anyway,
I'll try.

In the "My words" column (and "connecting words") the learner should
only really need to write 1, 2, 3 (4) "trigger" words. Less is more
in a way....and certainly easier to keep the file neat, which will
help a lot when looking back through it at later stages to fill any
gaps.

*****
Maybe it's a good idea to have another look at the sample page's
mind-mapping section - and see how litle is actually written in it.
*****

"Connecting Words" simply show
(i) show that the investigation process has taken place ...and
(ii) enable the checking stage of "my words" to take place later.

"My Words" (when they can be entered)simply
(i) confirm recognition, understanding and some knowledge of a word
that can now be used in some ways without any reference to mother
tongue.

"My Words" (when they cannot be entered)simply
(i) confirm the need to have more investigation/practice with a
personally selected important word.

It's important to remember to enter very little in these two "mind-
mapping" columns. The place to write expanded
sentences/phrases/notes is on the reverse side of the WS Page ... or
in a separate notebook.

Remember too about the importance of gaps - it's worth emphasising
that nothing should be written in "My Words" until L is really
confident about being able to use it ( at least in some ways)


*****you wrote******

"So before L can put anything in the My Word column, he/she has got
to flush out every reasonable permutation of the word, for example,
in conversation? L should know then how to use the word (a verb for
example)in the past, present, and future tenses, and how to form
question sentences?"
******************************************

Well, in a way, I think that this is too much. Personally, I just
think it's only important to
(i) help learners get away from trying to do short-term vocabulary
memory tests involving translations.
(ii)also help them to immerse themselves in the new language as much
as possible ... using a strategy that encourages vital repeat
exposures and active practice of important new words.


As you say

"it's up to L to expand the usage, right?"

Right, so let them decide how much they want or need to know about
any particular word before they are comfortable with it - and feel
more of a need to move on to other new words.

The learner must, of course, take the initiative and find out about
the word ... and then at least know that it can be used in some
conversation before putting only 1, 2, 3 (4?) words in the "My Word"
category.

This step is to confirm that a reasonable level of real knowledge
has been reached. Fuller (and perhaps even complete) knowledge of
the word will then develop naturally with further exposure/use in
the journey up the learning curve.

The teacher can help L's learning in the "connecting word" part
by making suggestions and playing any games that - as you say - will
help L to bridge the New Word to the Connecting Word and then
ultimately construct his/her own bridges to My Word.

Hope this helps....and good luck next week. Let me know how you go.

Best wishes etc

Will