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Looking closer . . .

Chapter 11 Teaching Specific Types of Knowledge ~ Vocabulary, Details, Organizing Ideas, Skills, and Processes. Looking closer. Research and Theory on Teaching Vocabulary Terms. Students must encounter words in context at least 6 times to remember their meaning.

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Looking closer . . .

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  1. Chapter 11 Teaching Specific Types of Knowledge ~ Vocabulary, Details, Organizing Ideas, Skills, and Processes Looking closer . . .

  2. Research and Theory on Teaching Vocabulary Terms • Students must encounter words in context at least 6 times to remember their meaning. • Ability, grade level, and text density affect the chance of learning new words in context without instruction.

  3. Research and Theory on Teaching Vocabulary Terms • Instruction in new words (prior instruction) enhances learning those words in context. • Paired language is when you use both the target vocabulary word and a student-friendly explanation in the same sentence. For example, “Look for the parallel lines, the ones in the same plane that won’t ever intersect or cross each other, in this exercise.”

  4. Research and Theory on Vocabulary Terms • One of the best ways to learn a new word is to associate an image with it. Parallel (Pair of ll’s)

  5. Research and Theory on Vocabulary Terms • Direct vocabulary instruction works.

  6. Research and Theory on Vocabulary Terms • Teach the most important words for your content area.

  7. Classroom Practice inTeaching Vocabulary • With mathematical vocabulary is it important that you teach, and students understand: • Synonyms (an axiom, or a postulate, is a rule that is accepted as true without proof) • Related Terms (kilometers and miles are both units of measure but are not identical in length) • Superordinate and category terms (a cube is a type of three-dimensional solid or three-dimensional solids include the cube, sphere, cylinder, etc.) • Opposites (Kdg. example: “addition is putting together, subtraction is taking away”)

  8. Research and Theory onTeaching Details • Systematic, multiple exposure to details. • Details include facts, time sequences, cause and effect sequences, and episodes. • Details are remembered better, both immediately and one year after instruction, when dramatization is added.

  9. Research and Theory onOrganizing Ideas • Students commonly have misconceptions about organizing ideas when they are first introduced to them. • Correcting misconceptions • Discussion • Argumentation

  10. Research, Theory, and Classroom Practice on Processes • Students should practice the parts of a process in the context of the overall process • Plan for DISTRIBUTED practice to emphasize the importance of a skill • Teachers should emphasize the metacognitive control of processes • Plenty of guided practice • Self-monitoring by students • Encourage generalization

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