Looking closer . . .
Chapter 11
Teaching Specific
Types of
Knowledge ~
Vocabulary, Details,
Organizing Ideas,
Skills, and
Processes
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.
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.”
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)
Research and Theory on
Vocabulary Terms

Direct vocabulary instruction works.
Research and Theory on
Vocabulary Terms

Teach the most important words for your content
area.
Classroom Practice in
Teaching 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 threedimensional solid or three-dimensional solids include the cube,
sphere, cylinder, etc.)
Opposites (Kdg. example: “addition is putting together,
subtraction is taking away”)
Research and Theory on
Teaching 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.
Research and Theory on
Organizing Ideas


Students commonly have misconceptions
about organizing ideas when they are first
introduced to them.
Correcting misconceptions


Discussion
Argumentation
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