1. Teaching Specific Types of Knowledge Chapter 11 Classroom Instruction that Works

2. Classroom Practice In Vocabulary Terms Step 1: “Present students with a brief explanation or description of the new term or phrase.” (pp. 128) Step 1: “Present students with a brief explanation or description of the new term or phrase.” (pp. 128) Step2: “Present students with a nonlinguistic representation of the new term or phrase.” (pp. 128) Step2: “Present students with a nonlinguistic representation of the new term or phrase.” (pp. 128)

3. Teaching Terms Continued: Step 3: “Ask students to generate their own explanations or descriptions of the term or phrase.” (p.p. 128) Step 3: “Ask students to generate their own explanations or descriptions of the term or phrase.” (p.p. 128) Step 4: “Ask students to create their own nonlinguistic representation of the term or phrase.” (p.p. 128) Step 4: “Ask students to create their own nonlinguistic representation of the term or phrase.” (p.p. 128)

4. PAVE As a former teacher at Golden Valley Middle School, I used a variety of techniques to teach new terms or phrases. One of the ways I used was a method called PAVE: As a former teacher at Golden Valley Middle School, I used a variety of techniques to teach new terms or phrases. One of the ways I used was a method called PAVE:PredictionAssociationVerification/VisualizationEvaluation

7. Word Map

8. Research and Theory on Processes As a Language Arts Teacher, one of my jobs was to teach writing. Everyone knows the basic three steps to writing: As a Language Arts Teacher, one of my jobs was to teach writing. Everyone knows the basic three steps to writing: 1) Prewriting 2) Writing 3) Revising

9. Research and Theory Continued: Revising is the key to a good paper, chapter 11 illustrates the following for revising: “Revising for the overall logic of the composition.” (p.p. 141) “Revising for the overall logic of the composition.” (p.p. 141) “Revising for the effective transitions” (p.p 141) “Revising for the effective transitions” (p.p 141)

10. “Revising for word choice and phrasing.” (p.p. 142) “Revising for word choice and phrasing.” (p.p. 142) “Revising for subject-verb agreement.” (p.p. 142) “Revising for subject-verb agreement.” (p.p. 142) “Revising for spelling and punctuation.” (p.p. 142) “Revising for spelling and punctuation.” (p.p. 142)

11. Four Generalizations 1) Presentation- giving good examples of writing and provide a rubric for the students to know how they are being graded. 2) Natural process: Encourage free writing activities and sharing within groups.

12. 3) Focused practice: Assign structured writing tasks so students can focused on specific areas of writing: Thesis Body Paragraphs Conclusion 4) Skills: breaking down writing into individual parts or focus.

13. Conclusion Chapter 11 provided some insights into teaching different types of student learning through different types of activities. Chapter 11 provided some insights into teaching different types of student learning through different types of activities. PAVE and Word Maps are merely one type of method to encourage students and engage students in learning. PAVE and Word Maps are merely one type of method to encourage students and engage students in learning.

14. Chapter 11 ends with some helpful advice: Help students to practice the specific skill or strategy and set criteria (using a rubric) for evaluation of their progress. Help students to practice the specific skill or strategy and set criteria (using a rubric) for evaluation of their progress. Provide different types of assignments addressing the targeting skills. Provide different types of assignments addressing the targeting skills. Help students with self-assessment and provide feedback on the targeted skills. Help students with self-assessment and provide feedback on the targeted skills.

15. Bibliography Marzano, R. J., Pickering, D.P., & Pollock, J.E. (2001). Classroom Instruction that Works: Research- Based Strategies for Increasing Student Achievement. Marzano, R. J., Pickering, D.P., & Pollock, J.E. (2001). Classroom Instruction that Works: Research- Based Strategies for Increasing Student Achievement. Classroom Instruction that Works: Research- Based Strategies for Increasing Student Achievement. Classroom Instruction that Works: Research- Based Strategies for Increasing Student Achievement.