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[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 11 TEACHING SPECIFIC TYPES OF KNOWLEDGE ,[object Object],[object Object],[object Object],[object Object],[object Object]
I.  Research and Theory VOCABULARY TERMS AND PHRASES ,[object Object],[object Object],[object Object],[object Object],[object Object]
Classroom Practice VOCABULARY TERMS AND PHRASES >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>><<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< A 5 STEP PROCESS FOR TEACHING NEW TERMS AND PHRASES ,[object Object]
Classroom Practice VOCABULARY TERMS AND PHRASES >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>><<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< A 5 STEP PROCESS FOR TEACHING NEW TERMS AND PHRASES ,[object Object]
Classroom Practice VOCABULARY TERMS AND PHRASES >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>><<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< A 5 STEP PROCESS FOR TEACHING NEW TERMS AND PHRASES ,[object Object]
Classroom Practice VOCABULARY TERMS AND PHRASES >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>><<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< A 5 STEP PROCESS FOR TEACHING NEW TERMS AND PHRASES ,[object Object]
Classroom Practice VOCABULARY TERMS AND PHRASES >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>><<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< A 5 STEP PROCESS FOR TEACHING NEW TERMS AND PHRASES ,[object Object]
II.  Research and Theory DETAILS ,[object Object],[object Object],[object Object],[object Object],[object Object]
Research and Theory DETAILS
Verbal ,[object Object]
Visual ,[object Object]
Dramatization ,[object Object]
Classroom Practice DETAILS ,[object Object]
Classroom Practice DETAILS ,[object Object]
III.  RESEARCH AND THEORY ON ORGANIZING IDEAS   ,[object Object],[object Object],[object Object]
The following generalizations can serve to guide instruction in organizing ideas: ,[object Object],[object Object],[object Object],[object Object],[object Object]
Students should be provided opportunities to apply organizing ideas. ,[object Object],[object Object],[object Object],[object Object],[object Object]
IV.  RESEARCH AND THEORY ON SKILLS ,[object Object],[object Object],[object Object]
1.  The discovery approach is difficult to use effectively with skills. ,[object Object],[object Object],[object Object],[object Object]
2.  When teachers use discovery learning, they should organize examples into categories that represent the different approaches to the skill. ,[object Object]
3.  Skills are most useful when learned to the level of automaticity. ,[object Object]
V.  RESEARCH AND THEORY ON  PROCESSES ,[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
THE END

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