Research-Based Strategies for Increasing Students Achievement
By Robert J. Marzano, Debra J. Pickering, and Jane E. Pollack
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| UNDER CONSTRUCTION | |||||||||||||||||||||||||||||
| ASSIGNMENTS | |||||||||||||||||||||||||||||
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Special Interests | ||||||||||||||||||||||||||||
| Home | |
Mission Statements | |
Final Project | |||||||||||||||||||||||||
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| Readings | |||||||||||||||||||||||||||||
| Classroom Instruction That Works Research-Based Strategies for Increasing Students Achievement By Robert J. Marzano, Debra J. Pickering, and Jane E. Pollack |
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| Chapter 11: Teaching Specific Types of Knowledge | |||||||||||||||||||||||||||||
| The guide presented in this chapter is very important because list some important hints that teachers can follow to teach vocabulary. As a previous English learner and language teacher, I remembered myself when learning a new language and the difficulties I had if the words were not in context. Learning a list of words like a dictionary and memorizing them is not a good practice. I also remembered when the words were associated with pictures or sounds were more easily learned and retained. I tried to read books with so many words that I didn't know that I was unable to read and gave up. However, to read a leveled book was easier and enjoyable; the vocabulary was much more developed and the recalling of words much more practical. | |||||||||||||||||||||||||||||