Specific Types of
Knowledge: Vocabulary
and Details
Part I of 2
Page 291
Marzano considers strategies for four
specific types of knowledge
1. Vocabulary terms and phrases
2. Details
3. Organizing Ideas
4. Skills and Processes
The Research
22 Point Percentile Gain in Student Achievement
“Vocabulary terms are a part of the K-12 classroom. Research
shows that direct vocabulary instruction improves students’
achievement. When students have instruction on new words,
they are more likely to understand the words in context
when they encounter them again.”
“Students must encounter words in context more than once to
learn them.”
“…words are critical to learning the new content. Associating
an image with a vocabulary term is one of the best ways to
learn a new word.”
Essential Questions
• How much do you recall
about the photographs?
• What colors were in the
lady’s shirt?
• What color was the young
man’s eyes?
• What color of paint were on
the girl’s right hand?
It was on the board?
Didn’t you just hear me say…
We fail to make connections
with the students and then
ask them to recall so many
unrelated inexplicit details.
What if?
• When you walked in I said that I wanted you to take note of
all of the details that you see in the photographs above. In a
moment I am going to take them away and have you to
recall as many as you can without looking at the
photograph.
• How many of you would recall more information? Why?
• We will do more activities with these words throughout to
week so that you can understand these words in reading,
writing, and listening.
Recommendations for Classroom Practice
• Using a
five-step process
• Asking questions
for teaching vocabulary
to help students generate information
about different types of terms
Using a Five Step Process for Teaching
Vocabulary
• Multiple exposures
1. Present students with a brief explanation or description of the
new term or phrase.
2. Present students with a nonlinguistic representation of the new
term or phrase.
3. Ask students to generate their own explanations or descriptions of
the term or phrase.
4. Ask students to create their own nonlinguistic representations of
the term or phrase.
5. Periodically ask students to review the accuracy of their
explanation and representations.
5 step process in practice
1. Assemble groups of 10 or less
2. Match the teacher’s action to the
step that is most likely describes
Ask Questions to Help Students Generate
Information About Different Types of Terms
• Vocabulary Notebook – a place to record explanations and
nonlinguistic representations. (sample questions to draw out
explanations pg. 298 fig. 23.5)
Reflection: Describe where you are in this strategy?
Most of us give nonlinguistic representations…how many allow
students to create, analyze, interpret and assess their own
representations?
CCSS – Instructional Strategies/Thick and Thin Questions pg. 18
Language K-5 HCSD guide
Assessing the Impact
• Student pg. 300
• Teacher pg. 303
Details
Pg. 305
Details
“Details are very specific pieces of information”
1. Facts – person, place, living/nonliving thing, event
2. Time Sequences – between two points of time – first,
second etc.
3. Cause and effect sequences/causal – ex: The events leading
to the Russian Civil war.
4. Episodes – setting, specific participants, particular duration,
specific sequence of events, particular cause-and-effect
Recommendations for Classroom Practice
• Expose students to key details multiple times
• Using dramatic representations of key details
Expose students to Key Details Multiple Times
(at least three) ex. The Whiskey Rebellion
Time
Sequence
Organizer
(pg. 308/
fig 24.2)
Next few
days…Video,
Summary
(homework)
Class
discussions
– episode
guidelines
Use Dramatic Representations of Key
Details
“Research indicates that DRAMATIC REPRESENTATION has
the biggest effect on student’s learning.”
ex: act out the process of oxygen, cellular towers, scene from a
story, mathematical formulas
Assessing the Impact
• Students pg.310 fig. 24.4
• Teacher pg. 311-312 fig. 24.5
Peer Share
Marzano Nine
Instructional
Strategies
Teacher Toolbox
• Cooperative learning
• Setting objectives and providing feedback
• Homework and practice
• Reinforcing effort and providing recognition
• Specific types of knowledge
*Multiple Exposures – Dramatic – Nonlinguistic Connected
Nsider KNews – Be N the KNow
• Update your skills/rosters in Conflux – Heather
Homan/Michelle Ray
• Visible Objectives with CCSS reference numbers
• K-5 – Teaching Common Core
• Elective teachers working toward integration on CCSS
• Mentor Reports Friday @ 10:00 a.m.
• 100% Independent study rewards
• Complete the State survey at your earliest convenience.