1Teaching Specific Types of KnowledgeClassroom Instruction that Works Research-Based Strategies for Increasing Student AchievementSubject-Matter Knowledge Vocabulary terms and phrases Details Organizing ideas Skills and tactics Processes Research and Theory on Vocabulary Terms and Phrases More than once Instruction Associate image  Direct vocabulary Direct instruction2Research and Theory on Vocabulary Terms and Phrases More than once Instruction Associate image  Direct vocabulary Direct instructionResearch and Theory on Vocabulary Terms and Phrases More than once Instruction Associate image  Direct vocabulary Direct instructionClassroom Practice in Vocabulary Terms and Phrases Identifying critical terms and phrases Process for teaching new terms and phrases3Process for Teaching New Terms and Phrases Brief explanation/description Nonlinguistic representation Generate own explanations/descriptions Generate own nonlinguistic representations Review their explanations/representationsResearch and Theory on Details Two generalizations Students should have systematic, multiple exposures to details. Details are highly amendable to “dramatic” instruction. verbal visual dramaticClassroom Practice in Details Multiple exposures Dramatic representations of key details4Research and Theory on Organizing Ideas Two generalizations: Initially, students commonly have misconceptions about organizing ideas. Students should be provided opportunities to apply organizing ideas.Research and Theory on Organizing Ideas Two generalizations: Initially, students commonly have misconceptions about organizing ideas. Students should be provided opportunities to apply organizing ideas.Classroom Practice in Organizing Ideas Making sure that students can clearly articulate statements of generalizations and principles and provide numerous examples. Helping students increase their understanding of generalizations and principles and clear up misconceptions about them.5Research and Theory on Skills Three generalizations The discovery approach is difficult to use effectively with skills. When teachers use discovery learning, they should organize examples into categories that represent the different approaches to the skill. Skills are most useful when learned to the level of automaticity.Classroom Practice in Skills Facilitate the discovery approach to skills Planning for distributed practice and emphasizing its importanceResearch and Theory on Processes Two generalizations Students should practice the parts of a process in the context of the overall process. Teachers should emphasize the metacognitivecontrol of processes.Classroom Practice in Processes Providing a general model of the overall components and subcomponents of processes. Focusing on specific subcomponents within the context of the entire process.6In Conclusion… Specific strategies for teaching 5 types of knowledge. Planning instruction at this level of detail makes teaching more precise and learning more