Guidelines for Teaching Nine Guidelines （指导教学九指南）.pdfVIP

Guidelines for Teaching Nine Guidelines Vocabulary for Teaching Vocabulary As you plan lessons and { Connect Prior Knowledge activities to teach new words, { Share Metacognitive Knowledge consider following these nine guidelines that grew out of the { Actively Engage Students in a Variety of Ways model you just read about. And { Create a Word-Rich Environment consider the teacher-contributed ideas that support them. { Don’t Fall Into the “Pre-Teaching Vocabulary” Trap { Apply Strategies Across the Curriculum { Teach Strategies for Independence { Share Benefits of Word Learning { Don’t Forget Mnemonics Connect Prior Knowledge Simply repeating a new word isn’t enough to help students like Lakeisha and Mary Beth learn it. Instead, it’s important to tap into their personal schema, the prior knowledge they have stored in their long-term memories (Rumelhart, 1980). This means connecting the word to—or differentiating it from—what they already know (Rumelhart Norman, 1981). For example, Lakeisha may link the unfamiliar word “traverse” to on the Internet, where she and her mother get airline tickets. She may differentiate it from “travois,” the term for the pole and hide carrier used by Native Americans to transport belongings behind a horse. Mary Beth may not immediately connect “traverse” to anything and may, therefore, need a nudge to make a connection to a word she already knows, such as “travel.” When students link new information to existing schema, the learning “sticks” because it has personal meaning. Here are two ideas to help build on