When introducing a new
term, point out the three parts of the definition and emphasize
knowing the condition of the identifying characteristic(s) is required
to recognize an example of the term.
Ask the students to give the classification,
identifying characteristic(s) and condition of the identifying
characteristic(s) of a new term.
To prepare the students to recognize an example of a term have
them practice making criterion questions for a term.
Ask the students what are the criterion
questions required to identify a term.
If a term has a relationship identifying characteristic, always
make sure the students know the classification and identifying
characteristic(s) of the term used as the identifying characteristic.
If this is not done the students may not be able to recognize
an example of the term.
Ask the students to give the classification
and identifying characteristic of the term used as a relationship
identifying characteristic.
For reviewing the new terms introduced in class, encourage students
to make definition outlines of the new terms on index cards that
include examples.
When introducing a new term, introduce
it in a definition outline.
Make sure students understand what is required to identify something
as example.
Ask the students to give the criteria
required to identify something as an example of a term.
Demonstrate why it is necessary to recognize an example before
you can apply a rule.
Have the students explain why it is
impossible to apply a rule if it is impossible to recognize
examples of any term used in the rule.
To help the students prepare for a test, practice developing
test question that require recognizing an example of a term.
Ask the students to predict Level
One and Level Two example test questions for the terms introduced
in class.
