Transcript Strategic Tutoring

Strategic Tutoring
“The Power of Possibility”
October 29, 2009
Missy Wrigley
SERC consultant
[email protected]
SERC 2009
A Traditional Approach to
Tutoring
SERC 2009
University of Kansas Center for Research on Learning 2002
Strategic Tutoring Overhead # 2
A Strategic Tutoring Approach
SERC 2009
University of Kansas Center for Research on Learning 2002
Strategic Tutoring Overhead # 3
Strategic Tutoring:
A way to help students:
•Complete and understand
immediate assignments
• Learn the strategies they need to
complete similar assignments
independently in the future
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Turn To Your Neighbor
What makes a student a
“Good Information
Processor?”
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Good Information Processors:
•Know a large number of useful learning
strategies
•Understand when, where, and why
these strategies are important
•Can select which strategy to use in a
situation
•Think and plan while learning
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Good Information Processors:
•Put effort into their work
•Are motivated to work
•Know a great deal about many topics
and can use the information
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Let’s look at some strategies
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Strategies that Strongly Affect
Learning
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Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Questions, cues, and advance organizers
Marzano, Pickering, Pollock, 2001
An Instructional Dilemma
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SERC 2009
“How do I find the time
to teach students the
skills and strategies
they need for selfsufficiency and help
them keep up with the
day-to-day demands of
their classes?”
The Path to Self-Sufficiency
“Give me a fish, and I eat for
a day. Teach me to
fish, and I eat for a
lifetime.”
Chinese Proverb
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Responding to the “Real World”
“Give me a fish while you’re
teaching me how to catch my
own. Then I won’t starve to
death while I’m learning to tie
flies.”
Rainbow Mike
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Student Commitment?
“I don’t know how to fish,
and I don’t care to learn. I
don’t even like fish. Just
give me a hamburger—
everyday. It will make you
feel like you’ve helped
me.”
“Non-Committed” Student
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Application of Strategies
Assignment: In chronological order, list the political
leaders of the Soviet Union from 1917 to the fall of
communism.
What strategies
did you use?
LENIN
STALIN
KHRUSHCHEV
BREZHNEV
ANDROPOV
CHERNENKO
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GORBACHOV
The Strategy
FIRST-Letter Mnemonic:
 Step 1: Form a word
 Step 2: Insert a letter
 Step 3: Rearrange the letters
 Step 4: Shape a sentence
 Step 5: Try combinations
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LENIN
STALIN
KHRUSHCHEV
BREZHNEV
ANDROPOV
CHERNENKO
GORBACHOV
The Results
Shape a Sentence Mnemonic
L -enin
S -talin
Little Soviet Kids Become
K -hrushchev
Adult Communists Gradually
B -rezhnev
A -ndropov
All students (12) score 100% on first in class test.
C -hernenko
G -orbachev
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The Paraphrasing Strategy
Read a Paragraph
Ask Yourself, “What were the
main idea and details in this
paragraph?”
Put the Main Idea and Details
into Your Own Words
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Native Americans in the 1800s
Native Americans often came into conflict
with settlers who wanted to take over their
lands. Some Native Americans were forced
to either fight or to leave their homes. Many
times, the government took action in favor
of the settlers against the Native Americans.
READ...
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ASK...
PUT...
Put the Main Idea………….
The main idea of this
paragraph is that settlers
wanted Native American lands
and this caused conflict
between them.
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Native Americans in the 1800s
For example, President Andrew
Jackson signed the Indian
Resettlement Act, an act which gave
settlers land that had been occupied by
Native Americans. This occurred
despite earlier treaties which gave the
land to the Native Americans.
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READ... ASK... PUT...
Practicing Paraphrasing
 Turn
to a neighbor
 Model how to use RAP strategy
 Model
the steps of the strategy
 Model “self-thinking”
 Discuss
with feedback
 Share Thoughts
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Native Americans in the 1800s
Some Native Americans had adopted many of the
settlers’ ways of life, and they still held land in the
East because of earlier treaties with the
government. Among them were the “Five Civilized
Tribes”: the Creeks, Choctaws, Chickasaws,
Cherokees, and Seminoles. Soon, however, white
settlers wanted those lands too. The government
tried to find a way to move these tribes to different
land in the West.
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Three-Minute Pause
• Meet with your table group.
• Summarize key points.
• Add own thoughts.
• Ask clarifying questions.
• What strategies do you use?
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Project CRISSSM
2004
The Steps of the SelfQuestioning Strategy
Step1: Attend to Clues as you
read.
Step 2: Say some questions
Step 3: Keep predictions in
mind.
Step 4: Identify the answer
Step 5: Talk about the Answer
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The Vocabulary LINCing
Routine
Trainer’s Guide developed by Ed Ellis
2002
The University of Kansas
Center for Research on Learning
Lawrence, Kansas 66045
LINCS A Vocabulary Strategy
List the parts
Identify a Reminding Word
Note a LINCing Story
Create a LINCing Picture
Self-test
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The Vocabulary LINCing
Routine is …
A way to help students remember the
meaning of important words.
 A way to “revisit” and solidify student
knowledge of terms introduced or
taught in a lesson.
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LINCing Overhead # 27
University of Kansas
Center for Research on
Learning 2002
The LINCS Table
Is a visual device that
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Can be used in place of traditional flash cards.
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Is used initially under teacher guidance to help students
understand the meaning of important vocabulary words.
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Focuses attention on the most important aspects of a
term’s definition.
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Uses auditory and visual memory devices to promote
recall of a term.
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Links learning to previous knowledge connections.
LINCing Overhead # 28
University of Kansas
Center for Research on
Learning 2002
The LINCS Table
1 
Term
3 
Reminding Term
4
1
• Term
3
• Reminding Term
• Term
3
• Reminding Term
1
•Term
31
•Reminding Term
5
LINCing Story
4
1
L
LINCing Story
5
LINCing Picture
2
LINCing Picture
Definition
Definition
2
4
LINCing Story
5
LINCing Picture
2
Definition
4
LINCing Story
5
LINCing Picture
2
Definition
ist the parts of the story
I
dentify an reminding word
LINCing Overhead # 29
N
ote a LINCing Story
C
reate a LINCing picture
S
elf-test
University of Kansas
Center for Research on
Learning 2002
The LINCS Table
1 Term
4 LINCing Story
5 LINCing Picture
2 Definition
4 LINCing Story
5 LINCing Picture
2 Definition
4 LINCing Story
5 LINCing Picture
2 Definition
4 LINCing Story
5 LINCing Picture
2 Definition
3 Reminding Word
1 Term
3 Reminding Word
1 Term
3 Reminding Word
1 Term
3 Reminding Word
List the parts Identify a remaining word Note a LINCing story Create a LINCing picture Self-test
LINCing Overhead # 30
University of Kansas
Center for Research on
Learning 2002
Section 2 of the LINCS Table
The Definition
A brief statement of the term’s definition
1 Term
palisades
3 Reminding Word
pal
LINCing Overhead # 31
4 LINCing Story
5 LINCing Picture
2 Definition
My pal, Joe, dove
A line of steep
from the cliff into
cliffs a long a
the ocean.
river or ocean.
University of Kansas
Center for Research on
Learning 2002
Section 3 of the LINCS Table
The Reminding Word
A word that sounds similar to the new term.
1 Term
palisades
3 Reminding Word
pal
LINCing Overhead # 32
4 LINCing Story
5 LINCing Picture
2 Definition
My pal, Joe, dove
A line of steep
from the cliff into
cliffs a long a
the ocean.
river or ocean.
University of Kansas
Center for Research on
Learning 2002
Section 4 of the LINCS Table
The LINCing Story
1
A phrase or sentence that connects—or links—the
definition of the new term to the Reminding
Term
Word.
5 LINCing Picture
4 LINCing Story
2 Definition
palisades
3 Reminding Word
pal
LINCing Overhead # 33
My pal, Joe, dove
A line of steep
from the cliff into
cliffs a long a
the ocean.
river or ocean.
University of Kansas
Center for Research on
Learning 2002
Section 5 of the LINCS Table
The LINCing Picture
A memory device that provides a
visual link for the new term.
1 Term
palisades
3 Reminding Word
pal
LINCing Overhead # 34
4 LINCing Story
5 LINCing Picture
2 Definition
My pal, Joe, dove
A line of steep
from the cliff into
cliffs a long a
the ocean.
river or ocean.
University of Kansas
Center for Research on
Learning 2002
Notebook Organization
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Give an Advance Organizer
Introduce and Describe
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The importance of having an organized notebook
How to organize a notebook
How to respond to the words “File,” “Retrieve,” &
“Clean”
How to maintain an organized notebook
Give a Post Organizer
Follow-up
Materials Needed
for Notebook
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Pencil/pen pouch
Two pocket folders
Divider labels
Dividers
Blank Paper
Using Your Notebook
File
Retrieve
Clean
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Test Taking: The PASS
Strategy
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Prepare to Succeed.
Analyze the Directions.
Summarize each Question.
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Read the question carefully.
Underline key words.
Find the topic
Eliminate obviously wrong answers
Scan for the correct answer
Survey the Test.
Handout
What do you do when you
write an essay or theme?
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Think about the topic
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Help organize ideas
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Engage in drafting
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Make revisions
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Edit for common errors
Essay Assignment Example
Write a five-paragraph persuasive
essay on the following topic:
“Scholarship student-athletes
should be paid a stipend by the
college for their participation in
athletics.”
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Think About the Topic
Increased Costs
Already Paid
Amateur Status
__Most Ath. Depts. in debt
__Cost exorbitant $990,000
__ Forced to cut sports
__ School pays
Education Not A Job
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Athletes should not be
paid a stipend
Potential Abuse
Think About the Topic
Colleges make
millions!
Can’t work
D-1 is business
_ KU Basketball makes 4.4 million
_ Coach supports stipend
_ NCAA had 55 million surplus
Athletes should be
paid a stipend
_ Donors might pay
Avoid Agents
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Student need is
great
Help Organize Ideas
Already Paid
Increased Costs
Amateur
Status
_2_Most Ath Dept in debt
_1_Cost exorbitant $990,000
_3_ Forced to cut sports
Athletes should not be
paid a stipend
_4_ School pays
Education Not A Job
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Potential Abuse
Strategic Tutoring Strategies
Content and Assignment Based:
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“Read chapters 5 & 6, answer the
questions at the end of the chapter, and
prepare for a quiz over the material.”
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What process might an expert learner
follow?
The PREP Strategy
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Preview the reading
Read key paragraphs
Express ideas in writing
Prepare study cards
The PREP Strategy
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Preview the reading
 Read the introduction
 Read the chapter questions
 Skim for highlighted words
 Look for charts, graphs, &
pictures
 Make predictions about the
content
The PREP Strategy
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Read key paragraphs
 Identify paragraphs with key
words
 Paraphrase the key paragraphs
Read the paragraph
Ask yourself, “What is the main
idea and important details.”
Put the main idea and details
into your own words
The PREP Strategy
 Express
ideas in writing
 List key words and important
phrases
 Write answers to chapter
questions
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The PREP Strategy
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Prepare study cards
 Transfer hard-to-remember information to
study cards
On the front of the card:
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1. Write a key word, phrase, or big idea
2. Frame it with a question
On the back of the card:
1. Write a definition for the item
 2. Frame it with a question
Practice with the cards
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Prepare Study Cards
What is an
Immigrant
?
Front
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Prepare Study Cards
A person who settles
in a new country is
called an?
Back
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Strategic Tutoring Outcomes
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Assignments are completed successfully
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New content knowledge is acquired
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Effective Strategies are learned & applied
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“Good Information Processors” are
developed
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Students are “connected” with a mentor
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“Learners will teach themselves
better than the world’s best
trainer or highest paid
motivational speaker.”
Roger Schank
Virtual Learning, 1997
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Criteria for “Good Strategies”
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The Strategy is Useful
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Addresses the task
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Can be generalized
The Strategy has Key Features
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A coordinated strategy system
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Cues cognitive and metacognitive thinking
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Requires overt action
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Is reasonable
The Strategy is Well-Designed
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Short & easy to remember
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Begins with a verb
Anatomy of Paraphrasing
STRATEGY SYSTEM
ACTION
MNEMONIC
SELF-REGULATING
TASK-SPECIFIC
FEW STEPS
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Read a Paragraph
Ask yourself, “What were the
main idea and details in this
paragraph?”
Put the main idea and details
into your own words
Yeah! But….
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How do you see Strategic Tutoring
working in your program?
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What are the barriers to
implementation?
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What solutions can you offer?
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What are the next steps?