Transcript SRSD: Self- Regulated Strategy Development

SRSD: SelfRegulated
Strategy
Development
RLA 514
Spring 2009
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Why Use SRSD?
Proven successful (research based) for students with ADHD and LD
SRSD has a strong impact on improving writing performance of upper
elementary and middle school students
In a study done with younger students: story length grew, wrote more
complete stories, increased planning time, quality improved (not as
widely studied)
Data (National Assessment of Educational Progress): 3 out of 4: 4th, 8th,
12th grade students demonstrated partial mastery of necessary writing
skills and knowledge and 1 in 100 demonstrated advanced writing skills
Research indicates that as students develop effective strategies for
planning and revising text and learn to self –regulate their writing, they
exhibit more sophisticated writing
Strategy instruction helps students enrich and upgrade their skills as
writers by teaching them new or different ways to formulate and
structure their writing
Strategy instruction provides the young writer with several different
levels of support
Why Teach Strategies to Regulate the Writing Process?
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They are general strategies that can be applied to a variety of academic
tasks and situations
Self- regulation strategies, when combined with other strategies, enable
a student to develop and execute a plan to independently accomplish a
desired task
Self-regulation strategies contribute to students’ overall cognitive
development
Teaching students to use these skills can increase their level of
motivation and engagement with writing
Self-regulation skills provide students with the tools they need to start
the composing process
Strategies can be personalized and individualized to meet the needs of
every student no matter what grade or level
Why is Strategy Instruction and SelfRegulation a Good Idea?
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Teachers can help students increase their confidence and
competence in the processes central to effective writing
Teachers provide students with ongoing help in developing
more mature and sophisticated strategies for composing
Teachers help students increase their knowledge about writing
and the writing process
Advantages
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Students become empowered as they develop strong tools for
writing
Students personalize these tools and make them their own
Students learn how to modify the tools to be used across tasks
and settings
Assists students in developing knowledge about themselves
Teaching peer collaboration strategies contributes to the
development of a social atmosphere in which students work
together
Students can be taught strategies to help them with written
assignments for any class
Students level of motivation and engagement in the writing
process increases because students develop more positive
attitudes towards writing and themselves
Stages of Instruction
SRSD approach requires the teacher to play an active,
facilitative role in the development of writing abilities,
through activities such as conferencing, modeling,
prompting, and dialoguing
The level of structured guidance is tailored to each
student and is gradually decreased as students master
the writing process
The six stages provide a general format and you may
return to any stage at any time and modify, reorder, or
combine at your discretion
The goals of SRSD are:
1. Assist student in mastering the higher level
cognitive processes involved in the planning,
production, revising, and editing of written
language
2. Help students further develop the capability to
monitor and manage their own writing
3. Aid students in the development of positive
attitudes about writing and themselves as writers
Stage 1: Develop and Activate Background
Knowledge
Background knowledge and preskills (vocab, concepts, etc)
needed for learning or using the composition or self-regulation
strategies are developed
Background knowledge and preskill development activities
depend upon the learner and the knowledge and skills to be
developed
Knowledge and preskills should be developed enough to move on
to the next stage
Stage 2: Discuss It
Teacher and student collaborate to determine what strategy or set
of strategies will be targeted for development or the teacher can
select a strategy for instruction
The significance and benefit of the strategies or set of strategies
is discussed as well as the goals of the strategy instruction
This stage helps establish motivation as well as enables a student
to make a commitment to strategy mastery and to participate as a
collaborator
Teacher describes the composing strategy (such as recursive
steps in prewriting or revision) explaining each step and any
mnemonics involved in its use and also the advantages and
benefits of the strategy
How and when to use the strategy is also discussed
Stage 3: Model It
Teacher or peer models the composing strategy and selected
types of self-instructions (to be discussed later on) while writing
an actual compositition
Modeling must be natural and enthusiastic and should be
matched to a student’s verbal style and language
After the modeling is done a discussion should be held about
what people say to themselves while they work and what selfinstructions the modeler used
Each student should then create their own lists of self-instructions
Modeling is such a powerful procedure because the model’s
performance can be individualized to meet the needs of a
particular student or group of students
Stage 4: Memorize It
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Students are required to memorize the steps in the composing
strategy and the meaning of any mnemonics used either to
represent the strategy steps or some part of the steps
Very important stage for students who experience learning or
writing difficulties
Once students memorize the strategy can be paraphrased as
long as the meaning stays in tact
Stage 5: Support It
Teachers support students’ strategy use
Additional self- regulation procedures such as goal setting, selfmonitoring, and self- reinforcement can be discussed,
determined, and initiated (more later)
Students use the strategy, self instructions, and other selfregulation procedures as they write
Teacher provides as much support and assistance as needed and
may write collaboratively with some students
Prompts, interaction, and guidance are faded at a pace
appropriate to the individual
Stage 6: Independent Performance
Use of self- instructions in your head is emphasized
Use strategies independently
Self- regulation strategies are continued but can be gradually
faded at teacher discretion
Teacher and student discuss and evaluate strategy effectiveness
and performance
Notes:
Stages do not necessarily correspond to individual lessons
Teachers and students should take as many class periods as
necessary to complete any given lesson
Teachers reported that most students take between 4 and 9 class
periods to learn a strategy well enough to use it independently
Characteristics of Effective Strategy
Instruction
Collaboration
Teacher provides as needed support to students until they are
able to execute, monitor, and modify strategies on their own
Individualization
Strategies and instruction should be tailored to a students’
capabilities
Students need to develop their own self- instructions in their own
words
Students need to progress through the stages of strategy
acquisition at their own pace
If a student masters the strategy quicker then their peers,
they can be tutors
Mastery- based Instruction
Students should not proceed from one stage to the next until
they are ready to do so
Teachers may return to any stage at any time with the criteria for
progression set higher as the student recycles through the
stages
Anticipatory Instruction
Generalization and maintenance of strategies should be planned
for and initiated from the very beginning of instruction
Think ahead to avoid or be ready for difficulties as they arise
even if they’re not just the ones you anticipated
Booster sessions are an important form of “relapse
prevention” and can consist of the following
elements
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Reviewing or renewing self- regulation procedures
such as goal setting or self- monitoring
Reviewing the strategies mastered
Collaborative practicing of strategies mastered
Collaborative problem solving regarding and
problems the students have experienced with a
strategy or adaptations of strategy across the
curriculum
Discussing successful experiences with strategy
Any other appropriate activity that is determined
by teacher or students
Enthusiastic Teachers Working Within a
Support Network
Enthusiastic, responsive teaching is an integral part of
strategy instruction
If many teachers within a school or district implement
strategy instruction, the impact on students will be
greater
Developmental Enhancement
In order to teach a strategy well, a teacher needs to help
students see the significance of the strategy as well
as its strengths and weaknesses
Brainstorming: A Planning Strategy For
Generating Writing Material
Designed to help students generate ideas and content to write
about
Have students “brainstorm” ideas in advance of writing*
Listing possible words or ideas to use in a paper provides
students with a means for carrying out a self- directed
memory search
Make sure the words help to improve the quality of the words
they write
It has been well documented that the type and variety of vocab
that a student uses in their writing is a powerful indicator of
teachers’ evaluations of writing quality
Making sense and developing a good storyline is emphasized
throughout
Students first learn strategy when “brainstorming” action verbs
to use in their story. After they can do this successfully they
use it to create adverbs and then adjectives
5 steps of the strategy
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Think of a good story idea
Write down good words for my story
Write story more good words?
using good words and make sure it makes sense
Read back over story and ask myself- did I write a good
story?
Fix my story- can I use more good words?
What the Strategy Looks Like
Stage 1: Develop Background Knowledge
Charts that provide a definition and examples can be used to
introduce students to the types of words they will “brainstorm”
Example Chart- it’s okay to call a verb, adjective, or adverb a
simpler name if it helps your students
Stage 2: Discuss It
Students’ performance on previous stories is examined and
depicted on a graph the students keeps in their writing folder
Discuss that their goal is write better stories, why it is
important and how using good words improves a story
Discuss the strategy as well as the advantages of the
strategy and when and how to use it
Teacher shares how they brainstorm using selfverbalizations (i.e. take my time or let my mind be free)
Students can then share their own ways and then write some
down and then practice anytime they are useful
Stage 3: Model It
Once the teacher models the strategy, students identify things
the teacher said to get started, to write the story, and
evaluate the story. Then they write down the things they
would like to use to help them write (should be written in their
own words)
Stage 4: Memorize it
Memorize the steps of the strategy
Stage 5: Support It
Goal- setting, self- assessment, and self- recording are
introduced
Students set goals for how many action words they will
include in their story about to be composed
After the story is completed, the number of action words is
counted and compared to the goal established. Students
then record their performance on the graph developed earlier.
When goals is met, students are encouraged to set new
one(s).
Students continue self- regulation procedures
Stage 6: Independent Performance
At first students will need help in setting realistic goals for
their papers
TREE
Mnemonic used for writing opinion essays
Strategy prompts the author to evaluate and reflect on the
quality of supporting ideas before they are committed to
paper
Note TOPIC sentence
Note REASONS
EXAMINE reasons- will my reader buy this?
Note ENDING
SPACE
Mnemonic used for story writing
Note SETTING
Note PURPOSE
Note ACTION
Note CONCLUSION
Note EMOTIONS
Basic Three- Step Strategy
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Think- who will read this? Why am I writing this?
Plan what to say
Write and say more
Step 1: Students consider the purpose for completing the
paper and the audience. This helps the student set
some general goals for what the paper will accomplish.
Step 2: The student uses a series of genre- specific prompts
(TBD) or a structural frame (TREE or SPACE) to
generate, organize, and evaluate possible of planning
while writing
Step 3: A reminder to the student to use the plans already
devised and to continue the process of planning while
writing
After learning to use the 3 step strategy students’
papers were longer and they produced more convincing
arguments. Students; confidence in their writing skills
increased
PLANS: Planning Strategy Involving Goal
Setting
PICK goals (one or more)
LIST ways to meet goals
AND make
NOTES
SEQUENCE notes
Write and say more
Test goals
Goal Ideas:
General purpose of the paper (write a paper that will be fun to
read
Completeness of the paper (write a story that has all the basic
parts
Length (write a paper with 10 sentences or 5 paragraphs)
Specific attributes (write a paper that has 5 reasons to support
your opinion)
Vocabulary (write a story containing 15 describing words)
Sentence variety (write a paper in which ¼ of the sentences are
either compound or complex)
Mechanics (write a paper with no spelling errors)
• NOTE: Goals that are product based are easier because they
can be individualized and it is possible to determine if the goal
has been mastered
• Strategy can be used with a variety of writing assignments
• Can use PLANS worksheet that has all the steps written out and
students can fill it out *
• Can use a pre-made sheet for younger students to pick goals *
Report Writing Strategy
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Brainstorm what you know and what you want to learn
Organize your information on a web
Gather new information and revise your web
Use the web as you write
Keep planning as you write
Check the web: did you write what you wanted to?
In the first step students should brainstorm words and phrases,
not complete sentences
When students web, main ideas should be circled and details
are listed next to the corresponding main idea. A question
mark is placed next to any item a students wants to learn more
about.* Webbing is an active process: students should add,
delete, transform, and organize ideas continuously
As students gather info they should ask themselves:
What do I want to know?
What is the main point of this section?
Is this information on my web?
When students are ready to write, numbering the order in
which topics are to be presented helps the web become an
outline to guide the writing process
One of the hardest things about learning this strategy is that
students have a difficult time transforming and organizing the
gathered information into main ideas and details
*After learning the strategy, students’ papers were longer, better
organized, and more informative
SCAN: A Revising Strategy
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Students do very little revising and when they do it is usually
just proofreading
Read the first draft of your essay
Find the sentence that tells what you believe- is it clear?
Add two more reasons why you believe it
Scan each sentence:
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Does it make SENSE?
Is it CONNECTED to my belief?
Can I ADD more?
NOTE errors
Make my changes
What The Strategy Looks Like
Stage 1: Develop Background Knowledge and Stage 2: Discuss
It
Students learn the basic parts of an essay including how to define,
identify, and generate each part
Stage 3: Model It
The process for locating text problems needs to be made clear
Examples that could be used:
“As I say this out loud it doesn’t sound right or something is missing”
“The rule for starting a sentence is to use a capital, but this sentence
doesn’t have one”
Stage 5: Support It
Teacher needs to give feedback on the quality of the changes made as
well as provide suggestive prompts when they are unable to locate
a serious text problem or are having difficulty correcting one
After using this strategy, students made anywhere from 2 to 5 times as
many revisions. 3 out of 5 of these revisions changed the text in some
meaningful way
Peer Revising Strategy
Teachers need to be accepting and encouraging of students’
writing efforts
Teachers should try to develop a sense of community in their
classrooms by promoting student sharing and by facilitating
collaboration among students
Peer response is effective for improving students’ revising
skills because it makes the audience an integral part of the
process
Strategy has 2 parts:
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Revise
Listen to the writer and read along
Tell what the paper is about and what you liked best
Read and make notes- Is everything clear? Can any
details be added?
Discuss your suggestions with the author
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Proofread
Check your paper and correct errors
Exchange papers and check for errors in sentences,
capitals, punctuation, spelling
Discuss corrections
Students are asked to make at least 3 suggestions for things
the writer could say more about; the suggestions are written
directly on the paper
Students are encouraged to make suggestions on how the
recommendations can be fixed
Students use the following checklist to help edit the paper (for
lower grades, checklist questions can be modified and added
to for older students)
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Sentences: read each sentence. Is it complete?
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Capitals: Are the first letters of each sentence
capitalized? Are proper nouns capitalized?
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Punctuation: Is there punctuation at the end of the
sentence?
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Spelling: Circle words you are not sure of. Check
spelling with your word list, spell checker, or
dictionary.
When choosing partners students should be compatible and
able to work cooperatively without too much off task
behaviors. Students should also be reasonably similar in their
writing skills.
What The Strategy Looks Like
Stage 1: Develop Background Knowledge and Stage 2
Discuss It
Role of revision in the writing process needs to be discussed
Reasons why we revise and edit (make sure it makes sense)
Stage 3 Model It and Stage 5: Support It
Have two writers model the strategy for the whole class or
show students a video that models the strategy
Teacher should emphasize that partners’ feedback should be
given in a positive manner
Students need to practice both roles
Students may need a lot of guidance at first with the editor role
C-D-O Revising Strategy
Created to help beginning writers orchestrate the complex
processes underlying revising
COMPARE
• Read the first sentence
DIAGNOSE
• Pick a blue card
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This doesn’t sound right
I am getting away from the main point
People may not understand this part
People may not buy this part
This is good
• Tell why you picked the blue card
OPERATE
• Pick a yellow card
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Leave this part out
Say more
Say it in a different way
Leave it the same
• Make your change
• Go to the next sentence
Students should eventually be able to revise without the
cards.
Once students reach Independent Performance, they should
be able to make revisions that affect the text as a whole
Students using this strategy are better able to spot problems
in their papers, make more revisions, and increase the
number of revisions that make a positive change in the text.
Using Teacher Created Strategies
Teachers need to help students adapt and upscale the
writing strategies they use so they are responsive to
their growth as writers and the changing demands of
the curriculum across subjects and grades
Students need to develop a rich repertoire of strategies
on which they can draw
Teachers should use the strategies presented as a
framework for deciding what planning, revising, and
management strategies should be taught to students
You can also create your own strategies. Some
suggestions are:
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A strategy should consist of a small number of steps so it
can easily be remembered or mastered. A rule of thumb:
no more then 3 to 6 steps depending on age and
capabilities of students
When creating each step, be brief and use the students’
language.
Develop a mnemonic for the steps. It can be a word,
phrase, or sentence.
Design a strategy so that it can be modified to be easier or
more challenging.
When possible, refine or extend strategies the student
already uses.
Involve students in the development, piloting, and
evaluation of strategies as much as possible.
Self-Speech/Self-Instructions
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Self- speech develops naturally among children
Gradually, a student develops the ability to use
self-speech to plan, direct, and evaluate his or her
own activities
Until the age of 6 or 7 most self- speech is out
loud after this age, it should decrease and become
internal because as their cognitive capabilities
increase they realize its not okay to talk to yourself
out loud in front of people
Self- instructions is self- speech used to regulate a
student’s own behavior they can help:
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A student stop and think
Help student deal with anxiety or frustration
Help focus a student’s thinking
Six types of Self- instructions*
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Don’t worry about making a statement “fit” a
category. Focus more on whether students are
profiting from the statements or not.
With younger students don’t worry about labeling
them, instead make up your own names like
“Things to get me started” or “Things to say while I
work”.
Students should develop the types and levels of
self- instructions that fit their needs and interests
Modeling of the self- instructions is critical in
helping students use them effectively
Once they use them effectively, students can learn
how to generalize them to other situations
Students can be taught to use one or more selfinstructions alone or in combination
The more severe a writer’s problems are, the more
complex instruction becomes
Self- instructions need to be matched to the
student’s verbal style and language level
Goal- Setting
 Supplies a means for making a complex problem like
writing a term paper more manageable and less
overwhelming
 By defining what the paper will look like or accomplish,
writers provide greater structure and focus on what they
want to accomplish while at the same time limiting the
possible solutions that can be used to complete the
exercise.
 Why is goal setting effective?
 Goals enhance human motivation
 Goals allow an individual to compare their present performance
against the standard embodied in the goal
 Goal setting provides an incentive to perform and promotes pride
in accomplishment
Properties of Goals
 Specificity- supply a specific and clear standard of achievement
(results in better performance)
 Difficulty- goals should be challenging
 Proximity- goals can be close at hand and completed quickly or
completed farther in the future
How can teachers foster students’ goal acceptance and
commitment?
 Being supportive is vital
 Teachers should listen to students’ opinions about their
goals, encourage questions, and ask students what they
plan to do to meet their goals
 Goals are more likely to be accepted if they have a high
expectation for achieving them and are valuable
SCHEME
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Skill Check
Choose Goals
Hatch Plans
Execute Plans
Monitor Plans
Edit
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This step is to complete an inventory of how the student
is presently doing to make informed decisions regarding
selection of goals
Students can choose goal(s) from a list and then
discuss with teacher whether it is a good goal(s)
The strategies or action plan the student will use to
meet each goal are specified
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Self- Monitoring/Self- Assessment/Self- Recording
Self- Monitoring occurs when a student determines whether
or not, or how often or for how long, a specific behavior has
occurred and the self- records in some way.
Self- Assessment involves determining whether or not,
how often, or for how long an event or behavior has
occurred
At first students and teacher should decide what will be
self- assessed and the criteria for acceptable performance
Some writing products that may be self- assessed are:
Fluency
Number of good story parts
Amount of time spent writing
Number of elaborations
You can also use a checklist with younger students*
Self- recording involves having students record whether or
not, how often, or for how long the selected behavior or
event occurs
Individual graphs or charts are frequently used for selfrecording because the present a picture of the students’
performance over time and allow the student to see
improvement
Self- monitoring can be taught in 15- 20 min
Step 1- determine and define explicitly what the student
will self- monitor (should be a behavior or even a student
can easily understand)
Step 2- information is gathered on the students’ current
performance on the behavior or event to be self- assessed
Step 3- teacher briefly explains rationale and purpose for
self- monitoring and the benefits
Step 4- when the purpose of self- monitoring is clear, the
teacher instructs the student in the procedure involved:
What will be self- assessed
What criteria are desirable
How to count and record the targeted aspect of writing
When self- monitoring is to occur
After outlining the steps, the teacher models them,
verbalizing what is done at each step. Then the students
talk the teacher through the steps and then the student
models the steps independently
Remember that self- monitoring is not a learning strategy
and that the student must be able to perform the writing
process for self- monitoring to work
Self- monitoring should not be combined with rewards
because students have a tendency to cheat or inflate their
scores
Self- Reinforcement
Occurs when a student chooses and administers
reinforcers to themselves whenever a criterion for
performance has been reached (this often has greater
effects then teacher reinforcement
Self reinforcement involves:
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Determining the standards for earning a reward
Selecting the reinforcer to be earned
Evaluating performance
Self- administering the reinforcer
Students can gradually assume responsibility for these
components depending on their age and capabilities
Teachers need to monitor what students set for standards
because some students will make them too easy while
other will make them to difficult to reach
Planning for Success
Strategy instruction must be in line with the student’s
chronological age, cognitive capacity, and development
Strategies stated are for fourth grade and above, but some
students below fourth grade may be ready to use them
especially with modifications
When students believe their difficulties are due to factors
beyond their control, they typically make less effort, use
less sophisticated strategies then they are capable of, and
perform below their capabilites. In order to stop this:
A strategy must be chosen that is powerful and appropriate
to the student’s developmental level, needs, and
interests
Writing tasks and goals must be appropriate to the student
The teacher needs to help the student gradually develop
more positive, adaptive attributions and expectancies
Evaluating
A newly developed strategy needs to be more closely assessed
than a strategy that repeatedly has been shown to be effective in
the past
Students should be included as partners in the evaluation processincreases sense of ownership
Students should be encouraged to evaluate their own progress
during instruction by asking:
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Am I ready to move to the next step?
Think back- what went right today?
Do I need to do anything different?
Do I need to ask the teacher or a friend for help?
Determining what should be assessed is dependent on the
particular strategy being taught
To assess improvement in the quality of a students’ writing, it is
helpful to keep a writing file of work done before, during, and after
strategy mastery
These types of portfolios are:
Biography of work-portray stages and development of a piece
Collection of a variety of works (stories, essays, letters,
poems, etc)
Collection that facilitates and captures students’ reflections
on their own work
By keeping portfolios, students learn to engage in reflective selfevaluation and to see their development as writers as a long term
activity
Resources
•
Chalk, Jill C., Hagan-Burke, Shanna, & Burke, Mack D. (Winter
2005). The effects of self- regulated strategy development on the
writing process for high school students with learning disabilities.
Learning Disability Quarterly. 28.1, 75.
•
Harris, Karen R. & Graham, Steve. (1996). Making the Writing
Process Work: Strategies for Composition and Self- Regulation.
Massachusetts: Brookline Books.
•
Helsel, Lisa & Greenberg, Daphne. (May 2007). Helping
struggling writers succeed: a self-regulated strategy instruction
program: the Self- Regulated Strategy Development model can
help teachers incorporate self- regulatory training into their
writing program. The Reading Teacher. 60.8, 752
•
Reid, Robert & Lienemann, Torri Ortiz. (Fall 2006). Selfregulated strategy development for written expression with
students with attention deficit/hyperactivity disorder. Exceptional
Children. 73.1, 53.
•
Saddler, Bruce. (Fall 2006). Increasing story writing ability
through self- regulated strategy development: effects on young
writer with learning disabilities. Learning Disability Quarterly.
29.4, 291.
Other Resources
• Baker, Scott K, Ketterlin-Gellar, Leanne, Chard, David
J., Apichatabutra, Chanisa, & Doabler, Christian.
Teaching writing to at-risk students: the quality of
evidence for self-regulated strategy development.
Exceptional Children. (Spring 2009). 75.3, 303
• Reid, Robert (2006). Strategy Instruction for Students
with Disabilites. Guilford Press
• Wong, Bernice Y.L. (ed). 1992. Contemporary
Intervention Research in Learning Disabilities: an
International Perspective. Springer
• Mason Linda H., Harris, Karen R. &Graham,
Steve. Every child has a story to tell: self- regulated
strategy development for story writing. Education and
Treatment of Children. (Nov 2002) 25.4, 496.