Transcript Adolescent Literacy Learning First Alliance -

Strategic Instruction Model
Adolescent Reading Program
High School Achievement Breakfast Forum
June 14, 2005
Don Deshler
University of Kansas
Center for Research on Learning
The Context….the Challenges
The University of Kansas
Center for Research on Learning
The University of Kansas
Center for Research on Learning
“…..the net result has been the creation of a global, webenabled playing field that allows for multiple forms of
collaboration and the sharing of knowledge and work. This
playing field is open today to more people in more places on
more days in more ways than anything like ever before in the
history of the world……Billions of people have access to
billions of pages of raw information which will ensure that the
next generation of innovations will come from all over Plant
Flat. The scale of the global community that is soon going to
be able to participate in all sorts of discovery and innovation
is something the world has simply never seen before.”
The University of Kansas
Center for Research on Learning
“…..the flatter one’s country is -- that is, the fewer
natural resources it has -- the better off it will be in
a flat world…..countries with no natural resources
tend to dig inside themselves. They try to tap the
energy, entrepreneurship, creativity, and
intelligence of their own people -- rather than dig
an oil well. For example, Taiwan is a barren rock in
a typhoon-laden sea, with virtually no natural
resources -- nothing but the energy, ambition, and
talent of its own people. Today it has the 3rd largest
financial resources in world.”
Thomas L. Friedman
The World is Flat
The University of Kansas
Center for Research on Learning
Profile of the struggling adolescent learner
 Less fluent readers with much smaller sight vocabularies
 Understanding of word and multiple word meanings is
limited
 Limited background and conceptual knowledge
 Less skillful in using strategies that enhance
understanding and remembering of oral & written
language
 70% of 9th graders reading below grade level on NAEP
 53% of college freshmen need remedial support in
reading and writing
The University of Kansas
Center for Research on Learning
The Performance Gap
Skills/
Demands
The University of Kansas
Center for Research on Learning
Years in School
Consequences of the Gap (the big picture)
 Disconnected from fabric of school



Academics
Social
Extracurricular
 Sense of hopelessness…..stop dreaming
 Gangs, delinquency, crime
 3000+ students/day drop out of school….that’s
nearly 540,000/year!
 Only about 70% of adolescents complete high
school….only about 50% of students of color do
The University of Kansas
Center for Research on Learning
Secondary Schools -- Oh what interesting
organizations!
 The 100 minute decision
 Lack of coherence……fragmentation squared!
 Limited formal mechanisms for teaching reading to those
who struggle
 “If it weren’t for students impeding our progress in the race to the end
of the term, we certainly could be sure of covering all the content.
However, the question should not be whether we are covering the
content, but whether students are with us on the journey.” Pat Cross
The University of Kansas
Center for Research on Learning
Center for Research on
Learning
The University of Kansas
Center for Research on Learning
About the KU-CRL
 Founded in 1978 - (Institute for Research on Learning Disabilities)
 Mission: Dramatically improve the performance of at-risk
adolescents and young adults in grades 4-12+ through
research-based interventions
 Developed the Strategic Instruction Model (SIM)
 Teacher/Student research; Unit of Analysis = Classroom
 Secondary school reform initiative (Content Literacy Continuum)
 International Professional Development Network
The University of Kansas
Center for Research on Learning
1
High Impact
6
Ideas
2
Learning
Quality
Organization
Research
5
Professional
3
4
Development
Dissemination
(e.g., journals)
Product
Development
The University of Kansas
Center for Research on Learning
The Performance Gap
Skills /
Demands
∆ teachers
∆ students
The University of Kansas
Center for Research on Learning
Years in School
Content Enhancement
Learning Strategies
Routines
Curriculum
• Learning Expressways
• Teaming & Problem Solving
Strategies
• Cooperative Thinking
Strategies
• Community Building
Strategies
• Possible Selves
• Self Advocacy Strategy
• Strategic Tutoring
Driving question……
How can we
effectively integrate
SIM within secondary
schools?
The University of Kansas
Center for Research on Learning
Overtime we learned the
importance of……
Establishing a
school-wide strategy
for improving literacy
outcomes
The University of Kansas
Center for Research on Learning
The listening, speaking,
reading and writing skills
and strategies necessary to
learn in each of the
academic disciplines.
The University of Kansas
Center for Research on Learning
A Continuum of Literacy Instruction
(Content Literacy Continuum -- CLC)
Level 1:
Enhance content instruction (mastery of critical content for
all regardless of literacy levels)
Level 2:
Embedded strategy instruction (routinely weave strategies
within and across classes using large group instructional methods)
Level 3:
Intensive strategy instruction (mastery of specific strategies
using intensive-explicit instructional sequences)
Level 4:
Intensive basic skill instruction (mastery of entry level
literacy skills at the 4th grade level)
Level 5:
Therapeutic intervention (mastery of language underpinnings
of curriculum content and learning strategies)
Tutoring:
Strategic Tutoring (extending instructional time
through before or after school tutoring)
The University of Kansas
Center for Research on Learning
The CLC says…
 There are unique (but very important)
roles for each member of a secondary
staff relative to literacy instruction
 Some students require more intensive,
systematic, explicit instruction of content,
strategies, and skills
The University of Kansas
Center for Research on Learning
Building Blocks for
Academic Competency
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
The University of Kansas
Center for Research on Learning
Time and Instructional Location
LEVEL 1
General Education
Presenting Critical
Content for Mastery
LEVEL 2
General Education
Introducing Strategy Building
LEVEL 3
Support Classroom
Learning Strategy Instruction
The University of Kansas
Center for Research on Learning
Ebb and Flow
A Continuum of Literacy Instruction
Level 1:
Enhance content instruction (mastery of critical content for
all regardless of literacy levels)
Level 2:
Embedded strategy instruction (routinely weave strategies
within and across classes using large group instructional methods)
Level 3:
Intensive strategy instruction (mastery of specific strategies
using intensive-explicit instructional sequences)
Level 4:
Intensive basic skill instruction (mastery of entry level
literacy skills at the 4th grade level)
Level 5:
Therapeutic intervention (mastery of language underpinnings
of curriculum content and learning strategies)
Tutoring:
Strategic Tutoring (extending instructional time
through before or after school tutoring)
The University of Kansas
Center for Research on Learning
Thinking About the Curriculum...
Knowledge
Critical Content
Course
Thinking About the Curriculum...
Knowledge
Course
Unit
A Unit
ALL
MOST
SOME
Content: Facts,
Concepts,
Definitions,
Propositions
A Unit
ALL
Content
Manipulation
Generalization &
Problem Solving
MOST
SOME
Content Enhancement
A way of teaching academically diverse classes in
which……
 Integrity of the content is maintained
 Both group and individual needs are valued and met
 Critical features of the content are selected and
transformed to promote growth for all students, and
 Instruction is carried out in a partnership with students
The University of Kansas
Center for Research on Learning
or….the goal of content enhancement is
Barrier-free
education
The University of Kansas
Center for Research on Learning
Careful Planning around Critical Content is Essential!
Not harder, but …
Selecting the critical questions.
Mapping content structures.
Analyzing learning difficulty based on:
Quantity
Interest
Relevance
Abstractness
Complexity
Background
Organization
Reaching enhancement decisions by
selecting powerful...
Teaching Devices
Teaching strategically through
explicit...
Teaching Routines
Evaluating enhancements
Revaluate outcomes
The University of Kansas
Center for Research on Learning
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
Elida Cordora
1/22
The roots and consequences of civil unrest.
2
LAST UNIT /Experience
Growth of the Nation
8
1/22
UNIT SCHEDULE
Quiz
1/29
Cooperative groups over pp. 210-225
"Influential Personalities"
projectdue
1/30
Quiz
Cooperative groups over pp. 228-234
Review for test
2/7
Review for test
2/6
Test
The Causes of the Civil War
3
NEXT UNIT /Experience
The Civil War
UNIT MAP
was based on
Sectionalism
was influenced by
pp. 201-236
Areas of
the U.S.
emerged because of became greater with
Differences
between
the areas
Events in
the U.S.
What was sectionalism as it existed in the U. S. of 1860?
How did the differences in the sections of the U.S. in 1860 contribute to the
start of the Civil War?
What examples of sectionalism exist in the world today?
Leaders
across the
U.S.
descriptive
compare/contrast
cause/effect
6
UNIT
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
2/6
7
CURRENT
UNIT UNIT
CURRENT
Cooperative groups over pp. 201-210
1/28
2/2
5
1
The Unit Organizer
9
The Causes of the Civil War
Elida Cordora
1/22
Expanded Unit Map
was based on the
Areas of the
U.S.
Sectionalism
West
South
North
NEW
UNIT
SELF-TEST
QUESTIONS
was influenced by
pp. 201-236
developed because of
became greater with
Leaders of
change
such as
-Henry Clay
-Stephen Douglas
-Zachary Taylor
-Harriet Beecher Stowe
-Douglas Filmore
and included
such as
and included and included
-John Brown
-1820
Missouri
Compromise
-Jefferson Davis
Social
Political Economic -1846 Mexican War
-Abraham Lincoln
Differences Differences Differences
-1850 Compromise of 1850
-1850 Fugitive Slave Law of 1850
-1852Uncle Tom's Cabin
-1854 Kansas-Nebraska Act
-1854 Republican Party formed
-1854 Bleeding Kansas
-1857 Dred Scott Case
-1858 Lincoln Douglas Debates
-1859 John Brown's Raid
-1860 Lincoln Elected
-1860 South Carolina Secedes
-1861 Confederacy formed
Differences
between the
areas
10
NAME
DATE
Events in the
U.S.
How did national events and leaders pull the different sections of the U.S. apart?
Comparison Table
2
1
3
Overall Concept
Concept
1
3
Characteristics
4
6 Unlike
Characteristics
Concept
Characteristics
Like Characteristics
6 Unlike
C
O
M
P
A
R
I
N
G
Communicate Targeted Concepts
Obtain the Overall Concepts
Make lists of Known Characteristics
Pin down Like Characteristics
Assemble Like Categories
Record Unlike Characteristics
Identify Unlike Categories
Nail Down a Summary
Extensions
Go Beyond9 the
Basics
5
Characteristics
8 Summary
Like Categories
7 Unlike
Categories
The University of Kansas
Center for Research on Learning
Relevant
Details
(Venn Diagram)
The University of Kansas
Center for Research on Learning
Categorical
language
The University of Kansas
Center for Research on Learning
8) Summary
Sectionalism in the U.S. was partially caused by economic conditions in
the North and South in 1860. Although the North and South both had
good natural resources, ports, and credit, their primary sources of labor
and profit were different, as was the quality of their land transportation.
Thus, these three differences probably contributed to sectionalism.
The University of Kansas
Center for Research on Learning
Content Enhancement
is about
is based on
Principles
“Barrier-Free”
Education
●Both group and individual needs are met
●Integrity of content is maintained
●Critical content is transformed
●Instruction is a partnership
is created through
involves
Routines
●Shape critical questions & concepts
●Map critical content
●Analyze for learning difficulties
●Reach enhancement decisions
●Teach strategically
●Evaluate content enhancements
●Revisit questions
Strategic Teaching
Devices
for
Planning &
Leading Learning
●Course Organizer
●Unit Organizer
●Lesson Organizer
planning
Explaining
Text, Topics, Details, Terms
●Framing
●Survey
●Clarifyin
g
●LINCS
Teaching
Concepts
●Concept Mastery
●Concept Anchoring
●Concept Comparison
Increasing
Performance
●Cue
●Do-Linking
Steps
●Review
●Quality Assignment
●Question Exploration
●Recall Enhancement
● Order Routine
Question Exploration Guide: Generalization Results
Com par is on gr oup Exper im e ntal gr oup
100
Prejudice Lesson
88
90
81
Percentage Correct
85
83
78
80
70
97
Impetuous Behavior Lesson
93
69
67
64
63
60
60
63
60
56
50
50
40
30
20
10
0
LD
LA
NA
HA
LD
LA
NA
HA
9th Grade Physical Science (n-78)
76%
73%
74%
Average % Score on Unit Tests
72%
73%
71%
70%
68%
66%
65%
65%
64%
62%
62%
60%
58%
56%
Students w / Disabilties (n=13)
Students w /o Disabilities (n=65)
NON CE Units
CE Units
Whole Group (n=78)
A Continuum of Literacy Instruction
Level 1:
Enhance content instruction (mastery of critical content for
all regardless of literacy levels)
Level 2:
Embedded strategy instruction (routinely weave strategies
within and across classes using large group instructional methods)
Level 3:
Intensive strategy instruction (mastery of specific strategies
using intensive-explicit instructional sequences)
Level 4:
Intensive basic skill instruction (mastery of entry level
literacy skills at the 4th grade level)
Level 5:
Therapeutic intervention (mastery of language underpinnings
of curriculum content and learning strategies)
Tutoring:
Strategic Tutoring (extending instructional time
through before or after school tutoring)
The University of Kansas
Center for Research on Learning
Cognitive apprenticeship on “how to
learn” subject matter content
Strategy
Instruction
Course
Curriculum
Instructional Methodology
 “I do it!” (Learn by watching)
 “We do it!” (Learn by sharing)
 “Ya’all do it!” (Learn by practicing with partners)
 “You do it! (Learn by practicing by yourself)
The University of Kansas
Center for Research on Learning
A Continuum of Literacy Instruction
Level 1:
Enhance content instruction (mastery of critical content for
all regardless of literacy levels)
Level 2:
Embedded strategy instruction (routinely weave strategies
within and across classes using large group instructional methods)
Level 3:
Intensive strategy instruction (mastery of specific strategies
using intensive-explicit instructional sequences)
Level 4:
Intensive basic skill instruction (mastery of entry level
literacy skills at the 4th grade level)
Level 5:
Therapeutic intervention (mastery of language underpinnings
of curriculum content and learning strategies)
Tutoring:
Strategic Tutoring (extending instructional time
through before or after school tutoring)
The University of Kansas
Center for Research on Learning
The SIM Adolescent Reading Program
Reading Core
Metacognition
Class Management
OUTCOMES
• Improved reading
comprehension
Decoding
Vocabulary
=
Word
Recognition
Comprehension
Fluency
Cooperative Learning Skills
Motivation
• Motivation for reading
• Increased hope
• Success in academically
challenging classes
Word
Recognition
Instruction
The University of Kansas
Center for Research on Learning
Word Recognition Intervention at MHS (9th
grade)
12.0
Grade Equivalent Scores on DST: R
10.0
9.8
9.6
9.6
9.3
9.0
8.4
8.4
8.2
8.0
7.6
6.7
6.0
6.0
5.7
6.5
6.2
6.1
5.8
5.8
5.6
2002-03
(n=77)
2003-04
(n=45)
4.0
2.0
0.0
1995-96
(n=66)
1996-97
(n=41)
1997-98
(n=101)
1998-99
(n=62)
1999-00
(n=128)
PRE (Form A)
2000-01 (n97)
POST (Form B)
The University of Kansas
Center for Research on Learning
2001-02
(n=82)
LD Subgroups in Word Recognition Intervention at
Muskegon High School
12.0
10.1
10.0
10.0
9.5
Grade Equivalent Scores on DST: R
9.1
8.7
7.9
8.0
7.7
6.9
6.6
6.6
6.5
6.1
6.0
5.1
5.0
5.0
5.2
4.0
2.0
0.0
1996-97 (n=7) 1997-98 (n=18) 1998-99 (n=13) 1999-00 (n=13) 2000-01 (n=16) 2001-02 (n=3) 2002-03 (n=10) 2003-04 (n=1)
PRE (Form A)
POST (Form B)
The University of Kansas
Center for Research on Learning
High School Reading (Decoding)
Com par is on gr oup Exper im e ntal gr oup
10
9.1
9.1
9
8.5
8
6.8
7
6.5
6.4
Grade Level
6.2
5.8
6
5.8
5.7
5.4
5.3
5
4
3
2
1
0
Male African Americans
Male Hispanics
Male Caucasians
Reading
Comprehension
Instruction
The University of Kansas
Center for Research on Learning
Grade Level Scores on GMRT-Comprehension Subtest
Strategic Reading Class at
Muskegon High School
9
8
7
6
5
4
3
2
1
0
Sem 1
Sem 2
Sem 3
Pretest (Form S)
Sem 4
Posttest (Form T)
Sem 5
Reading Comprehension Results
40
Number of Students
35
35
30
30
28
59 Students were:
25
2001 - 7th Graders
19
20
2004 - 11th Graders
15
10
5
5
0
1 2004
2001
Passing
2001 2004
Basic
2001 2004
Low
(not passing)
(Not Passing)
Score on State Minimal Competency Reading Test
The University of Kansas
Center for Research on Learning
Multiple Strategy Integration
Orien tation, C ommi tment, Goal Setti ng, O vervie w
PHASE 1
Orientation to Strategy Instruction
Relate this strategy to ones previously learned
inking Personal Goals
Strategy Overview
Multiple Strategy Integration
PHASE 2
The Bridging Strategy- Word Recognition- FluencySumm arization- Prediction- Self Questioning- VocabularyWritten Expression
Strategy Proficiency
PHASE 3
Describe
Model
Scaffolded P ractice & Feedback
Verbal
Guided
Partner
Individual
Progress Checks & Graphing
Generalization
PHASE 4
Orientation Application Adaptation
Narrative- Expository- T echnical T ext
Content Curriculum Materials
A Continuum of Literacy Instruction
Level 1:
Enhance content instruction (mastery of critical content for
all regardless of literacy levels)
Level 2:
Embedded strategy instruction (routinely weave strategies
within and across classes using large group instructional methods)
Level 3:
Intensive strategy instruction (mastery of specific strategies
using intensive-explicit instructional sequences)
Level 4:
Intensive basic skill instruction (mastery of entry level
literacy skills at the 4th grade level)
Level 5:
Therapeutic intervention (mastery of language underpinnings
of curriculum content and learning strategies)
Tutoring:
Strategic Tutoring (extending instructional time
through before or after school tutoring)
The University of Kansas
Center for Research on Learning
Improving Outcomes for
Struggling Adolescent Learners
Instructional Core
(Quality teaching)
Infrastructure Support
+
(administrative leadership)
=
• Motivation/Behavior
supports
• Engaging/Diverse
materials
• Continuum of literacy
instruction
• Intense-Explicit instruction
• Reading Proficiency
• Decision-making teams
+
• Professional development
• Teacher materials/resources
Improved Outcomes
• Improved attendance
=
• Instructional coherence
• Extended time
• Formative/Summative
assessments
The University of Kansas
Center for Research on Learning
• Persistence in school
• Challenging courses
• Graduation
Improving Outcomes for
Struggling Adolescent Learners
Instructional Core
(Quality teaching)
Infrastructure Support
+
(administrative leadership)
=
• Motivation/Behavior
supports
• Engaging/Diverse
materials
• Continuum of literacy
instruction
• Intense-Explicit instruction
• Reading Proficiency
• Professional development
+
• Teacher materials/resources
• Instructional coherence
Improved Outcomes
• Improved attendance
=
• Extended time
• Formative/Summative
assessments
The University of Kansas
Center for Research on Learning
• Persistence in school
• Challenging courses
• Graduation
Improving Outcomes for Struggling
Adolescent Learners
Culture of Positive Engagement and Growth
• Motivation/Behavior
supports
• Engaging/Diverse
materials
• Continuum of literacy
instruction
• Intense-Explicit instruction
• Formative/Summative
assessments
+
• Decision-making teams
• Learning Proficiency
• Professional development
• Improved attendance
• Teacher materials/resources
=
• Persistence in school
• Instructional coherence
• Challenging courses
• Extended time
• Graduation
Culture of Positive
Engagement & Growth









Literacy improvement for all……by all!
Use a “partnership” framework for interacting
Connect reading to quality of life and dreams
Communicate high expectations (for growth as a
learner and as a person)
Set clear standards -- hold students accountable for
outcome goals
Engage students so “every minute counts”
Provide ample opportunities for scaffolded practice
Teach incremental growth of mind
Evidence high efficacy teacher behaviors!
The University of Kansas
Center for Research on Learning
The Performance Gap
Instructional Core
Skills /
Demands
• Motivation/Behavior
Supports
• Engaging/diverse materials
Instructional
Core
• Continuum of literacy
instruction
• Intense-Explicit instruction
• Formative/summative
assessments
Existing
Support
The University of Kansas
Center for Research on Learning
Years in School
The Performance Gap
Skills /
Demands
Infrastructure Support
• Decision-making teams
Infrastructure
Support
• Professional development
Instructional
Core
• Instructional coherence
• Teacher materials/resources
• Extended time
Existing
Support
The University of Kansas
Center for Research on Learning
Years in School
Thank you!!
Don Deshler
[email protected]
www.kucrl.org