Transcript Document 7194501

Learning Strategies
The University of Kansas
Center for Research on Learning
THE MISSION:
Dramatically improve the performance of
adolescents considered to be at-risk for school
failure through research-based interventions.
The Performance Gap
Demands/
Skills
Years in School
The Performance Gap
12
2013-2014 School Year
11
NCLB
Students Skills
10
9
8
7
The “GAP”
6
5
4
3
2
Years in School
1
1
2
3
4
5
6
7
8
9
10
11
12
The Performance Gap
/
Grade Level
Expectations
Demands
Skills
Existing
Support
Years in School
The Performance Gap
Infrastructure
Support
/
• Flexible Scheduling
• Planning Time
Grade Level
Expectations
Demands
Skills
• Professional
Development Time
Infrastructure
Supports
Current Supports
Years in School
• Extended Learning
Time
• Smaller Learning
Communities
The Performance Gap
/
System Learning
Supports
• Formative
Assessment
Grade Level
Expectations
Demands
Skills
System Learning
Supports
Infrastructure
Supports
Current
Supports
Years in School
• Progress Monitoring
• Data-Based Decision
Making
• Collaborative
Problem-Solving
• Instructional
Coaching
• Focused Professional
Learning
The Performance Gap
Instructional Core
/
• Motivation/Behavior
Supports
Instructional
Core
Grade Level
Expectations
Demands
Skills
System Learning
Supports
Structural
Supports
Current
Supports
• Smarter StandardsBased Curriculum
Planning
• Engaging
Instructional
Materials& Activities
• Student-Informed
Teaching
• Connected Courses
& Coherent Learning
Years in School
• Continuum of
Literacy Instruction
Strategic Instruction Model
Learning
Strategies
Content
Enhancement
Routines
Give me a fish and I eat for a day.
Teach me to fish, and I eat for a lifetime.
- Chinese Proverb
Give me a fish while you’re
teaching me how to catch my own.
That way I won’t starve to death
while I’m learning to tie flies.
- Rainbow Mike
Learning
Strategies
Content
Enhancement
Routines
The Reality
I don’t know how to fish.
I don’t want to learn how to
fish.
I don’t even like fish.
So don’t bother me!
SUCCESS
MOTIVATION
MOTIVATION
SUCCESS
Goals of SIM
Students learn and
perform independently.
Students earn a
standard diploma.
Students make a
successful transition
to the real world.
C
A
B
C
A
B
Your Task…
Draw



a solid line from
Box A to Box A
Box B to Box B
Box C to Box C
Hmmm…
You cannot
 have any of your lines crossing
or touching.
 go outside of the big box.
 go through any of the little boxes.
PLAN
C
A
B
EXECUTE
A
EVALUATE
C
B
What is a Strategy?
A set of decision processes in a
sequence
That signal an action to perform
And is composed of a set of subskills
Learning Strategies Curriculum
Acquisition
Storage
Word
Identification
First-Letter
Mnemonic
Paraphrasing
Paired
Associates
Self-Questioning
Visual Imagery
Inference
LINCS
Vocabulary
Word Mapping
Expression of
Competence
Sentence Writing
Paragraph Writing
Error Monitoring
Theme Writing
Assignment
Completion
Test-Taking
Essay Test Taking
What does …
Intensive, Explicit, Systematic
instruction look like?
Stages of Acquisition
1 – Pretest and make commitments
2 – Describe the strategy
3 – Model
4 – Verbal Rehearsal
5 – Controlled Practice and Feedback
6 – Advanced Practice and Feedback
7 – Post-test and make commitments
8 – Generalization
Stage 1 – Pretest and Make Commitments
•Determines
which students
need strategy
•Teacher and
students commit
themselves to
working hard to
learn the strategy
Stage 2 - Describe
•Teacher explains how
the strategy will help
students.
•Group discusses
situations in which the
strategy will be used.
•Group discusses
results they can
expect.
•Teacher explains the
steps of the strategy.
Stage 3 - Model
• Teacher demonstrates the strategy while
“thinking out loud”.
• Teacher involves students in the
demonstration.
Stage 4 – Verbal Rehearsal
• Ensure that students can name steps of
the strategy.
• Ensure that students understand where,
when, and why to use the strategy.
Stage 5 – Controlled Practice
and Feedback
• Students practice strategy at an easy
level.
• Teacher monitors and provides quality
feedback.
• Re-instruct if necessary.
• Mastery is expected.
SUCCESS
MOTIVATION
MOTIVATION
SUCCESS
Types of practice include…
Guided practice
Group practice
Paired practice
Individual practice
… but only Individual Practice ensures
mastery for every student
Quality Feedback is …
Positive
Corrective
Individual
Timely
Sequence for Correction
1. Specify a category of errors.
2. Specify what the student should do.
3. Provide a model.
4. Have student practice.
5. Have the student paraphrase back.
6. Have the student write a goal.
7. Repeat steps 1-6 for each category of errors
made.
8. Communicate your positive expectations to
the student.
Stage 6 – Advanced Practice and
Feedback
• Students practice at grade level
• Teacher monitors and provides quality
feedback
• Independence is emphasized
Stage 7 – Posttest and Make
Commitments
• Test for mastery
• Celebrate
• Make commitments for generalization
Stage 8 - Generalization
• Orientation – Discussion of when and where
strategy is going to be used
• Activation – Plans for using the strategy
independently and reporting back on its use.
• Adaptation – How this strategy could be adapted
for use in other areas
• Maintenance – Periodic checks to see that
students are still using the strategy successfully
Watch this video clip, and notice
which of the Stages of Acquisition
you see.
General Education Option
• I Do ( I describe the strategy and model it
for the class.)
• We Do (We, as a class do verbal practice,
maybe a controlled practice or two, and
then go to practicing together on our grade
level material.)
• You Do (You, the class, use the strategy in
regular classwork and homework while I,
the teacher, monitor how you are doing.)