Strategies

StrategiesK-100 SIOP103

November 25, 2013

Please Sign-

in

Please

Email me who is attending at your site.

[email protected]

I use this to make sure everyone gets credit for being here tonight.

mailto:[email protected]

Purpose/Objectives

Content: Consider learning strategies that will help students access academic content of lessons.

Identify techniques for explicitly teaching strategies to students.

Language: Discuss specific strategies and share their features and research of why they are important for students to use.

In writing determine the common errors students may make when learning a strategy and note ideas on how to use that information when teaching the strategy.

Strategie

s

Teaching students to use special thoughts or actions to..

•Assist learning tasks•Understand, remember, recall new

information•Practice skills efficiently

Teach Strategies? ELLs focus mental

energy on their developing language skills, NOT on developing independence in learning.Therefore, by providing students

with a variety of strategies to use enables students to focus their mental energy on learning both the language and the academic information.

Feature - Review

13 - Ample opportunities provided for students to use learning strategies.

14 - Scaffolding techniques consistently used, assisting and supporting student understanding (e.g. think a-louds).

15 - A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)

Instructional vs. Learning Strategies

It is important for teachers to

recognize the distinction between

instructional strategies and learning

strategies.

VS

Decisions Teachers Make

Activities, techniques, approaches, and methods that teachers use to promote

student learning and achievement

Instructional Strategies:

Student strategies for learning

Conscious, flexible plans learners use to

make sense of what they’re reading and

learning; these reside in the learners heads

Learning Strategies:

Think…What are some of the skills or strategies that you

teach? Take a moment and think…

What strategies do I teach most often?

Which subject do I use them in most often?

quick write (list will be used later)

Share with the group…

Stream Assignment #1

So….where to start?

OR taking the first step…

Anita Archer

Elements of Explicit Instruction

Provide step-by-step demonstrations

Use clear and concise language

Provide a range of examples and non-examples

The Three Components

Model I do it

Prompt We do it

Check You do it

The Three Components

Model I do it

Prompt We do it

Check You do

it

Teacher performs Students watch

Teacher performs Student perform

Teacher watches students perform

Example A Letter/sound association

(write the letter m)

This sound is /mmmmm/

Say the sound with

me/mmmmm/

What sound? /mmmmm/

Example B Counting by fives

Listen as I count by 5’s. 5, 10, 15, 20…

Count by 5’s with me. 5, 10, 15, 20…

Again. 5, 10, 15, 20… Again. 5, 10, 15,

20…Again. 5, 10, 15, 20…

Count by 5’s on your own. 5, 10, 15,

20…

Example C Reading difficult to pronounce

words (Writes fastidious) This word is

fastidious.

Say the word with me… fastidious again fastidious.

What word? /fastidious/

Example D Segmenting long words for

spelling When you spell a long word, it is useful to

break the word into parts.

Lets practice that skill. My turn. The words is convention. I’ll slow it sown, and tap and say the parts… con ven tion

The next word is demonstrate. What word? Say and tap the parts with me…dem on strate (continue with /represent & lovely/)

Your turn. The word is unproductive

Model (I do it)

Show (Demonstrating) Proceed step-by-step Exaggerate the steps

Tell (Describing) Tell students what you are doing Tell students what you are

thinking Gain Responses

Ask for responses What they already know What you have told them

More complex skills and strategies

Model (I do it)

The 3 C’s The model should be:

Clear Consistent Concise


I do it

Paragraph Shrinking Name the who or what

(The main person, animal, or thing.)

Tell the most important thing about the who or what.

Say the main idea in 10 words or less.


I do it

Before modeling Ask yourself, what are common

errors that students might make?

Pre-correct those errors as you model


Think Using the list of skills or strategies that you wrote down at the beginning, choose 1

Discuss or write down: What are the common errors that students might make when learning or applying this strategy?

Write several ways you could Pre-Correct those errors as you model?

Streaming assignment #2

Your Turn

What skill or Strategy did you choose?

What are the common errors that students might make when learning or applying this strategy?

How could you could Pre-Correct those errors as you model?

Smile Break

We do it

Purpose of guide practice Promote high level of success Build confidence

Types of prompts Prompt physically Prompt visually Prompt verbally

Step – do – Step – do – Step – do Three C’s=clear, consistent,

concise


We do it

Level of Prompts

• Tell them what to do• Ask them what to do• Remind them what to do

Gradually fade prompts(Gradual release of responsibility)

You do it

Check for understanding.Unprompted practice. Verify students’ understanding

before independent work is given Carefully monitor students’

responses Continue until students are

consistently accurate

Anita Handout:

I recommend looking through …

Anita Archer Explicit Instruction – Example Strategy Lessons Handout

Great examples of how an Explicit Instruction lesson is taught.

Note… Students do not always move skills

and strategy from one subject or assignment to the next.

Generalizing strategies to new material may require a review of prerequisite skills and the use of the verbal cue for the first few times.

Review must be interactive

Higher Order ThinkingFeature 15

Critical/creative/constructive thinking is closely related to higher-order thinking; they are actually inseparable.

First one critically analyzes the knowledge, information, or situation.

Then they creatively consider possible next-step options, and then finally, they construct a new product, decision, direction, or value.

Higher Order Thinking

Application statements ask the student to apply understandings. Example: “Create your own pledge to something you believe in.”

Analysis statements ask the student to interpret word meanings in relation to context. Example: “Discuss the meaning of ‘and to the Republic for which it stands’ in terms of its importance to the pledge.”

HOT Synthesis statements ask the student to

apply concepts in a new setting. Example: “Write a contract between yourself and a friend that includes an allegiance to a symbol that stands for something you both believe in.”

Evaluation statements ask the student to judge the relative merits of the content and concepts contained in the subject. Example: “Describe the purpose of the pledge and assess how well it achieves that purpose. Suggest improvements.”

Being able to read and to comprehend the reading is generally considered “reading the lines” and “reading between the lines.”

Higher-order thinking or literacy though, is the next crucial step, often not even thought of in the reading process, that being “reading beyond the lines.” This is so crucial because it is in reading beyond the lines that reading the lines and reading between the lines have their real value.

HOT

HOT 1. Remember to ask for it; that is, for discovery,

invention, and artistic/literary creation.

2. Great curiosity and new ideas with enthusiasm; these can often lead to the most valuable “teachable moments.”

3. Expose learners to new twists on old patterns and invite looking at old patterns from new angles.

4. Constructively critique new ideas because they almost always require some fine-tuning.

5. Reset our expectations to the fact that there will be many more “misses” than “hits” when reaching for workable new ideas.

6. Learn to invite contrary, or opposing, positions; new possibilities are often discovered in this way and existing thoughts, patterns, and beliefs can be tested and strengthened.

Questions that Invite Higher-Order Thinking

How is this study like another you/we have read? This question encourages students to make connections and see analogies.

Does this story/information make you aware of any problems that need attention? This amounts to asking students to see themselves as active participants in problem identification as well as problem solving.

What does this mean to you and how might it affect others? This pair of questions gives students a chance to express their own interests but also to empathetically consider and understand the views of, and possible consequences to, others.

Is there anything wrong with this solution, and how else might this problem be solved? These questions are the heart of successful critical analysis.

What more needs to be known or done to understand or do this better? This is a pointed request for creative problem solving that invites thinking “beyond the lines.”

Approaches to Teaching HOT “Thinking Thursdays”

Consider setting aside a given amount of time on a regular basis to try some of these direct approaches to teaching critical and creative thinking.

Word Creation:

Define the word “squallizmotex” and explain how your definition fits the word.

If dried grapes are called raisins, and dried beef is called beef jerky, what would you call these items if they were dried: lemons, pineapple, watermelon, chicken.

Unusual Uses:

Have students try to think of as many unusual uses as they can for common objects such as bricks, used toys, old tennis balls, soda bottles, and 8-track cassette tapes.

Approaches to Teaching HOT Circumstances and Consequences: What would happen if . . .

school was on weekends and not during the week?

water stuck like glue?

gravity took a day off?

there were no colors?

everyone in the country could vote on every issue that is now decided by government representatives?

Product Improvements:

How could school desks be improved?

How could living room furniture be improved to provide better storage and even exercise while watching television?

How can we better equip book-carrying bags to handle lunches and other needs that you can think of?

Systems and Social Improvements:

A sample question that could lead into plenty of higher-level discussion and a good give-and-take of views and needs could be: “How can schools be made more fun without hurting learning?”

Things to think about when teaching strategies

Explicitly Teaching Student to Think Strategy

What IS the strategy?

How do I use it?

When and why do I use this strategy?

Declarative Knowledge

What a particular strategy is

What does it mean to predict (question, monitor, clarify, summarize, etc.)?

What does it mean to re-read (or highlight, use a mnemonic, etc.)

Procedural Knowledge

When can a particular strategy be used?

How do I ask myself a question?

How should I state a prediction?

What should I do to monitor my understanding?

Conditional Knowledge

Why and when (under what conditions) particular strategies are used

When I’m reading, when is a good time to stop and summarize what I have read?

How do predictions differ when I’m reading narrative or expository text?

Preparing to Teach Strategies

Create a plan for the strategies you will teach that best connect to the content student will learn.

Find out what strategies students are already using.

Set learner responsibilities.

Modeling/Demonstration

Model the strategy to perform a task that’s similar to the task you will assign students.

As you model verbalize your thought process to model the kind of thinking required when using the strategy.

Give reminders of what the strategy is, how to use it, and why it is applicable.

Opportunities for Practice (F-13)

Place emphasis on practicing the thinking that students do during the process that leads to learning of content.

Give students regular feedback

Discuss strategy effectiveness with students after they use the strategy.

Assessment & Transference

Use learning strategy checklists, questionnaires, learning logs for student self-evaluation and teacher assessment

Students evaluate strategy effectiveness.

Teachers scaffold instructions of how and why to transfer use of strategies.

Strong support at first in transferring strategy to new task.

Just as we expect our students to thoughtfully choose and

use a strategy, so must we thoughtfully teach them

how to do so.

Processing Time

Think of a time that you taught your students a strategy to use in your class…

How long did it take to teach?

How many opportunities to practice till they were successful independently?

Antidotal stories…

Stream #4

Smile

Break

A Few Strategies

Try a different Vowel sound

Go back and re-read

Skip the word

Sound it out

Look at the picture

Get your mouth ready

Slide through the whole word

Ah-Ha

Do you have strategy posters in your classroom?

Which strategy(s)

How do you use the poster to assist your students in applying the strategy?

Steam assignment #4

Teaching student to ask themselves questions

Planning questions…

What is my goal for this task? What do I want to know or be

able to do? What plans can I make? What are my strengths that I

can apply here?

Student questions continued..

Monitoring/Self-Management

How am I doing? What have I accomplished so far? Do I understand this? Does it make

sense? What parts of this are most

important? How can I organize this? What help do I need? Who can I

ask?

Student questions continued..

Assessment

Where my predictions correct? Did I meet my goal? Did I choose helpful strategies? What would I do differently next

time? What made this task challenging?

Easy? What have I accomplished so far?

Teachers Prompts General…

What’s going through your mind? What are you thinking?

How are you figuring this out? How are you doing this?

How did you know that? To get more information…

Is there anything else you are thinking? Can you tell me more? What were you thinking when you were silent a

moment ago?

Teachers Prompts Cont.. Responding

How did you figure that out? Why do you say that? How do you

know? How does that help? Is that working for you?

When a student faces problems What are you going to do about that? How will you figure it out?

At the end of the task Is there anything you would like to

add about what was going through your mind as you worked?

To Close…Remember How will you introduce and teach this learning

strategy to students?

How will you model this learning strategy for students?

How will the students practice this new learning strategy?

How will you assess your students’ understanding and use of this learning strategy? Opportunities to self-assess?

What will you do to help students apply this learning strategy to other situations, content, or tasks?

AND Don’t forgetAnita Archer

Explicit Instruction

Coming in January tothe RTI Conference in

Anchorage

Did it work?

Content: Did you consider learning strategies that will help your students access academic content of lessons?

Did you identify techniques for explicitly teaching strategies to students?

Language: Did you discuss specific strategies and share their features and research of why they are important for students to use?

Did you note in writing one strategy that you plan to incorporate into a lesson plan?

A Strategy Non Example

Stream Assignments

#1. List of Skills or Strategies you teach in your classroom.

#2. Several possible errors that students might make and how you could pre-correct for those errors as you model.

#3. Do you have a strategy poster in your classroom, & if so how do you use it with your students?

#4. Opportunities to practice a strategy you taught for mastery?

Documents

Strategies