learning strategies the university of kansas center for research on learning

Learning Strategies

The University of KansasCenter 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 GapDemands/

Skills

Years in School

The Performance GapS

tud

ents

Sk

ills

Years in School

12

11

10

9

8

7

6

5

4

3

2

1

1 2 3 4 5 6 7 8 9 10 11 12

The “GAP”

2013-2014 School Year

NCLB

The Performance Gap

/

ExistingSupport

Grade Level Expectations

Demands Skills

Years in School

The Performance Gap

/Infrastructure

Support

• Flexible Scheduling

• Planning Time

• Professional Development Time

• Extended Learning Time

• Smaller Learning Communities

Grade Level Expectations

Demands Skills

Infrastructure Supports

Current Supports

Years in School

The Performance Gap

/

Grade Level Expectations

Demands Skills

System Learning Supports

Infrastructure Supports

Current Supports

• Formative Assessment

• Progress Monitoring

• Data-Based Decision Making

• Collaborative Problem-Solving

• Instructional Coaching

• Focused Professional Learning

System Learning Supports

Years in School

The Performance Gap

/

Grade Level Expectations

Demands Skills

Instructional Core

System Learning Supports

Structural Supports

Current Supports

Years in School

Instructional Core

• Motivation/Behavior Supports

• Smarter Standards-Based Curriculum Planning

• Engaging Instructional Materials& Activities

• Student-Informed Teaching

• Connected Courses & Coherent Learning

• Continuum of Literacy Instruction

Strategic Instruction Model

LearningStrategies

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 RealityI 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!

MOTIVATION

SUCCESS

MOTIVATION

SUCCESS

Goals of SIM

Students learn and perform

independently.

Students earn a standard diploma.

Students make a successful transition

to the real world.

A A B

C

C

B

Hmmm…

Your Task…Draw a solid line from

Box A to Box A Box B to Box B Box C to Box C

You cannot have any of your lines crossing

or touching. go outside of the big box. go through any of the little

boxes.

A A B

C

C

B

PLAN

EXECUTE

EVALUATE

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

Word Identification

Paraphrasing

Self-Questioning

Visual Imagery

Inference

Storage

First-Letter Mnemonic

Paired Associates

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.

MOTIVATION

SUCCESS

MOTIVATION

SUCCESS

Types of practice include…

Guided practiceGroup practicePaired practice

Individual practice

… but only Individual Practice ensuresmastery 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.)