Strategies

ObjectiveDiscuss how to incorporate opportunities for students to practice and apply cognitive, metacognitive, and interactive strategies.

•

* How do we assist students in making connections between what they know and what they are learning?

* How do we promote retention of newly learned material?

STRATEGIES!!!

All second language learners use strategies

BUT “Good” language learners use more

varied strategies and use them more flexibly.

Frequent use of learning strategies is correlated to higher self-efficacy.

Strategy instruction improves academic performances.

Research findings…

Why teach strategies?

Activity:

Turn to your neighbor and discuss what you did last night.

One rule: you cannot use the letter “n” in any of your responses or questions.

It is difficult because you are focusing on a language rule. Imagine an LEP student who is focusing on many language rules.

English Language Learners are focusing mental energy on their developing language skills, not on developing independence in learning.

Why was this difficult?

Show students how to take more responsibility for their learning

We teach strategies to…

Assist students in connecting prior knowledge to new learning

We teach strategies to…

Help students retain newly learned material

We teach strategies to…

Create reflective and critical thinkers

We teach strategies to…

Create opportunities to experience success

We teach strategies to…

Metacognitive - “Thinking about thinking”

Cognitive - Active Learning

Social/Affective - Interactive Learning

Types of Learning Strategies

Help students organize information

Cognitive Strategies

Cognitive StrategiesUsed by learners when they physically and/or mentally manipulate materials

Cognitive Strategies

* Used by learners to apply a specific technique to a learning task

* Are directly related to individual learning tasks

Metacognitive Strategies

Purposefully monitor our thinking

Match problem solving skills to the situation

Monitoring one’s own comprehension through self-questioning

Clarifying purposes for learning

Taking corrective action if understanding fails

Mapping information Self-questioning Predicting/ inferring Taking notes Visualizing Evaluating Mnemonics Monitoring/Clarifying Summarizing Rereading Highlighting Finding Key Vocabulary Reading aloud

Metacognitive

The process of purposefully monitoring our thinking

Self-questioning Predicting/ inferring Visualizing Evaluating Monitoring/Clarifying Summarizing

Cognitive

The process of organizing information through self-regulated learning

Rereading Mnemonics Highlighting Finding Key

Vocabulary Taking notes Reading aloud Mapping information

Strategy Activity

Predicting/Inferring Self-questioning Monitoring/clarifying Evaluating Summarizing Visualizing

Examples of Metacognitve Strategies

Previewing/Rereading a story Establishing a purpose for reading Consciously making connections between

personal experiences and what is happening in the story

Reading aloud Highlighting Taking notes during a lecture Mapping information Graphic organizers Finding key vocabulary Mnemonics

Examples of Cognitive Strategies“Active Learning”

Interaction (when students interact with each other to clarify a confusing point)

Cooperative learning groups Group discussion i.e. Think/Pair/Share

Social/Affective Strategies “interactive learning”

* GIST

* Comprehension Strategies• Directed Reading –Thinking Activity (DRTA) (conduct think alouds to walk students

through your thought processes)

What are some effective strategies?

How I wish I could calculate pi3.141592

Messy Vera Eats Marble Jam Sandwiches… (Mercury, Venus, Earth, Mars, Jupiter,

Saturn…)

Mnemonics

Graphic Organizers

SQP2RS: A Multi-step Reading Strategy (Echevarria, Vogt, & Short)

SummarizeWhat did we learn?

RespondWhich questions were answered?

ReadRead alone or with others

PredictionsMake predictions

QuestionWhat questions will be asked? Construct questions to ask

SurveyLook at pictures, headings Read bold words

Provide plenty of opportunities for students to use learning strategies

Learning strategies should be taught through explicit instruction & modeling

Assist students in developing independence in self-monitoring ◦ ELLs may have difficultly initiating an active role

because their mental energy is being used to develop language skills. Therefore, teachers must scaffold their instruction.

Ample Opportunities

Strategies

Ample opportunities to use strategies

Use of scaffolding techniques

Use of a variety of question

types

The features of the SIOP Model Strategies

Component

Good Readers Become Better Readers

1 2 3 4 5 6 7 8 9 10 11 12 13

Reading Achievement Gap

Year in School

Re

ad

ing

Le

ve

l

3 Types of Support

VerbalProceduralInstructional

Build a Bridge

alCurrent Level

Goal

Gradually Decrease Support

Another visual…..

Student

Teacher

Scaffolding is like a dance

Scaffold, Don’t Rescue ^_^

Don’t let them drown!

ActivityPut the tasks in order by proficiency level

(from most support to least support)

Scaffold by Group Size

Whole Group

Small Group

Partner

Independent

Teacher Explains, Students Listen

Teacher works, student helps

Students work, teacher helps

Students work, teacher watches

6 Scaffolding Strategies

1) MODEL

Think Alouds

Show a finished product

BEFORE they start

2) Build on Prior Knowledge

PRIOR KNOWLEDGE

3. Time to Talk

Students need time to digest information

4. Pre-teach Vocabulary

Vocabulary

Pictures

Metaphors

SimilesAnalogies

Discussions

NO Dictionaries at first!

5. Visual Aides

Graphic Organizers – scaffold learning

6. Pause….Ask Questions….Review

8 Characteristics of Scaffolding

1. Clear directions – no confusion2. Clarify the purpose3. Keep students on task4. Models, exemplars, rubrics BEFOREHAND5. Provide resources6. Reduce uncertainty – provide FEEDBACK7. Little wasted time8. Momentum for further learning is created

Text Complexity

Graphic from Aspen Institute

Access to Complex Text is KEY

Sharing Complex Texts with ELLs Provides mature language skills needed for college and career readiness

Provides more exposure to academic language and sophisticated sentence structures

“Juicy” Complex Excerpts and Sentences

Choose Sentences that are: tied closely to the Essential Question being explored.

layered with academic Tier 2 vocabulary.

long and embedded with main and dangling clauses, parts, and phrases.

filled with figurative language that merits attention.

provide the same difficulty level, but have shorter amount of text

Lily Wong Fillmore and Maryann Cucchiara 2012

testtestSentences with con ten t-sp ecific lang uage fun ctio ns with interesting ph rasal frames, cohesiv e d evices, and /o r ph raseolog y th at merit atten tio n.

Strategies

Ample opportunities to use strategies

Use of scaffolding techniques

Use of a variety of question

types

The features of the SIOP Model Strategies

Component

Of the approximately 80,000 questions the average teacher asks annually, what percentage of them are at the Literal or Knowledge level?

Questioning

80 Percent

Questioning with New Bloom’s

How do you feel about asking factual questions to English Language Learners?

Do you have the same opinion about asking questions that require more analysis or evaluation?

Higher Order Thinking Skills

Who was the first president of the United States?

How can we increase the cognitive demand of this question?

Provide English Language Learners with:

Ample Opportunities to use strategies Sufficient scaffolding, including verbal supports such

as paraphrasing and frequent repetition Instructional supports such as opportunities to work

with more experienced individuals in flexible groups Use of Graphic Organizers Don’t forget to include higher-order questions that

promote critical thinking

In Summary

Select a lesson that you are already planning on using in your class.

Write about how you used a metacognitive, cognitive, and social/affective strategy to deliver that lesson

Be prepared to share the activity with the group

Reflection/Homework