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.)