Strategy-Based%20Instruction

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Strategy-Based Instruction
Metacognition The Boss
Cognition the Worker
Strategies the Tools
Diana Browning Wright, Behavior/Discipline
Trainings, 2002
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Learning

• Real-World Knowledge
• (Content)
•   Strategy Knowledge
• (Knowing how to learn)
•   Metacognitive Knowledge
• (Awareness and regulation of cognitive
  processes)

Diana Browning Wright, Behavior/Discipline
Trainings, 2002
3
Basic Cognitive Processes

• Attending to incoming information
• Getting information into short-term memory
• Getting information into long-term memory
• Retrieving information from long- term memory

Diana Browning Wright, Behavior/Discipline
Trainings, 2002
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Metacognitive Processes

• Knowing your learning processes
• Selecting appropriate learning strategies
• Monitoring how learning strategy is working

Diana Browning Wright, Behavior/Discipline
Trainings, 2002
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CURRICULUM MUST

• Be designed to incorporate the prerequisites of
  learning
• Information must be accessible
• Support for the development of skills must be
  available
• Learner must perceive the learning to be
  important

Research Connections In Special Education, Fall
1999 5 CEC Diana Browning Wright, DCS 2002
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UNIVERSAL DESIGN

• The design of the instructional materials and
  activities that makes the learning goal
  achievable by individuals with a wide difference
  in their abilities to see, hear, speak, move,
  read, write, understand English, attend,
  organize, engage, and remember.
• Built in, not added on!

Center for Applied Special Technology
(CAST) Diana Browning Wright, DCS 2002
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UNIVERSAL ACCESS

• Six Principles for Effective Curriculum Design
• Big Ideas Concepts, principles, or heuristics
  that facilitate the most efficient and broad
  acquisition of knowledge.
• Conspicuous Strategies Useful steps for
  accomplishing a goal or task.
• Mediated Scaffolding Instructional guidance
  provided by teachers, peers, materials, or
  tasks.
• Strategies Integration Integrating knowledge as
  a means of promoting higher-level cognition.
• Judicious Review Structured opportunities to
  recall or apply previously taught information.
• Primed Background Knowledge Preexisting
  information that affects new learning.

Research Connections In Special Education, Fall
1999 5 CEC Diana Browning Wright, DCS 2002
8
What works with struggling students?
More Time preview, review, elaborate, another
way, etc. More Intensity smaller group allows
more focus, more student responding/engagement M
ore Feedback teacher is able to target
instruction, dial in specific needs, prompt
elaboration, provide alternate examples,
etc. this can only be done 1-1 or in small
homogenous groups
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright,
Behavior/Discipline Trainings, 2002
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Effective Reading Instruction for Struggling
Kids
student
with reading difficulties require qualitatively
different reading instruction (e.g.
reading styles, perceptual training, colored
lens, etc.)
struggling readers are far more successful when
carefully taught the same fundamental reading
skills all readers must learn BUT with ? more
instructional time ? more precisely sequenced
instruction ? more coaching practice ? more
explicit/direct instruction ? more careful
progress monitoring/program adjustment
WHAT WE THOUGHT
WHAT WE NOW KNOW
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright,
Behavior/Discipline Trainings, 2002
10
Grouping Issues Options

• We need BOTH homogeneous AND heterogeneous
  options
• depends on the purpose/subject/range of prior
  knowledge
• Skills-Based Lessons - usually best to group by
  need
• e.g. - Word study/Spelling by level
• - Decoding/guided reading instruction
  practice
• Groups need to be flexible/change in a day
  - fluid
• as student needs change
• Conceptual/Content-based lessons usually best
  in hetero-
• geneous groups diverse experience/views etc.
  enrich
• e.g. - Science, Social Studies, Core Literature
• WITH plenty of scaffolded instruction (e.g.
  Graphics, partners)

Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright,
Behavior/Discipline Trainings, 2002
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What Does Explicit Engaging Instruction Look Like?

• gain attention clearly model
• cue students to notice critical aspects of the
  model
• model thinking too - mental modeling/direct
  explanation

I DO IT

• Provide Thinking Time
• Structure/prompt engagement
• ? choral responses if answer/response is
  short/same
• ? partner responses if answer/response is
  long/different
• ? correction/feedback - remodeling, more
  examples, etc.

WE DO IT
? individual responses oral, written,
point/touch/demo ? coaching students to apply the
strategy previously taught
YOU DO IT
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright,
Behavior/Discipline Trainings, 2002
12
Participation Enhancement to Increase
Student Engagement
1. Choral Responses (answers are short/same) -
students cue you they are attending (eyes on
me) - provide thinking time - signal group
response 2. Every Pupil Response Techniques
(answers are short/different) - student answers
with gestures or answer card 3. Partner Responses
(answers long/different) - teacher assigns -
provide a label/role 1s tell 2s - alternate
ranking for partnering - specific topics/jobs -
no one is passive 4. Written Responses - list
first, then share - touch something - put your
finger on the ______ 5. Individual Responses
(AFTER practice on the new skill) - randomly
call on individuals to share
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright,
Behavior/Discipline Trainings, 2002
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Input/Participation Enhancement
Comprehension instruction PALS Paragraph
Shrinking Summarization/Paraphrasing -
stronger reader reads a paragraph - weaker
reader prompts them to 1. Name the Who or
What. identification 2. Tell the most
important thing(s) about the Who or What.
elaboration 3. Paraphrase in 10 words or less
(paraphrasing straight jacket)
consolidation continues for 5 minutes - then
switch roles (new text)
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright,
Behavior/Discipline Trainings, 2002
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Input/Participation Enhancement

• Differentiating During Whole Class Instruction
  Options include
• Small group instruction - based on student needs
• Partner Models informal, formalized (e.g. PALS)
• - e.g. Different texts for each pair
• Scaffolded Instruction (e.g. Participation
  structures)
• Graphic Organizers - Visual Thinking - vary the
• support (e.g. Partially filled out, partner
  dialogue)
• Projects - Individual Small Group
• - key is organization/structure
• rubrics touch points along the way

Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright,
Behavior/Discipline Trainings, 2002
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Input Enhancement

• Using graphic organizers when teaching content
• Makes information easier to understand
• Separates the important from the trivial
• Focuses on big ideas
• Organization of ideas is self-evident to
  students
• Reduces information processing demands needed to
• understand new information

Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright,
Behavior/Discipline Trainings, 2002
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Content Enhancement (Input)

• Use strategies and scaffolds
• - to accommodate diverse learners
• Accommodation
• - a service or support to help fully access the
  subject matter and instruction
• - a service or support to help validly
  demonstrate knowledge

Diana Browning Wright, Behavior/Discipline
Trainings, 2002 Nolet (2000)
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Advance Organizers
These are pre-instructional materials designed to
enhance students linkage of new information with
prior knowledge stored in long-term memory.
Advance organizers may be verbal, written, or be
presented in a question format. Examples could
include, questions presented prior to a
discussion or reading assignment, vocabulary
words presented on the board or a handout, or
verbal statements presented by the teacher
designed to activate knowledge prior to
instruction.
Diana Browning Wright, Behavior/Discipline
Trainings, 2002 Nolet (2000)
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Visual Displays

• These include diagrams, concrete models, videos,
  or digital material designed to portray the
  relationships among various pieces of information
  presented during instruction. Visual displays
  are intended to help students organize
  information in long-term memory as well as to
  activate prior knowledge during instruction.
  They function as an accommodation to the extent
  that they scaffold the creation of linkages among
  information in the learners long-term memory.
  Examples could include diagrams, graphic
  organizers, concept maps, or video segments
  intended to anchor or situate the students
  learning (Harley, 1996) in a meaningful context.

Diana Browning Wright, Behavior/Discipline
Trainings, 2002 Nolet (2000)
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Study Guides

• These consist of worksheets that are provided to
  the student prior to a reading or study
  assignment. They include a set of statements or
  questions intended to focus the students
  attention and cognitive resources on the key
  information to be learned. Study guides can take
  the form of completed or partially completed
  outlines, questions focusing on the textual,
  literal, and inferential aspects of a study
  assignment, or various other tasks designed to
  prompt the active processing of the material to
  be studied.

Diana Browning Wright, Behavior/Discipline
Trainings, 2002 Nolet (2000)
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Mnemonic Devices

• These are techniques that assist in the storage
  and recall of declarative knowledge associated
  with content domains. Mnemonics may be verbal or
  pictorial and may be provided by the teacher or
  developed collaboratively by the teacher and the
  student. Most teachers are familiar with some of
  the common examples of mnemonics such as the use
  of key words, pictures, or symbols. ROY G BIV
  and Every Good Boy Deserves Fudge are classic
  mnemonic devices.

Diana Browning Wright, Behavior/Discipline
Trainings, 2002 Nolet (2000)
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Peer-Mediated Instruction

• Here students are employed within the classroom
  as instructional agents. This form of content
  enhancement includes peer and cross-age tutoring,
  various forms of classwide tutoring, and
  cooperative learning. The primary purpose of
  peer-mediated instruction is to increase the
  number of opportunities for distributed practice
  with feedback. Usually, this approach entails
  fairly well-scripted or structured interactions
  designed and mediated by the teacher.

Diana Browning Wright, Behavior/Discipline
Trainings, 2002 Nolet (2000)