Session

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Session 4 Strategies

• Sarah Roberts
• robertss_at_ogdensd.org

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Presenter Background
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In times of change, learners inherit the earth,
while the learned find themselves beautifully
equipped to deal with a world that no longer
exists. Eric Hoffer, philosopher
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Objectives

• Content Objectives
• Identify appropriate learning strategies
  appropriate to a lessons objectives.
• Incorporate explicit instruction and student
  practice of metacognitive and cognitive
  strategies into lesson plans.
• Recognize the value of scaffolding instruction
  and identify techniques to scaffold for verbal,
  procedural, and instructional understanding.

• Language Objectives
• Discuss language learning strategies to use with
  students.
• Discuss the importance of asking higher-order
  questions to students of all proficiency levels.
• Write a set of questions with increasing levels
  of difficulty on one topic.

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Quick Write Brainstorm

• Write a list of the strategies that you
  personally employ when you come across a word or
  information that you do not understand.
• Explain how you teach students to employ these or
  similar strategies.

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Quick Write Exchange

• Exchange papers with a partner.
• Write a one sentence response to his/her paper.
• Return the paper to the owner.
• Write a one sentence summary of all information
  written between you and your partner.

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SIOP Strategies

• The purpose of the SIOP Strategies section is to
  examine our strategy instruction, not just the
  strategies that we employ.
• The purpose of strategy instruction is to help
  students to access memory, make connections,
  solve problems, and monitor their own learning.

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Continuum of Strategies, BLM 2

• Individually brainstorm strategies for each of
  the four categories.
• Share your list with a partner. Add any
  strategies from their list that you had not
  considered.
• Share your list with a group. Add any new
  strategies suggested or generated in your
  discussion.

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Continuum of Strategies Charts

• Add any and all strategies generated by your
  group to the following charts around the room
• Teacher-Centered Strategies
• Teacher-Assisted Strategies
• Peer-Assisted Strategies
• Student-Centered Strategies

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TESOL Standards, p. 83

• Goal 1, Standard 3 Students will use learning
  strategies to extend their communicative
  competence.
• Goal 2, Standard 3 Students will use appropriate
  learning strategies to construct and apply their
  academic knowledge.
• Goal 3, Standard 3 Students will use appropriate
  learning strategies to extend their
  socio-linguistic and socio-cultural competence.

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CALLAThe Cognitive Academic Language Learning
Approach Integration of Content, Metacognition,
and Cognition for Strategic Academic Success

• Cognitive Strategies
• Resourcing
• Grouping
• Note-taking
• Elaboration
• Summarizing
• Deduction/Induction
• Imagery
• Auditory Representation
• Making Inferences

• Metacognitive Strategies
• Planning
• Monitoring
• Evaluating
• Social/Affective Strategies
• Questioning for Clarification
• Cooperation
• Self Talk

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Scaffolding Approach
Teaching by Example
Scaffolded Groupings
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Common Scaffolds

• Contextualization
• Modeling
• Bridging
• Text Re-Presentation
• Schema Building
• Metacognitive Strategy Instruction

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Questioning Techniques

• Blooms Taxonomy
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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Explicit Teaching

• Give every detail, specific, purpose, and
  objective
• Who, What, When, Where, Why, and How?

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Experiential Techniques

• Facilitated realistic applications and discovery
  of skills
• Discovery
• Experimentation
• Trial and Error
• Risk-Taking

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GIST, BLM 3

• Get It Summarized Today/Together
• Each group is responsible to complete the GIST
  for one of the following concepts (as assigned)
  using the SIOP book, the BLMs, handouts, etc.
• CALLA Strategy Instruction
• Scaffolding Strategies
• Questioning Strategies
• Explicit Techniques
• Experiential Techniques

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Video Observation
SIOPs Strategy Component
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Putting It Together

• Read the poem Silence.
• With a partner or group, write a content or
  language objective including one or two
  appropriate learning strategies to
  teach/practice/review.
• Write one question for each of Blooms Taxonomy
  levels in alignment with your lesson.
• Share your lesson plans with the whole group.

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Well,
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Youll notice that many of the recommended
practices for children learning a second language
parallel our recommendations for all students.
Though all kids benefit from them, children
learning a second language depend on these
practices. Without them, school can be a
confusing and frustrating place. With these
practices, school makes sense for second language
learners and they join their classmates in
learning throughout the day. Stephan Cary