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THE STRATEGIC INSTRUCTION MODEL AN OVERVIEW

THE STRATEGIC INSTRUCTION MODEL AN OVERVIEW. Orange County Public Schools Anna D. Diaz Associate Superintendent for Exceptional Education & Multilingual Services. rc.3.2010. CRL. The Strategic Instruction Model (SIM). Research ~ Validated. ACADEMIC. SOCIAL. Vocabulary SETTING DEMANDS.

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THE STRATEGIC INSTRUCTION MODEL AN OVERVIEW

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  1. THE STRATEGIC INSTRUCTION MODELAN OVERVIEW Orange County Public Schools Anna D. Diaz Associate Superintendent for Exceptional Education & Multilingual Services rc.3.2010

  2. CRL The Strategic Instruction Model (SIM)

  3. Research ~ Validated

  4. ACADEMIC SOCIAL VocabularySETTING DEMANDS • MOTIVATIONAL • EXECUTIVE CHARACTERISTICS of LOW ACHIEVERS

  5. SIM Student Success Learning Strategies Curriculum Content Enhancement Routines Strategic Tutoring Cooperative Thinking Strategies Team and Problem Solving Strategies Community Building

  6. CRL Learning Strategies Curriculum

  7. What is a Strategy? An individual’s approach to a task is called a strategy It includes how a person thinks and acts when planning, executing, and evaluating performance on a task and its outcomes.

  8. SIM COMPONENTS STRATEGIC ENVIRONMENT Facilitates partnership learning STRATEGIC INSTRUCTION Attends to the stages of learning Requires active student participation STRATEGIC CURRICULUM Addresses demands related to success across settings Focuses on meeting tasks/demands

  9. STAGES of INSTRUCTION Pretest Describe Model Verbal Practice Controlled Practice Advanced Practice Post-test Generalization

  10. Teach Strategic-ally • Start with an organizer • Talk about rationales • Require active learning • Achieve mastery • Take the time to check progress • Encourage goal setting • Give feedback often • Include reviews and comprehension checks • Close with organizer

  11. Learning Strategies Curriculum Acquisition Storage Written Expression • Word Mapping • Word Identification • Visual Imagery • Self-Questioning • Fund. of Paraphrasing & Summarizing • Paraphrasing • Inference • FIRST-Letter Mnemonic • Paired Associates • LINCS: for Vocabulary Learning • Fundamentals/ Proficiency in Sentence Writing • Paragraph Writing • Theme Writing • Error Monitoring • InSPECT • EDIT Cooperative Thinking Demonstration of Competence Motivation • Assignment Completion • Test-Taking • Essay Test-Taking • SLANT • SCORE Skills • BUILD • LEARN • THINK • Teamwork • Self-Advocacy • Possible Selves Math Community Building • Addition/Subtraction • Facts 0 - 18 • Place Value • Multiplication/Division • Facts 0 to 81 • Following Instructions Together • Talking Together • Taking Notes Together • Organizing Together University of Kansas, Center for Research on Learning

  12. CRL Content Enhancement Routines

  13. Content Enhancement A way of teaching an academically diverse group of students in which: • both group and individual needs are valued and met; • the integrity of the content is maintained; • critical features of the content are selected and transformed in a manner that promotes student learning; and • instruction is carried out in a partnership with students.

  14. “If it weren’t for students impeding our progress in the race to the end of the term, we certainly could be sure of covering all the content. • However, the question should not be whether we are covering the content, but whether students are with us on the journey.” Pat Cross, Director • Classroom Research Project • Univ. of Calif., Berkley

  15. Content Enhancement Teaching Routines Planning and Leading Learning Course Organizer Unit Organizer Lesson Organizer Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Explaining Text, Topics, and Details Framing Routine Survey Routine Clarifying Routine Vocabulary LINCing Routine Order Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine

  16. Instructional Methods • The Teaching Device • The Linking Steps • The Cue-Do-Review Sequence

  17. GOALS of theStrategic Instructional Approach Promote the development of individuals who can • learn and perform independently • exhibit appropriate social and personal skills • earn standard high school diplomas • make successful transitions to post high school settings

  18. “When non-strategic learners are exposed to strategies instruction over a sustained period of time, they experience a significant change as learners. Consistent, well-articulated instruction can do much to create an instructional snowball effect that is sufficiently powerful to transform learners from passive to active problem solvers.” Donald D. Deshler

  19. SIM Professional Developer Contact Information OCPS Professional Developers & Apprentices: Marilee Amodt Ami McCall Lynn Berger Jude Matyo-Cepero Elaine Brindley Jennifer Neiswanger Roxie Cohen Chandrieka Palmer Ingrid Cumming Danielle Schmidt Paula Downey Christine Wallace Lois Gregory Jean Washburn Dara Kaasa

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