Region Center III Continuous Improvement and Professional Development presents Continuous Improvement Process (CIM) & Plan-Do-Study-Act (PDSA) Part III: Success Strategies. Presenter:. Dr. Peggy Petersen, Staff Developer. Strategies Overview. One of the principal goals of strategy
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Region Center IIIContinuous Improvement and Professional DevelopmentpresentsContinuous Improvement Process (CIM)& Plan-Do-Study-Act (PDSA)Part III: Success Strategies
Dr. Peggy Petersen, Staff Developer
One of the principal goals of strategy
training is to alter students’ beliefs about
themselves by teaching them that their
failures can be attributed to the lack of
effective strategies rather than to the lack of
ability or laziness.
Strategic Teaching and Learning: cognitive Instruction in the Content Areas
One of our “secrets to success” was
applying elementary teaching practices
at the intermediate and high school
Teachers are more effective when they
model thinking processes step by step.
Motivation is absolutely critical to
Intrinsic motivation is essential.
Arrange a test-talk day where
teachers, counselors, principals, and
administrators talk to student
individually regarding their test scores
from the previous year.
Create climate where any and all
successes are celebrated. This might
coming the form of a simple comment,
like “Give me a high-five” or “Way to
go,” or as something more tangible,
like candy, lunch or stickers.
Create a climate that says “We’re all in
this together.” Encourage student to
congratulate their peers for successes.
Involve the entire campus in your
1. Whisper and read the problem
2. Make a mental picture of what is being read
3. Make a mental picture of what is being read
4. Re-whisper read the problem and highlight signal words
4. Re-whisper read the problem and
eliminate unnecessary information
5. Determine what operation or
operation you will be using to solve
6. Re-whisper read the problem and
solve at least two times to check
7. Evaluate the solution
To extend your students’ reading skills, surround your student with a variety of reading materials
Teachers must model thinking processes. Children learn by example
Teacher models comprehension thinking processes while reading a variety of texts.
Teacher guides the students through the process while reading a variety of texts
and a thinking process prompt sheet.
Students apply thinking processes independently using a prompt sheet.
Students work independently.
Students naturally apply successful reading comprehension strategies.
Student adopts process as own.
Teaching students to follow certain
thinking processes should being in the
lower grade levels. Kindergarten
teachers can model simple techniques
while reading aloud to students.
Similar, but more complex “thinking
aloud strategies can be applied in
the upper grades.
Meet as a campus or district tot
develop a generic reading think aloud
prompt sheet to guide teachers from
Pre-K to grade 12.
Question:________ Answer: ______
Information from the text:
“What I already know”
Growing Totally Tasty Tomatoes
The more you model the correct way
to write, the more the students are
likely to comprehend and improve.
Always share samples of how the day’s
lesson is applies in a written example