Strategies

1. Please Sign-in Strategies K-100 SIOP103 November 25, 2013

2. Please Email me who is attending at your site. Jan_gable@lksd.org I use this to make sure everyone gets credit for being here tonight.

3. Purpose/Objectives Content: Consider learning strategies that will help students access academic content of lessons. Identify techniques for explicitly teaching strategies to students. Language: Discuss specific strategies and share their features and research of why they are important for students to use. In writing determine the common errors students may make when learning a strategy and note ideas on how to use that information when teaching the strategy.

4. Strategies Teaching students to use special thoughts or actions to.. Assist learning tasks Understand, remember, recall new information Practice skills efficiently

5. Teach Strategies? • ELLs focus mental energy on their developing language skills, NOT on developing independence in learning. • Therefore, by providing students with a variety of strategies to use enables students to focus their mental energy on learning both the language and the academic information.

6. Feature - Review 13 - Ample opportunities provided for students to use learning strategies. 14 - Scaffolding techniques consistently used, assisting and supporting student understanding (e.g. think a-louds). 15 - A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)

7. Instructional vs. Learning Strategies VS It is important for teachers to recognize the distinction between instructional strategies and learning strategies.

8. Instructional Strategies: Decisions Teachers Make Activities, techniques, approaches, and methods that teachers use to promote student learning and achievement

9. Learning Strategies: Student strategies for learning Conscious, flexible plans learners use to make sense of what they’re reading and learning; these reside in the learners heads

10. Think…What are some of the skills or strategies that you teach? • Take a moment and think… • What strategies do I teach most often? • Which subject do I use them in most often? • quick write (list will be used later) • Share with the group… • Stream Assignment #1

11. So….where to start? OR taking the first step…

12. Anita Archer • Elements of Explicit Instruction • Provide step-by-step demonstrations • Use clear and concise language • Provide a range of examples and non-examples

13. The Three Components • Model I do it • Prompt We do it • Check You do it

14. The Three Components • ModelI do it • PromptWe do it • CheckYou do it Teacher performs Students watch Teacher performs Student perform Teacher watches students perform

15. Example A Letter/sound association • (write the letter m) This sound is /mmmmm/ • Say the sound with me/mmmmm/ • What sound? /mmmmm/

16. Example B Counting by fives • Listen as I count by 5’s. 5, 10, 15, 20… • Count by 5’s with me. 5, 10, 15, 20… • Again. 5, 10, 15, 20… Again. 5, 10, 15, 20…Again. 5, 10, 15, 20… • Count by 5’s on your own.5, 10, 15, 20…

17. Example C Reading difficult to pronounce words • (Writes fastidious) This word is fastidious. • Say the word with me… fastidiousagainfastidious. • What word? /fastidious/

18. Example D Segmenting long words for spelling • When you spell a long word, it is useful to break the word into parts. • Lets practice that skill. My turn. The words is convention. I’ll slow it sown, and tap and say the parts… con vention • The next word is demonstrate. What word? Say and tap the parts with me…dem on strate(continue with /represent & lovely/) • Your turn. The word is unproductive

19. Model (I do it) Show(Demonstrating) Proceed step-by-step Exaggerate the steps Tell(Describing) Tell students what you are doing Tell students what you are thinking Gain Responses Ask for responses What they already know What you have told them More complex skills and strategies

20. Model (I do it) The 3 C’s The model should be: Clear Consistent Concise More complex skills and strategies

21. I do it Paragraph Shrinking Name the who or what (The main person, animal, or thing.) Tell the most important thing about the who or what. Say the main idea in 10 words or less. More complex skills and strategies

22. I do it Before modeling Ask yourself, what are common errors that students might make? Pre-correct those errors as you model More complex skills and strategies

23. Think Using the list of skills or strategies that you wrote down at the beginning, choose 1 Discuss or write down: What are the common errors that students might make when learning or applying this strategy? Write several ways you could Pre-Correct those errors as you model? Streaming assignment #2

24. Your Turn • What skill or Strategy did you choose? • What are the common errors that students might make when learning or applying this strategy? • How could you could Pre-Correct those errors as you model?

25. Smile Break

26. We do it Purpose of guide practice Promote high level of success Build confidence Types of prompts Prompt physically Prompt visually Prompt verbally Step – do – Step – do – Step – do Three C’s=clear, consistent, concise More complex skills and strategies

27. We do it Level of Prompts Tell them what to do Ask them what to do Remind them what to do Gradually fade prompts (Gradual release of responsibility)

28. You do it Check for understanding. Unprompted practice. Verify students’ understanding before independent work is given Carefully monitor students’ responses Continue until students are consistently accurate

29. Anita Handout: I recommend looking through … Anita Archer Explicit Instruction – Example Strategy Lessons Handout Great examples of how an Explicit Instruction lesson is taught.

30. Note… • Students do not always move skills and strategy from one subject or assignment to the next. • Generalizing strategies to new material may require a review of prerequisite skills and the use of the verbal cue for the first few times. • Review must be interactive

31. Higher Order ThinkingFeature 15 Critical/creative/constructive thinking is closely related to higher-order thinking; they are actually inseparable. First one critically analyzes the knowledge, information, or situation. Then they creatively consider possible next-step options, and then finally, they construct a new product, decision, direction, or value.

32. Higher Order Thinking Application statements ask the student to apply understandings. Example: “Create your own pledge to something you believe in.” Analysis statements ask the student to interpret word meanings in relation to context. Example: “Discuss the meaning of ‘and to the Republic for which it stands’ in terms of its importance to the pledge.”

33. HOT Synthesis statements ask the student to apply concepts in a new setting. Example: “Write a contract between yourself and a friend that includes an allegiance to a symbol that stands for something you both believe in.” Evaluation statements ask the student to judge the relative merits of the content and concepts contained in the subject. Example: “Describe the purpose of the pledge and assess how well it achieves that purpose. Suggest improvements.”

34. HOT Being able to read and to comprehend the reading is generally considered “reading the lines” and “reading between the lines.” Higher-order thinking or literacy though, is the next crucial step, often not even thought of in the reading process, that being “reading beyond the lines.” This is so crucial because it is in reading beyond the lines that reading the lines and reading between the lines have their real value.

35. HOT • 1. Remember to ask for it; that is, for discovery, invention, and artistic/literary creation. • 2. Great curiosity and new ideas with enthusiasm; these can often lead to the most valuable “teachable moments.” • 3. Expose learners to new twists on old patterns and invite looking at old patterns from new angles. • 4. Constructively critique new ideas because they almost always require some fine-tuning. • 5. Reset our expectations to the fact that there will be many more “misses” than “hits” when reaching for workable new ideas. • 6. Learn to invite contrary, or opposing, positions; new possibilities are often discovered in this way and existing thoughts, patterns, and beliefs can be tested and strengthened.

36. Questions that Invite Higher-Order Thinking • How is this study like another you/we have read? This question encourages students to make connections and see analogies. • Does this story/information make you aware of any problems that need attention? This amounts to asking students to see themselves as active participants in problem identification as well as problem solving. • What does this mean to you and how might it affect others? This pair of questions gives students a chance to express their own interests but also to empathetically consider and understand the views of, and possible consequences to, others. • Is there anything wrong with this solution, and how else might this problem be solved? These questions are the heart of successful critical analysis. • What more needs to be known or done to understand or do this better? This is a pointed request for creative problem solving that invites thinking “beyond the lines.”

37. Approaches to Teaching HOT • “Thinking Thursdays” • Consider setting aside a given amount of time on a regular basis to try some of these direct approaches to teaching critical and creative thinking. • Word Creation: • Define the word “squallizmotex” and explain how your definition fits the word. • If dried grapes are called raisins, and dried beef is called beef jerky, what would you call these items if they were dried: lemons, pineapple, watermelon, chicken. • Unusual Uses: • Have students try to think of as many unusual uses as they can for common objects such as bricks, used toys, old tennis balls, soda bottles, and 8-track cassette tapes.

38. Approaches to Teaching HOT • Circumstances and Consequences: What would happen if . . . • school was on weekends and not during the week? • water stuck like glue? • gravity took a day off? • there were no colors? • everyone in the country could vote on every issue that is now decided by government representatives? • Product Improvements: • How could school desks be improved? • How could living room furniture be improved to provide better storage and even exercise while watching television? • How can we better equip book-carrying bags to handle lunches and other needs that you can think of? • Systems and Social Improvements: • A sample question that could lead into plenty of higher-level discussion and a good give-and-take of views and needs could be: “How can schools be made more fun without hurting learning?”

39. Things to think about when teaching strategies

40. Explicitly Teaching Student to Think Strategy What IS the strategy? How do I use it? When and why do I use this strategy?

41. Declarative Knowledge What a particular strategy is What does it mean to predict (question, monitor, clarify, summarize, etc.)? What does it mean to re-read (or highlight, use a mnemonic, etc.)

42. Procedural Knowledge When can a particular strategy be used? How do I ask myself a question? How should I state a prediction? What should I do to monitor my understanding?

43. Conditional Knowledge Why and when (under what conditions) particular strategies are used When I’m reading, when is a good time to stop and summarize what I have read? How do predictions differ when I’m reading narrative or expository text?

44. Preparing to Teach Strategies Create a plan for the strategies you will teach that best connect to the content student will learn. Find out what strategies students are already using. Set learner responsibilities.

45. Modeling/Demonstration Model the strategy to perform a task that’s similar to the task you will assign students. As you model verbalize your thought process to model the kind of thinking required when using the strategy. Give reminders of what the strategy is, how to use it, and why it is applicable.

46. Opportunities for Practice (F-13) Place emphasis on practicing the thinking that students do during the process that leads to learning of content. Give students regular feedback Discuss strategy effectiveness with students after they use the strategy.

47. Assessment & Transference Use learning strategy checklists, questionnaires, learning logs for student self-evaluation and teacher assessment Students evaluate strategy effectiveness. Teachers scaffold instructions of how and why to transfer use of strategies. Strong support at first in transferring strategy to new task.

48. Just as we expect our students to thoughtfully choose and use a strategy, so must we thoughtfully teach them how to do so.

49. Processing Time • Think of a time that you taught your students a strategy to use in your class… • How long did it take to teach? • How many opportunities to practice till they were successful independently? • Antidotal stories… • Stream #4

50. Smile Break