The University of Kansas Center for Research on Learning THE STRATEGIC INSTRUCTION MODEL : How...
-
Upload
silas-watkins -
Category
Documents
-
view
227 -
download
0
Transcript of The University of Kansas Center for Research on Learning THE STRATEGIC INSTRUCTION MODEL : How...
The University of Kansas Center for Research on Learning
THE STRATEGIC INSTRUCTION MODEL:How Learning Strategies and Content Enhancement Routines Address NCLB
Jim Knight
University of Kansas
Center for Research on Learning
The University of Kansas Center for Research on Learning
What questions will be answered today?
• What is the Center for Research on Learning?• What is the Strategic Instruction Model?• What are learning strategies?• How do we teach strategies (to large and small
group?)• What is Content Enhancement?• How do we make it happen?• How do we respond to NCLB ?
The University of Kansas Center for Research on Learning
What is the Center for Research on Learning?
The University of Kansas Center for Research on Learning
What is the CRL?
Founded in 1978
Mission: Dramatically improve the performance of at-risk students in grades 4-12 through research-
based interventions• $70+ million dollars of contracted R&D • International Professional Development Network• 275,000 teachers in 3,500 school districts
The University of Kansas Center for Research on Learning
What is the Strategic Instruction Model?
The University of Kansas Center for Research on Learning
What is S.I.M.
The Strategic Instruction Model is an integrated model of research-validated practices to address many of the needs of diverse learners. It has been under development for 25 years at the University of Kansas-Center for Research on Learning.
CRL
The University of Kansas Center for Research on Learning
What are learning strategies?
The University of Kansas Center for Research on Learning
What are learning strategies?
• Teaching students how to think about and solve problems, or……teaching students “how to learn”
The University of Kansas Center for Research on Learning
An Overview of the LINCS Strategy
Step 1: List the parts
Step 2: Identify a Reminding Word
Step 3: Note a LINCing Story
Step 4: Create a LINCing Picture
Step 5: Self-test
The University of Kansas Center for Research on Learning
1. Take an index card and divide both sides in half by drawing a lines across the middle of both sides.
Creating LINCS Study Cards
The University of Kansas Center for Research on Learning
Creating LINCS Study Cards
fief
2. Write the word to be learned on the top half of one side. Then circle it.
The University of Kansas Center for Research on Learning
Creating LINCS Study Cards
Land given by king for fighting in armyfief
3. Write the parts of the definition you need to remember on the top of the other side.
The University of Kansas Center for Research on Learning
Creating LINCS Study Cards
Land given by king for fighting in armyfief
4. Write the Reminding Word on the bottom half of the first side.
chief
The University of Kansas Center for Research on Learning
Creating LINCS Study Cards
Chief of his land
Land given by king for fighting in armyfief
5. Write the LINCing Story on the bottom half of the second side.
chief
The University of Kansas Center for Research on Learning
Creating LINCS Study Cards
Chief of his land
Land given by king for fighting in armyfief
6. Draw the LINCing Picture on the bottom half of the second side.
chief
The University of Kansas Center for Research on Learning
Learning Strategies Curriculum
Acquisition
Word Identification
Paraphrasing
Self-Questioning
Visual Imagery
Interpreting Visuals
Multipass
Storage
First-Letter Mnemonic
Paired Associates
Listening/Notetaking
LINCS Vocabulary
Expression of Competence
Sentences
Paragraphs
Error Monitoring
Themes
Assignment Completion
Test-Taking
The University of Kansas Center for Research on Learning
How do we teach to smaller groups of students?
The University of Kansas Center for Research on Learning
Word Identification
• Discover the context
• Isolate the prefix
• Separate the suffix
• Say the stem
• Examine the stem
• Check with someone
• Try the dictionary
The University of Kansas Center for Research on Learning
How do we teach to smaller groups of students?
1. Pretest and Make Commitments2. Describe3. Model4. Verbal Practice5. Controlled Practice6. Advanced Practice7. Posttest and Make Commitments8. Generalization
Daily instruction for 6 to 8 weeks in each strategy.
The University of Kansas Center for Research on Learning
Word Identification: Resultsn = 156
0
10
20
30
40
50
60
70
80
pretest posttest
decodingcomprehension
The University of Kansas Center for Research on Learning
How do we teach to larger groups of students?
The University of Kansas Center for Research on Learning
Self-Questioning Strategy
• Attend to clues as you read
• Say some questions
• Keep predictions in mind
• Identify the answer
• Talk about the answers
The University of Kansas Center for Research on Learning
How do we teach to larger groups?
I Do It• Review the steps of the strategy• Explain how it will help them learn• Specify what they need to do• Think out loud• Problem solve• Attack the challenge in different ways• Address errors from previous day’s work
The University of Kansas Center for Research on Learning
How do we teach to larger groups?
We Do It• Ask for strategy steps• Ask students to explain how they’re thinking• Shape student responses• Encourage students with authentic praise• Evaluate student understanding• Re-instruct if necessary
The University of Kansas Center for Research on Learning
How do we teach to larger groups?
You Do It• Let students perform independently• Give brief, specific, constructive feedback• Identify categories of error to identify the focus for
the next day’s session• Have students record their grade on a progress chart
The University of Kansas Center for Research on Learning
Self-Questioning-2001 n= 133
0
10
20
30
40
50
60
comparison experimental
Textbook quiz
7th Grade Science Class: Growth Scores
The University of Kansas Center for Research on Learning
What is Content Enhancement?
The University of Kansas Center for Research on Learning
•All students learn critical content required in the core curriculum regardless of literacy levels.
•Teachers compensate for limited literacy levels by using targeted planning, explicit teaching routines, and visual devices to promote content mastery.
all most some
Content Enhancement
NAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience U
NIT
SE
LF
-TE
ST
Q
UE
ST
ION
S
is about...
UN
IT
RE
LA
TIO
NS
HIP
S
UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
6
7
8
Displaying and Analyzing Data
graphing data andwriting questionsmath
vocabulary
by using the
frequency
through
interpretinggraphs
by
tables
through
biased information
by using
1.Understand and explain frequency tables, histograms, scatterplots, stem-and-leaf plots, and box-and-whisper plots.2.How do you interpret double bar graphs and double line?3.Identify a random sample and write survey questions.4. Identify misleading graphs and statistics.5.Applying what you learn, you will identify biased questions.6.Given two graphs, identify which is biased and give reasons for your choice.
The University of Kansas Center for Research on Learning
NAMEDATEThe Unit Organizer
NE
W
UN
IT
SE
LF
-TE
ST
QU
ES
TIO
NS
Expanded Unit Map is about...
9
10
math vocabulary
frequency interpretinggraphs
tables
biased informationby using the
through
by
through
byusinggraphing data and
writing questions
Displaying and Analyzing Data
•Frequency table•Line plot•Histogram•Double bar graph•Double line graph•Stem-and-Leaf Plot•Box-and-Whisker•Population•Sample•Random Sample•Biased question•Scatter plot •Positive Trend•Negative Trend•No Trend
•Tables•Plot Lines•Histograms(11.1)
bymaking
•Double bar•Double line
(11.2)•Stem-and Leaf
•Box-and-Whisker(11.3)
•Scatter Plots(11.8)
bymakingand reading •Logical
Reasoning(11.4)
•RandomSamples and
Surveys(11.5)
•PersuadingOthers(11.7)
to do
using
The University of Kansas Center for Research on Learning
Content Enhancement Teaching Routines
Planning and Leading LearningCourse Organizer
Unit OrganizerLesson Organizer
Explaining Text, Topics, and Details
Framing RoutineSurvey Routine
Clarifying Routine
Teaching ConceptsConcept Mastery Routine
Concept Anchoring RoutineConcept Comparison Routine
Increasing PerformanceQuality Assignment Routine
Question Exploration RoutineRecall Enhancement Routine
Vocabulary Routine
The University of Kansas Center for Research on Learning
How do we make it happen?
The University of Kansas Center for Research on Learning
If you don’t plan for execution, nothing significant will happen!
• “Execution is the great unaddressed issue in the business world today. Its absence is the single biggest obstacle to success and the cause of many of the disappointments that are mistakenly attributed to other causes”
Larry Bossidy & Ram Charan, Execution
The University of Kansas Center for Research on Learning
Pathways to Success
• Partnership with Topeka, Kansas• Funded by GEAR-UP• Provide numerous supports for academic success
(tutoring, telementoring, direct instruction, parent education)
• Instructional coaches in middle and high schools• Professional Learning Communities
The University of Kansas Center for Research on Learning
Students on Pathways to Success
LearningStrategiesInstruction
DirectInstruction inReading andMath Skills
RestructuredCourses
ImprovingTeachers
StrategicTutoring Duringand After Class
Pathways to Success
The University of Kansas Center for Research on Learning
The change paradox
• Top down AND bottom up
• Easy AND powerful
The University of Kansas Center for Research on Learning
How do we respond to NCLB?
The University of Kansas Center for Research on Learning
Professional Learning Communities
• Get the right people on board• Target standards• Develop positive cultural norms• Be tightly organized• Employ coaches to lead small groups• Develop powerful tools• Keep learning from each other• Provide follow-up to ensure fidelity
The University of Kansas Center for Research on Learning
Some Research Results
• Completed over 100 mini studies that show significant improvement on curriculum-based measures
• When interventions address standards, there has been a clear impact on measures
• Behavior management interventions have cut discipline referrals in half in some schools
The University of Kansas Center for Research on Learning
Implementation Rates
0
10
20
30
40
50
60
70
80
90
Implementation Rate
Training (Joyce &Showers)Enlightened
Instructional Coaches
The University of Kansas Center for Research on Learning
What questions do we have about questions?
• What is the Center for Research on Learning?• What is the Strategic Instruction Model?• What are learning strategies?• How do we teach strategies (to large and small
group?)• What is Content Enhancement?• How do we make it happen?• How do we respond to NCLB ?
The University of Kansas Center for Research on Learning
Kansas University Center for Research on Learning (KU-CRL)www.ku-crl.org
Pathways to Success
http://www.ku-crl.org/pathways/index.html
Jim Knight, PhD, Research Associate (785) [email protected]
For more information…