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The LINCS Strategy Trainer ’ s Guide developed by Edwin S. Ellis

The LINCS Strategy Trainer ’ s Guide developed by Edwin S. Ellis. The Learning Strategy Series Presenter: Marc A. Markell Ph.D., CT 2000 The University of Kansas Center for Research on Learning Lawrence, Kansas 66045. Mamarkell@stcloudstate.edu. Agenda. Overview of Strategies

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The LINCS Strategy Trainer ’ s Guide developed by Edwin S. Ellis

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  1. The LINCS StrategyTrainer’s Guide developed by Edwin S. Ellis The Learning Strategy Series Presenter: Marc A. Markell Ph.D., CT 2000 The University of Kansas Center for Research on Learning Lawrence, Kansas 66045

  2. Mamarkell@stcloudstate.edu University of Kansas Center for Research on Learning 2000

  3. Agenda • Overview of Strategies • Why use LINCS – the purpose, who needs LINCS… • Look through the manual • LINCS Strategy • Pretest • Describe • Model • Verbal practice • Controled practice • Advanced practice • Posttest • Generalization • Implementation University of Kansas Center for Research on Learning 2000

  4. Teaching!! http://www.youtube.com/watch?v=m9QDqAsAKUI University of Kansas Center for Research on Learning 2000

  5. 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. What is a Strategy?

  6. An Effective Learning StrategyCue Card #1 A plan for learning that includes “thinking smart” and using a powerful set of thinking tactics Example: Using the words “CAME FAR” to remember the names of the countries that fought with the United States during World War II: Canada Australia Mexico England France America Russia University of Kansas Center for Research on Learning 2000

  7. List 60 seconds Lion Orange Chevrolet Frog Cherry Ford Horse Apple Fish Lemon Dodge Toyota Banana Dog Chrysler

  8. Lion Frog Horse Fish Dog Chevrolet Ford Dodge Toyota Chrysler Orange Cherry Apple Lemon Banana

  9. 1,863,192,920,001,963 Now for numbers 15 seconds to memorize this number

  10. 1,863,192,920,001,963

  11. www.thelearningcoach.org Inference The Fundamentals of Summarizing and Paraphrasing

  12. Pertinent Setting Demand • Students' success in general content classes depends on their ability to: • understand what they hear and read • speak about the content • answer test questions about the content University of Kansas Center for Research on Learning 2000

  13. Purposes of this Strategy • To make students active in learning the basic vocabulary needed to acquire and express content. • To enable students to use a package of memory strategies for learning vocabulary. • To enable students to use a self-test process to master new vocabulary. University of Kansas Center for Research on Learning 2000

  14. Chain Analogy Many times, if you can remember the information in one of the links in a chain, you will remember information in many of the other links. Different pieces of knowledge are linked together like a chain. When you apply the LINCS Strategy to a word you need to remember, you create a strong chain between the word and its meaning. The stronger the links between pieces of information, the easier you can remember them. The weaker the links, the more difficulty you'll have remembering them. University of Kansas Center for Research on Learning 2000

  15. An Overview of the LINCS StrategyCue Card #4 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 University of Kansas Center for Research on Learning 2000

  16. The LINCS Memory ChainCue Card #10 Word Definition LINCing Story Image Reminding Word Using the LINCS Strategy transforms a potentially weak link between a word and its definition into a chain of very strong links. University of Kansas Center for Research on Learning 2000

  17. Rationales Behind the LINCS Strategy • Students often exhibit deficits in the area of vocabulary learning. This strategy enables them to become active vocabulary learners. • Students often exhibit memory deficits. This strategy gives them a package of memory devices to aid their memories. University of Kansas Center for Research on Learning 2000

  18. Rationales Behind the LINCS Strategy • Students often do poorly on tests where the mastery of vocabulary is emphasized. This strategy enables students to perform well on such tests. University of Kansas Center for Research on Learning 2000

  19. LINCS Strategy Results Table 1: Mean Percentage Correct on Social Studies Vocabulary Tests* Test 1 Test 2 (Before LINCS) (After LINCS taught in Class A) Students with LD in Class A 53% 77% +24% Students without LD in Class A 84% 92% +8% All students in Class B 86% 85% -1% * These results are by M. Wedel, D.D. Deshler, J.B. Schumaker, & E.S. Ellis, in prep., Effects of Instruction of a Vocabulary Strategy in a Mainstream Class, Lawrence, KS: Institute for Research in Learning Disabilities. Some of the LD students in this study received additional instructional time outside of the mainstream class when they needed it to complete the practice activities. University of Kansas Center for Research on Learning 2000

  20. Selecting Students for the LINCS Strategy • Students who are required to master new vocabulary. • Students who take tests on which definitions are emphasized. • Students who take tests on which the meaning or importance of items is emphasized. University of Kansas Center for Research on Learning 2000

  21. LINCS Pretest Activity • Using the note cards, pencil, pen, paper… learn the meanings of the vocabulary for 10 minutes • You will be tested on… • given the word, you will write the definition • given the definition, you will write the word. • Pronunciation • http://dictionary.reference.com/browse/steenbok University of Kansas Center for Research on Learning 2000

  22. Pretest Word ListAppendix D, page 39 steenbok small prehistoric deer-like animal that lived in Africa scandium rare mineral found in upper-most regions of the northern hemisphere pinna type of feather from a bird's wing recreant unfaithful to a cause or pledge toman a Persian gold coin of varying value University of Kansas Center for Research on Learning 2000

  23. Pretest Word ListAppendix D, page 39 landau a four-wheeled carriage with a top divided into two sections morganatic marriage between a member of a royal family and a person of lower social rank melton a heavy smooth fabric made of wool fellmonger a person who removes hair from hides to make leather incondite something that is badly put together University of Kansas Center for Research on Learning 2000

  24. LINCS Pretest Part 1 Instructions: Write the definitions for the following words. 1. landau 2. scandium 3. fellmonger 4. pinna 5. toman University of Kansas Center for Research on Learning 2000

  25. LINCS Pretest Part 2 Instructions: Identify the words for the following definitions. 6. Something poorly made: 7. Unfaithful to a promise: 8. Material made of wool: 9. Very small animal that once lived in Africa: 10. When a princess marries a common worker: University of Kansas Center for Research on Learning 2000

  26. Look through the manual University of Kansas Center for Research on Learning 2000

  27. Characteristics of Strategic LearnersCue Card #2 Who they are: • They are active learners. • They think carefully about what they are learning. • They understand information better. • They learn things easier. • They learn more information. • They remember better what they have studied. University of Kansas Center for Research on Learning 2000

  28. Characteristics of Strategic LearnersCue Card #2 What they do: • They set goals and work toward them. • They ask questions to ensure understanding. • They change and manipulate information to make understanding and remembering easier. • They spend less time studying. • They use effective strategies for learning and expressing information. University of Kansas Center for Research on Learning 2000

  29. All About the LINCS StrategyCue Card #3 Always • Helps you remember the meaning of a new word. • Focuses your attention on the parts of the definition you need to remember. • Uses knowledge you already have to help you learn new knowledge (learning by association). • Involves testing yourself to check whether you can recall the meaning of the new word. University of Kansas Center for Research on Learning 2000

  30. All About the LINCS StrategyCue Card #3 Sometimes • Helps you remember the meaning of some words in a list of related words. • Is easyto apply to some words; is difficultto apply to other words. • Involves leaving out some steps because they are not needed. University of Kansas Center for Research on Learning 2000

  31. All About the LINCS StrategyCue Card #3 Never • Is used to memorize a series of items in a list or steps in a process. • Is used to memorize a passage or a poem. • Is used when you already know what the word means. • Is used when a different strategy is better for memorizing a particular word. University of Kansas Center for Research on Learning 2000

  32. All About the LINCS StrategyCue Card #3 Use LINCS to remember things like: • The aortais the major artery taking blood out of the heart (science). • Herbert Hoover was president of the United States at the beginning of the Great Depression (history). • Onomatopoeiais a device in poetry that names a sound that sounds like its name (e.g., throb) (language arts). • A preene valvecontrols air intake in a carburetor (vocational). University of Kansas Center for Research on Learning 2000

  33. All About the LINCS StrategyCue Card #3 Don’t use LINCS to remember things like: • The heart circulates blood throughout the body. (Don’t use the strategy when information is already known.) • The five key events that started the Great Depression. (Don’t use the strategy to memorize lists.) • Lines or phrases of a poem. (Don’t use the strategy to memorize passages or poems.) • The steps to rebuilding a carburetor. (Don’t use the strategy to memorize the steps in a process.) University of Kansas Center for Research on Learning 2000

  34. Page 25 University of Kansas Center for Research on Learning 2000

  35. Creating LINCS Study Cards Cue Card #6 1. Take an index card and divide both sides in half by drawing lines across the middle of both sides. University of Kansas Center for Research on Learning 2000

  36. Creating LINCS Study Cards Cue Card #6 2. Write the word to be learned on the top half of one side. Then circle it. fief University of Kansas Center for Research on Learning 2000

  37. Creating LINCS Study Cards Cue Card #6 3. Write the parts of the definition you need to remember on the top of the other side. Land given by king for fighting in army fief University of Kansas Center for Research on Learning 2000

  38. Creating LINCS Study Cards Cue Card #6 4. Write the Reminding Word on the bottom half of the first side. Land given by king for fighting in army fief chief University of Kansas Center for Research on Learning 2000

  39. Creating LINCS Study Cards Cue Card #6 5. Write the LINCing Story on the bottom half of the second side. Land given by king for fighting in army fief Chief of his land chief University of Kansas Center for Research on Learning 2000

  40. Creating LINCS Study Cards Cue Card #6 6. Draw the LINCing Picture on the bottom half of the second side. Land given by king for fighting in army fief Chief of his land chief University of Kansas Center for Research on Learning 2000

  41. a device that holds injured body parts in place 1 1 1 1 Term Term Term Term 5 5 5 5 LINCing Picture LINCing Picture LINCing Picture LINCing Picture 2 2 2 2 4 4 4 4 Definition Definition Definition Definition LINCing Story LINCing Story LINCing Story LINCing Story 3 3 3 3 Reminding Word Reminding Word Reminding Word Reminding Word Listthe parts Identifya remaining word Note a LINCing story Create a LINCing picture Self-test LINCS Tables ache pain that won't go away He hurt himself in the lake lake antibiotics medication that kills bacteria and cures infections The acrobatic person got rid of the germs on the trapezes. acrobatic brace The lace was tight around her injured arm. lace dementia loss of mental capacity She mentioned that she lose her keys. mentioned

  42. Just for Fun!! http://www.youtube.com/watch?v=WkBepgH00GM Worked well Change Questions/concerns University of Kansas Center for Research on Learning 2000

  43. Step 1Cue Card #5 List the parts • List the words on the top half of the front of a study card. • List the most important parts of the definition on the top half of the back of the study card. University of Kansas Center for Research on Learning 2000

  44. Creating LINCS Study Cards Cue Card #6 1. Take an index card and divide both sides in half by drawing lines across the middle of both sides. University of Kansas Center for Research on Learning 2000

  45. Creating LINCS Study Cards Cue Card #6 2. Write the word to be learned on the top half of one side. Then circle it. fief University of Kansas Center for Research on Learning 2000

  46. Creating LINCS Study Cards Cue Card #6 3. Write the parts of the definition you need to remember on the top of the other side. Land given by king for fighting in army fief University of Kansas Center for Research on Learning 2000

  47. Step 2Cue Card #5 Identify a Reminding Word • Think of a familiar word that sounds like the new word or part of the new word. • Write this word on the bottom half of the front of the study card. University of Kansas Center for Research on Learning 2000

  48. Creating LINCS Study Cards Cue Card #6 4. Write the Reminding Word on the bottom half of the first side. Land given by king for fighting in army fief chief University of Kansas Center for Research on Learning 2000

  49. An Effective Reminding Word Always • Sounds like part or all of the new word. • Is a real word. • Has a meaning that you already know. • Helps you remember what the new word means. University of Kansas Center for Research on Learning 2000

  50. An Effective Reminding Word Sometimes • Sounds like the beginning of the new word. • Sounds like the end of the new word. • Rhymes with the new word or sounds like almost all of the new word. • Has a meaning that is very similar to the new word’s meaning. • Can be two or more words that sound like the new word. University of Kansas Center for Research on Learning 2000

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