1. Learning Strategies The University of Kansas Center for Research on Learning

2. THE MISSION: Dramatically improve the performance of adolescents considered to be at-risk for school failure through research-based interventions.

3. STRATEGIES GET PLUGGED INTO LEARNING

5. ThePerformance Gap 12 11 10 9 8 7 6 5 4 3 2 1 2013-2014 School Year NCLB Students Skills The “GAP” Years in School 1 2 3 4 5 6 7 8 9 10 11 12

6. The Performance Gap / Grade Level Expectations Demands Skills Existing Support Years in School

7. Infrastructure Supports Current Supports The Performance Gap • Infrastructure Support • Flexible Scheduling • Planning Time • Professional Development Time • Extended Learning Time • Smaller Learning Communities / Grade Level Expectations Demands Skills Years in School

8. System Learning Supports • Formative Assessment • Progress Monitoring • Data-Based Decision Making • Collaborative Problem-Solving • Instructional Coaching • Focused Professional Learning The Performance Gap / Grade Level Expectations Demands Skills System Learning Supports Infrastructure Supports Current Supports Years in School

9. Instructional Core • Motivation/Behavior Supports • Smarter Standards-Based Curriculum Planning • Engaging Instructional Materials& Activities • Student-Informed Teaching • Connected Courses & Coherent Learning • Continuum of Literacy Instruction The Performance Gap / Instructional Core System Learning Supports Structural Supports Current Supports Grade Level Expectations Demands Skills Years in School

10. Strategic Instruction Model Learning Strategies Content Enhancement Routines

11. Give me a fish and I eat for a day. Teach me to fish, and I eat for a lifetime. - Chinese Proverb Give me a fish while you’re teaching me how to catch my own. That way I won’t starve to death while I’m learning to tie flies. - Rainbow Mike Learning Strategies Content Enhancement Routines

12. The Reality I don’t know how to fish. I don’t want to learn how to fish. I don’t even like fish. So don’t bother me!

13. SUCCESS MOTIVATION MOTIVATION SUCCESS

14. Goals of SIM Students learn and perform independently. Students earn a standard diploma. Students make a successful transition to the real world.

15. C A B A B C

16. Your Task… • Draw a solid line from • Box A to Box A • Box B to Box B • Box C to Box C • You cannot • have any of your lines crossing or touching. • go outside of the big box. • go through any of the little boxes. Hmmm…

17. PLAN EXECUTE C A B A B EVALUATE C

18. What is a Strategy? A set of decision processes in a sequence That signal an action to perform And is composed of a set of subskills

19. Learning Strategies Curriculum Acquisition Word Identification Paraphrasing Self-Questioning Visual Imagery Inference Storage First-Letter Mnemonic Paired Associates LINCS Vocabulary Word Mapping Expression of Competence Sentence Writing Paragraph Writing Error Monitoring Theme Writing Assignment Completion Test-Taking Essay Test Taking

20. What does …Intensive, Explicit, Systematicinstruction look like?

21. Stages of Acquisition 1 – Pretest and make commitments 2 – Describe the strategy 3 – Model 4 – Verbal Rehearsal 5 – Controlled Practice and Feedback 6 – Advanced Practice and Feedback 7 – Post-test and make commitments 8 – Generalization

22. Stage 1 – Pretest and Make Commitments Determines which students need strategy Teacher and students commit themselves to working hard to learn the strategy

23. Stage 2 - Describe Teacher explains how the strategy will help students. Group discusses situations in which the strategy will be used. Group discusses results they can expect. Teacher explains the steps of the strategy.

24. Stage 3 - Model • Teacher demonstrates the strategy while “thinking out loud”. • Teacher involves students in the demonstration.

25. Stage 4 – Verbal Rehearsal • Ensure that students can name steps of the strategy. • Ensure that students understand where, when, and why to use the strategy.

26. Stage 5 – Controlled Practice and Feedback • Students practice strategy at an easy level. • Teacher monitors and provides quality feedback. • Re-instruct if necessary. • Mastery is expected.

27. SUCCESS MOTIVATION MOTIVATION SUCCESS

28. Types of practice include… Guided practice Group practice Paired practice Individual practice … but only Individual Practice ensures mastery for every student

29. Quality Feedback is … Positive Corrective Individual Timely

30. Sequence for Correction • 1. Specify a category of errors. • 2. Specify what the student should do. • 3. Provide a model. • 4. Have student practice. • 5. Have the student paraphrase back. • 6. Have the student write a goal. • 7. Repeat steps 1-6 for each category of errors made. • 8. Communicate your positive expectations to the student.

31. Stage 6 – Advanced Practice and Feedback • Students practice at grade level • Teacher monitors and provides quality feedback • Independence is emphasized

32. Stage 7 – Posttest and Make Commitments • Test for mastery • Celebrate • Make commitments for generalization

33. Stage 8 - Generalization • Orientation – Discussion of when and where strategy is going to be used • Activation – Plans for using the strategy independently and reporting back on its use. • Adaptation – How this strategy could be adapted for use in other areas • Maintenance – Periodic checks to see that students are still using the strategy successfully

34. Watch this video clip, and notice which of the Stages of Acquisitionyou see.

35. General Education Option • I Do ( I describe the strategy and model it for the class.) • We Do (We, as a class do verbal practice, maybe a controlled practice or two, and then go to practicing together on our grade level material.) • You Do (You, the class, use the strategy in regular classwork and homework while I, the teacher, monitor how you are doing.)