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Thank you, Carol Arjona The Strategic Instruction Model: The SLANT Strategy

Thank you, Carol Arjona The Strategic Instruction Model: The SLANT Strategy. Patricia Sampson Graner University of Kansas Center for Research on Learning. Advance Organizer. Introductions Overview of Strategic Instruction Model Activity: paper & pen/pencil Stages of Instruction

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Thank you, Carol Arjona The Strategic Instruction Model: The SLANT Strategy

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  1. Thank you, Carol ArjonaThe Strategic Instruction Model: The SLANT Strategy Patricia Sampson Graner University of Kansas Center for Research on Learning

  2. Advance Organizer • Introductions • Overview of Strategic Instruction Model • Activity: paper & pen/pencil • Stages of Instruction • Introduction to SLANT Strategy • Activity University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  3. The Strategic Instruction Model (SIM) ...dramatically improves the performance of students considered to be at-risk for school failure through research-based interventions. University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  4. Strategy Instruction is instruction in how to learn and perform University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  5. Activity Given the signal to begin, write as many of the United States as you can in 60 seconds.

  6. Thinking and Acting Strategically Explore what you did: Compare approaches with the different tasks: University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  7. It includes how a person thinks and acts when planning, executing, and evaluating performance on a task and its outcomes. What is a Strategy? An individual’s approach to a task is called a strategy University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  8. A strategy can be successful or unsuccessful University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  9. Greg and Lynn both studied the names of the presidents and got an “A” on the test. • David and Cory both studied the names of the presidents and got a “D” on the test. √ University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  10. The most successful strategy is one that is both effective and efficient University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  11. Lynn’s mom worked with her for 4 hours. • Greg studied by himself for an hour. √ University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  12. Eight Stage Instructional Process 1. Pretest and Make Commitments 2. Describe 3. Model 4. Verbal Practice 5. Controlled Practice 6. Advanced Practice 7. Posttest and Make Commitments 8. Generalization Daily instruction for 6 to 8 weeks in each strategy. University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  13. My, how time can slip away!! • 10 minutes lost per block (4 blocks per day) • 40 minutes lost per day • 3.3 hours of lost per week • 105 hours per year or about • 17 days!!! University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  14. Vital Behaviors University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  15. SLANT Strategy The Learning Strategy Series Presented by Patricia Sampson Graner The University of Kansas Center for Research on Learning Lawrence, Kansas

  16. SLANT Strategy Overview Pertinent Setting Demand • Students must participate in class activities. Purpose • To enable students to be active participants in class activities • Cognitively active • Verbally active University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  17. University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  18. Rationales Behind the SLANT Strategy • If students are active participants in class, they learn more. • If students transform information into their own words, they will be more likely to remember it. • If students participate in positive ways, they enhance their relationship with the teacher, which leads to a higher quality education. University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  19. Learning Cycles 1 Positive verbal and non-verbal behaviors by student 2 6 Send messages of More learning student interest and occurs investment Positive Cycle 3 5 Increased social Instruction becomes interactions between more pleasant and teacher and students interesting 4 More student participation and elaboration University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  20. Learning Cycles 1 Negative verbal and non-verbal behaviors by student 2 6 Send messages of Less learning negative student occurs attitude Negative Cycle 3 5 Decreased social Instruction becomes interactions between less pleasant for teacher and students teachers and less interesting for student 4 Reduced student participation and elaboration University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  21. SLANT Strategy Students • Students can benefit from learning the SLANT Strategy Settings • Core Content Classes • Resource Rooms • Support Classes • Strategy Classes • Remedial Classes University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  22. Steps of the SLANT Strategy Sit up Lean forward Activate your thinking Name key information Track the talker University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  23. Sit up Lean forward Activate your thinking Name key information Track the talker Anatomy of the SLANT Strategy University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  24. Instructional Sequence for the SLANT Strategy Pretest Stage 1: Go to another Yes Mastery? strategy Describe Stage 2: Model Stage 3: Stage 4: Verbal Practice Continue to Stage 5 University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  25. Instructional Sequence for the SLANT Strategy Practice Stage 5: Posttest Stage 6: No Mastery? Yes Stage 7: Generalization No Mastery? Yes Go to another strategy University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  26. The Steps of the SLANT Strategy Sit up Example Upright posture but relaxed Non-examples Head on desk Slouching in chair University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  27. The Steps of the SLANT Strategy Lean Forward Example Leaning forward slightly Non-examples Leaning backward Exaggerated forward lean University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  28. The Steps of the SLANT Strategy Activate your thinking Examples Asking yourself questions: "What is this about?" "What do I need to remember?" Answering your questions: "This is about." "I need to remember." Asking the teacher a question when you don't understand Non-examples Talking to others during class Playing with objects Texting Not doing anything when you don't understand University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  29. The Steps of the SLANT Strategy Name key information Examples Answering the teacher's questions Sharing your ideas or comments Adding to others' statements Non-examples Keeping your knowledge to yourself when you could help others understand it Ridiculing other students' comments University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  30. The Steps of the SLANT Strategy Track the talker Examples Keeping your eyes on the teacher as she speaks Looking at students as they speak Non-examples Staring out the window Looking at your desk or students who aren't contributing University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  31. Nicolas Name: S L A N T Total Time Period Asking Questions Attending Example Chart University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  32. Nicolas Name: S L A N T Total Time Period Asking Questions Attending 1 9:05-9:15 1 4,2,4 1 1 14 - 1 9:25-9:30 - 1 - 3 - 1 - 2,4 9:40-9:45 1 12 4 - 1 Example Chart University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  33. Teaching with a strategic mindset Beyond the teaching of specific strategies

  34. Post Organizer • Strategic Instruction • SLANT Strategy • Being a strategic teacher University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

  35. Thank you! Contact for more information: Patricia Graner Professional Development Director pgraner@ku.edu University of Kansas Center for Research on Learning kucrl.org University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

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