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Region Center III Continuous Improvement and Professional Development presents Continuous Improvement Process (CIM) & Plan-Do-Study-Act (PDSA) Part III: Success Strategies. Presenter:. Dr. Peggy Petersen, Staff Developer. Strategies Overview. One of the principal goals of strategy

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  1. Region Center IIIContinuous Improvement and Professional DevelopmentpresentsContinuous Improvement Process (CIM)& Plan-Do-Study-Act (PDSA)Part III: Success Strategies

  2. Presenter: Dr. Peggy Petersen, Staff Developer

  3. Strategies Overview One of the principal goals of strategy training is to alter students’ beliefs about themselves by teaching them that their failures can be attributed to the lack of effective strategies rather than to the lack of ability or laziness. -B.F. Jones, Strategic Teaching and Learning: cognitive Instruction in the Content Areas (page 137)

  4. Strategies Overview (continued) One of our “secrets to success” was applying elementary teaching practices at the intermediate and high school level. (page 137)

  5. Strategies Overview (continued) Teachers are more effective when they model thinking processes step by step. (page 137)

  6. Student Motivation Motivation is absolutely critical to student success. (page 139)

  7. Student Motivation (continued) Intrinsic motivation is essential. (page 139)

  8. Student Motivation (continued) Test Talks Arrange a test-talk day where teachers, counselors, principals, and administrators talk to student individually regarding their test scores from the previous year. (page 140)

  9. Student Motivation (continued) Celebrate: Create climate where any and all successes are celebrated. This might coming the form of a simple comment, like “Give me a high-five” or “Way to go,” or as something more tangible, like candy, lunch or stickers. (page 142)

  10. Student Motivation (continued) Create a climate that says “We’re all in this together.” Encourage student to congratulate their peers for successes. (page 142)

  11. Student Motivation (continued) School-Wide Participation Involve the entire campus in your motivation strategies. (page 147)

  12. Together Everyone Accomplishes More • Meet with cafeteria staff, custodial staff, physical education staff and others to share the state standards objectives and ways they can help the children learn these objectives. Remember, we are all responsible for getting the students ready for the state standards test! (page 147)

  13. Math Strategies • Model! Model! Model! • The overhead projector can be your best friend • Relate the concept being taught to real life • Provide the necessary math vocabulary • Develop a district or campus list by grade level (page 153)

  14. Math Strategies (continued) • To help maintain and re-teach concepts / targets already addressed, accumulate a bank of math questions • Ask students to create some math problems like the ones they just solved • Integrate math in other content areas • Students must show their work • Use graphic organizers • Story problems with a twist… (page 153)

  15. Math Think Aloud: Story Problem Analysis 1. Whisper and read the problem 2. Make a mental picture of what is being read 3. Make a mental picture of what is being read 4. Re-whisper read the problem and highlight signal words (page 161)

  16. Math Think Aloud (continued) 4. Re-whisper read the problem and eliminate unnecessary information 5. Determine what operation or operation you will be using to solve the problem 6. Re-whisper read the problem and solve at least two times to check 7. Evaluate the solution (pages 162-163)

  17. Strategies for Reading • Read! Read! Read! To extend your students’ reading skills, surround your student with a variety of reading materials (page 167)

  18. Think Aloud • Model! Model! Model! Teachers must model thinking processes. Children learn by example (page 169)

  19. Think Aloud (continued) • The key to the 8-Step Process is instruction. Central to the delivery of instruction is teaching student to think…also known as “think alouds.” The goal is to model thinking processes to the point that the process becomes natural. (page 169)

  20. Think Aloud Process: Teacher models comprehension thinking processes while reading a variety of texts. Student observes. Teacher guides the students through the process while reading a variety of texts and a thinking process prompt sheet. Student participates. Students apply thinking processes independently using a prompt sheet. Students work independently. Students naturally apply successful reading comprehension strategies. Student adopts process as own. (page 169)

  21. Think Aloud (continued) Teaching students to follow certain thinking processes should being in the lower grade levels. Kindergarten teachers can model simple techniques while reading aloud to students. Similar, but more complex “thinking aloud strategies can be applied in the upper grades. (page 170)

  22. Think Aloud (continued) Meet as a campus or district tot develop a generic reading think aloud prompt sheet to guide teachers from Pre-K to grade 12. (page 170)

  23. Cues for Comprehension: General Reading Think-Aloud • Before you begin reading exercise • “As you read” exercise • After reading exercise (pages 171-172)

  24. Cues for Comprehension: Test-Taking Think-Aloud • Look at the format of the passage • Whisper read the title and subtitles • Carefully study any charts, graphs, illustrations, and/or diagrams • Using prior knowledge • Whisper read the questions, carefully circling key words making sure you understand the question • Beginning with the title, whisper read the passage. • Re-whisper read the question and answer and answer choices • Return to the passage and underline the answer or clues that support the answer • Eliminate wrong answers and bubble in the correct answer. Record the number of the paragraph in which the answer / clues are found. Remember you have to prove your answer. • Repeat steps 7-9 for the remainder of the questions. • Check to make sure all questions are answered reasonably. (pages 173-176)

  25. Test-Taking Strategies for Reading Objectives PROVE-IT! Question:________ Answer: ______ Information from the text: “What I already know” (page 177)

  26. Context Clues • Signal words • Questions often asked • Strategy for using context clues (pages 179-180)

  27. Facts and Details • Terminology • Questions often asked • Strategy for using facts and details (pages 181-182)

  28. Summarization • Terminology • Questions often asked • Strategy for using summarization (pages 183-184)

  29. Relationships and Outcomes • Terminology • Questions often asked • Strategy for using relationships and outcomes (pages 185-186)

  30. Inferences and Generalizations • Terminology • Strategy for using inferences and generalizations (pages 187-188)

  31. Point of View, Propaganda, and Fact / Non-fact • Terminology • Questions often asked • Strategy for using point of view, propaganda, and fact / non-fact • Fact and opinion • Real / Unreal • Author’s purpose (pages 189-191)

  32. Sample Reading Passage Growing Totally Tasty Tomatoes (pages 193-198)

  33. Tools for Writing Success • Model! Model! Model! The more you model the correct way to write, the more the students are likely to comprehend and improve. Always share samples of how the day’s lesson is applies in a written example (page 201)

  34. Conclusion: Part III

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