SLANT Strategy

1. SLANT Strategy The Learning Strategy Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas

2. 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 2014

3. 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 2014

4. 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 2014

5. 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 2014

6. SLANT Strategy Students • All students can benefit from learning the SLANT Strategy Settings • Resource Rooms • Support Classes • Strategy Classes • Remedial Classes • Mainstream Classes University of Kansas Center for Research on Learning 2014

7. Steps for the SLANT Strategy Sit up Lean forward Activate your thinking Name key information Track the talker University of Kansas Center for Research on Learning 2014

8. 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 2014

9. Philosophical Underpinningsof the Strategic Instruction Model • Most low-achieving students can learn to function independently in mainstream settings. • The role of the support-class teacher is to teach low-achieving students strategies that will enable them to be independent learners and performers. • The role of the content teacher is to deliver subject-matter information in a manner that can be understood and remembered by low-achieving students. • Students should have a major voice in decisions about what strategies they are to learn and how fast they are to learn these strategies. University of Kansas Center for Research on Learning 2014

10. Learning Strategies Curriculum Acquisition • Word Identification • Paraphrasing • Paraphrasing & Summarizing • Self-Questioning • Visual Imagery • Word Mapping • Inference SLANT Strategy University of Kansas Center for Research on Learning 2014

11. Learning Strategies Curriculum Storage • FIRST-Letter Mnemonic • Paired Associates • Listening and Note-Taking • LINCS SLANT Strategy University of Kansas Center for Research on Learning 2014

12. Learning Strategies Curriculum Expression and Demonstration of Competence • Sentences • Paragraphs • Error Monitoring • Themes • Assignment Completion • Test Taking • Essay Test-Taking • InSPECT • EDIT SLANT Strategy University of Kansas Center for Research on Learning 2014

13. 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 2014

14. 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 2014

15. The Steps of the SLANT Strategy Step Sit up Examples Upright posture but relaxed Non-examples Head on desk Slouching in chair University of Kansas Center for Research on Learning 2014

16. The Steps of the SLANT Strategy Step Lean Forward Examples Leaning forward slightly Non-examples Leaning backward Exaggerated forward lean University of Kansas Center for Research on Learning 2014

17. The Steps of the SLANT Strategy Step 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 Doodling Not doing anything when you don't understand University of Kansas Center for Research on Learning 2014

18. The Steps of the SLANT Strategy Step 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 2014

19. The Steps of the SLANT Strategy Step 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 2014

20. 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 2014