Strategies and Instruction

1. Strategies and Instruction Brittany Colavito Lindsay Spinner Grace Morgan

3. Learning Strategies

4. Metacognitive Strategies • match thinking and problem solving strategies to certain learning situations • clarify purposes for learning • monitor comprehension through self-questioning and self-correction if understanding fails • implies awareness, reflection, and interaction • used in an integrated, interrelated and recursive manner

5. Cognitive Strategies • Help students organize information they are expected to learn through self-regulated learning • Directly related to individual learning tasks • Used by learners when they physically manipulate material or apply specific techniques to learning • Examples of cognitive strategies

6. Social/Affective Strategies • Learning can be enhanced when people interact with each other (cooperative learning) • Goal: students to develop independence in self-monitoring and self-regulation through practice with peer-assisted and student-centered strategies • ELL’s have difficulty initiating an active role in using these strategies • Effective SIOP teachers scaffold ELL’s by using a variety of learning strategies

7. Mnemonics, Rehearsal Strategies and Graphic Organizers • Mnemonics- memory system involving visualization and/or acronyms • Rehearsal Strategies- used when verbatim recall of information is needed; visual aids and cognitive strategies • Graphic Organizers- representations of key concepts and vocabulary

8. SQP2RS (“Squeepers”) • Survey • Question • Predict • Read • Respond • Summarize

9. GIST- Generating Interactions between Schemata and Texts • students and teacher read a section of text together • after reading assist students in underlining 10 or more words or concepts they deem most important to the text • List phrases or words on the board • Without the text, write a summary sentence or two • Repeat process through subsequent sections of the text • Write a topic sentence to precede summary sentences; end result should be edited to a summary paragraph

10. Comprehension Strategies & DRTA • Comprehension Strategies- comprehension of text is enhanced when teachers incorporate instruction that includes prediction, self-questioning, monitoring, determining importance, and summarizing • Directed Reading-Thinking Activity (DRTA)- encourages strategic thinking while students are reading a narrative

11. CALLA • Cognitive Academic Language Learning Approach: instructional model for content and language learning that incorporates student development of learning strategies; developed for intermediate and advanced ESL students; incorporates metacognitive, cognitive, and socioaffective strategies

13. Scaffolding Strategies

14. What is Scaffolding? • Vygotsky’s theory of Zone of Proximal Development (ZPD) • The assistance provided by a teacher is called scaffolding

15. Scaffolding Practices • Emphasize the role of personal choice, effort, and persistence • Motivate students’ strategy • Activating prior knowledge • Mentally model (ex. Think aloud) to make thinking apparent to students • Provide guided and independent practice • Encourage independent strategy

16. Verbal Scaffolding • Prompting, questioning, and elaboration- paraphrasing, using “think-alouds”, reinforcing contextual definitions, providing correct pronunciation by repeating students’ responses, slowing speech, increasing pauses, and speaking in phrases, encourage more language and information from the students

17. Procedural Scaffolding • Modeling, guided and independent practice, one-on-one teaching, small- group instruction with children practicing a newly learned strategy with another more experienced student

18. Instructional Scaffolding • Graphic organizers (prereading tools to prepare students for texts), models of completed assignments (posters, booklets, ect. to give the students a clear picture of their goal)

19. Higher Order Thinking (Promote Critical Thinking)

20. Blooms Taxonomy • Learning proceeds from concrete knowledge to abstract values • Denotative to connotative

21. Critical Thinking Skills • Out of 80,000 questions annually; 80% are at the Literal/knowledge level • Problematic with English Language Learners because it tempts them to continue to answer with Yes/No answers • Example of literal question: • Are seeds sometimes carried by the wind? • Example of Higher Order Thinking Question: • “Which of these seeds would be more likely to be carried by the wind: the round one or the smooth one? Or this one that has fuzzy hairs? Why do you think so?

22. What Can Teachers Do? • help students use strategies to determine if a question is literal or inferential • Literal: answer can be found right in the text • Inferential/Higher Order Thinking: student has to "think and search” or “read between the lines” to find the answer • OAR (Question-Answer Relationship) • Students are taught to ask questions of varying level • Goal: developing hypothesis and using scientific method; benefits research skills

23. Activity • Split up into 3 groups • Look through an elementary, middle level and high school level book • Use one of the strategies on pages 97-100 (starting at mnemonics ending at CALLA) to use for your book • Questions to Consider: • How would an ESL learner/non-ESL learner benefit from the strategy? • How could you expand this strategy?