Diana Browning Wright, Behavior/Discipline Trainings, 2002 Strategy-Based Instruction Metacognition: The “Boss” Cognition: the “Worker” Strategies: the

Diana Browning Wright, Behavior/Discipline Trainings, 2002

Strategy-Based Instruction

Metacognition: The “Boss”

Cognition: the “Worker”

Strategies: the “Tools”


Learning

Real-World Knowledge(Content)

Strategy Knowledge(Knowing how to learn)

Metacognitive Knowledge(Awareness and regulation of cognitive processes)


Basic Cognitive Processes

Attending to incoming information

Getting information into short-term memory

Getting information into long-term memory

Retrieving information from long-term memory


Metacognitive Processes

Knowing your learning processes

Selecting appropriate learning strategies

Monitoring how learning strategy is working

Be designed to incorporate the prerequisites of learning

Information must be accessibleSupport for the development of skills must be availableLearner must perceive the learning to be important

CURRICULUM MUST

Research Connections In Special Education, Fall 1999 #5 CECDiana Browning Wright, DCS 2002

The design of the instructional materials and activities that makes the learning goal achievable by individuals with a wide difference in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember.

Built in, not added on!

UNIVERSAL DESIGN

Center for Applied Special Technology (CAST)Diana Browning Wright, DCS 2002

Six Principles for Effective Curriculum DesignBig Ideas: Concepts, principles, or heuristics that facilitate the most efficient and broad acquisition of knowledge.

Conspicuous Strategies: Useful steps for accomplishing a goal or task.

Mediated Scaffolding: Instructional guidance provided by teachers, peers, materials, or tasks.

Strategies Integration: Integrating knowledge as a means of promoting higher-level cognition.

Judicious Review: Structured opportunities to recall or apply previously taught information.

Primed Background Knowledge: Preexisting information that affects new learning.

UNIVERSAL ACCESS

Research Connections In Special Education, Fall 1999 #5 CECDiana Browning Wright, DCS 2002

More Time: preview, review, elaborate, another way, etc.

More Intensity: smaller group allows more focus, more student responding/engagement

More Feedback: teacher is able to target instruction,

“dial in” specific needs, prompt elaboration,

provide alternate examples, etc.

** this can only be done 1-1 or in small homogenous groups**

What works with struggling students?

Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

student with reading difficulties require

qualitatively different reading instruction (e.g. reading

styles, perceptual training, colored lens, etc.)

struggling readers are far more

successful when carefully taught the same fundamental

reading skills all readers must learn BUT with: more instructional time more precisely sequenced instruction

more coaching & practice more explicit/direct instruction

more careful progress monitoring/program adjustment

Effective Reading Instruction for Struggling Kids

WHAT WE THOUGHT:

WHAT WE NOW KNOW:



We need BOTH homogeneous AND heterogeneous options- depends on the purpose/subject/range of prior knowledge

Skills-Based Lessons - usually best to group by neede.g. - Word study/Spelling by level

- Decoding/guided reading instruction & practice** Groups need to be flexible/change in a day - fluid

as student needs change Conceptual/Content-based lessons usually best in hetero-

geneous groups: diverse experience/views etc. enriche.g. - Science, Social Studies, Core LiteratureWITH plenty of scaffolded instruction (e.g. Graphics, partners)

Grouping: Issues & Options

Provide Thinking Time

Structure/prompt engagement:

choral responses if answer/response is short/same

partner responses if answer/response is long/different

correction/feedback - remodeling, more examples, etc.

What Does Explicit EngagingInstruction Look Like?

I DO IT

WE DO IT

YOU DO IT

gain attention & clearly model cue students to notice critical aspects of the modelmodel thinking too - “mental modeling/direct explanation”

individual responses; oral, written, point/touch/demo

coaching students to apply the strategy previously taught


1. Choral Responses (answers are short/same)- students cue you they are attending (“eyes on me”)- provide thinking time- signal group response

2. Every Pupil Response Techniques (answers are short/different)- student answers with gestures or answer card

3. Partner Responses (answers long/different)- teacher assigns - provide a label/role “1’s tell 2’s”- alternate ranking for partnering- specific topics/jobs - no one is passive

4. Written Responses- list first, then share- touch something - “put your finger on the ______”

5. Individual Responses (AFTER practice on the new skill)- randomly call on individuals to share


Participation Enhancement to Increase Student Engagement

Comprehension instruction: PALSParagraph Shrinking: Summarization/Paraphrasing

- stronger reader reads a paragraph- weaker reader prompts them to:

1. Name the Who or What.* identification

2. Tell the most important thing(s) about the Who or What.* elaboration

3. Paraphrase in 10 words or less (paraphrasing “straight jacket”)

* consolidation

* continues for 5 minutes - then switch roles (new text)

Input/Participation Enhancement


Differentiating During Whole Class Instruction Options include:

Small group instruction - based on student needsPartner Models: informal, formalized (e.g. PALS)- e.g. Different texts for each pairScaffolded Instruction (e.g. Participation structures)Graphic Organizers - Visual Thinking - vary thesupport (e.g. Partially filled out, partner dialogue)Projects - Individual & Small Group- key is organization/structure

~ rubrics ~ touch points along the way

Input/Participation Enhancement


Using graphic organizers when teaching content…

Makes information easier to understand

Separates the important from the trivial

Focuses on big ideas

Organization of ideas is self-evident to students

Reduces information processing demands needed to

understand new information

Input Enhancement


Diana Browning Wright, Behavior/Discipline Trainings, 2002 Nolet (2000)

Content Enhancement (Input)

Use strategies and scaffolds

- to accommodate diverse learners

Accommodation

- a service or support to help fully access the subject matter and instruction

- a service or support to help validly demonstrate knowledge


Advance Organizers

These are pre-instructional materials designed to enhance student’s linkage of new information with prior knowledge stored in long-term memory. Advance organizers may be verbal, written, or be presented in a question format. Examples could include, questions presented prior to a discussion or reading assignment, vocabulary words presented on the board or a handout, or verbal statements presented by the teacher designed to activate knowledge prior to instruction.

Visual Displays

These include diagrams, concrete models, videos, or digital material designed to portray the relationships among various pieces of information presented during instruction. Visual displays are intended to help students organize information in long-term memory as well as to activate prior knowledge during instruction. They function as an accommodation to the extent that they scaffold the creation of linkages among information in the learner’s long-term memory. Examples could include diagrams, graphic organizers, concept maps, or video segments intended to anchor or situate the student’s learning (Harley, 1996) in a meaningful context.


Study Guides

These consist of worksheets that are provided to the student prior to a reading or study assignment. They include a set of statements or questions intended to focus the student’s attention and cognitive resources on the key information to be learned. Study guides can take the form of completed or partially completed outlines, questions focusing on the textual, literal, and inferential aspects of a study assignment, or various other tasks designed to prompt the active processing of the material to be studied.


Mnemonic Devices

These are techniques that assist in the storage and recall of declarative knowledge associated with content domains. Mnemonics may be verbal or pictorial and may be provided by the teacher or developed collaboratively by the teacher and the student. Most teachers are familiar with some of the common examples of mnemonics such as the use of key words, pictures, or symbols. ROY G BIV and Every Good Boy Deserves Fudge are classic mnemonic devices.


Peer-Mediated Instruction

Here students are employed within the classroom as instructional agents. This form of content enhancement includes peer and cross-age tutoring, various forms of classwide tutoring, and cooperative learning. The primary purpose of peer-mediated instruction is to increase the number of opportunities for distributed practice with feedback. Usually, this approach entails fairly well-scripted or structured interactions designed and mediated by the teacher.


Documents

Diana Browning Wright, Behavior/Discipline Trainings, 2002 Strategy-Based Instruction Metacognition: The “Boss” Cognition: the “Worker” Strategies: the