Strategies. Metacognitive Strategies Match thinking/problem solving Clarify purpose for learning Monitor comprehension through self- questioning Corrective

StrategiesStrategies

Metacognative

Teaching Senarios

Questioning Techniques

Scaffolding Techniques

TESOL standardsStrategies

Cognative Social/Affective

Strategies

Metacognitive Strategies

Match thinking/problem solving

Clarify purpose for learning

Monitor comprehension through self-questioning

Corrective action if understanding fails

Metacognitive Strategies

These strategies must be taught explicitly!


Metacognative

Teaching Senarios





Strategies

Cognitive Strategies

Strategies to help a student organize the information they are expected to learn.

Examples– Preview a story– Take notes– Complete a graphic

organizer


Metacognative

Teaching Senarios





Strategies

Social/Affective Strategies

Learning is enhanced when people interact!

Teaching/Learning Continuum

Teacher-Centered

Teacher-Assisted

Peer-Assisted

Student-Centered

Lecture Drill & Practice Role Playing Rehearsal strategies

Direct Instruction

Discovery learning

Peer Tutoring Elaboration strategies

Demonstration Brainstorming Reciprocal teaching

Organizational strategies

Recitation Discussion Cooperative learning

The Ultimate Goal

Students learn how to become independent learners


Metacognative

Teaching Senarios





Strategies

National ESL Standards (TESOL)(TESOL)Goals 1, 2, and 3 all list the

importance of using appropriate learning strategies.

The student will be able to:

Focus on most important information Build on prior knowledge Expand knowledge base Fix poor comprehension Evaluate one’s own success Seek help from others Imitate behaviors of native English speakers

to complete a task Use native language resources when

necessary

Specific Learning Strategies

MnemonicsSQP2RSPENSGISTRehearsal StrategiesGraphic OrganizersComprehension Strategies

CALLA

Cognitive Academic Language Learning Approach– Explicitly teach students learning

strategies and have students apply these strategies to instructional tasks.


Metacognative

Teaching Senarios





Strategies


Teachers provide substantial support in early stage of new concept– Verbal– Procedural– Instructional

Verbal Scaffolding

Paraphrasing“Think-aloud”Reinforce contextual definitions

Procedural Scaffolding

Teach Model Practice Apply

Increasing Independence

Procedural Scaffolding

Whole Class Small Group Partners Independent

Increasing Independence

Instructional Scaffolding

Use scaffolding to help students understand what they are learning– Example: Use a graphic organizer to

highlight what material is covered in a particular chapter or lesson


Metacognative

Teaching Senarios





Strategies

Questioning

Bloom’s Taxonomy– Knowledge,

Comprehension, Application, Analysis, Synthesis, Evaluation

Condensed Bloom– Literal, Interpretive,

Applied

Questioning

You can “reduce the linguistic demands of responses” and still ask higher order thinking questions!– Are seeds carried by the wind?Vs– Which of these two seeds would be

more likely to be carried by the wind the round one, the smooth one, or the one with fuzzy hairs?

Questioning

You need to teach students to identify what level question they are being asked

Students can then learn to ask their own higher level questions.

This ability will help students– search for topics on the internet.– be more successful as they read textbooks.– be critical readers.


Metacognative

Teaching Senarios





Strategies

Teaching Scenarios

The Rainforest– Mrs. Fletcher’s Lesson

• Distribute article• Students will predict from the title and picture what

the article is about• Teacher will read the article to class• Stop reading on bottom on page 12 and ask students

to predict what will happen to the animals in this forest?

• Any questions?• Write a letter to the newspaper explaining why we

need to save the rainforest.

SIOP?

Use a scale of 4 to 0 (4 is best)– Teacher provides ample opportunities

for students to use strategies– Teacher has consistent use of

scaffolding techniques throughout the lesson

– Teacher uses variety of question types, including higher-order thinking skills

SIOP?


for students to use strategies 2– Teacher has consistent use of

scaffolding techniques throughout the lesson 1

– Teacher uses variety of question types, including higher-order thinking skills 0

Teaching Scenarios

The Rainforest– Miss Lee’s Lesson

• Introduce article with brief lectures on rainforest• Show photograph of rainforest• In small groups one student reads article to others• Students complete worksheet independently • Students encouraged to use Internet to get

additional information. Key word: rainforest• Students share worksheet answer with group,

discuss, correct, record group answer on “group answer sheet.”

SIOP?





SIOP?





Teaching Scenarios

The Rainforest– Mr. Montoya’s Lesson

• Distribute article• Use SQP2RS to preview article (2 minutes) with partner or individually,

then write 3 questions that might be answered in the article• Teacher reads first section to class, then reviews predicted questions,

checks on ones answered• New questions/predictions added• Student pairs read article• Student pairs list 3 key vocabulary words• Whole class discusses vocabulary, votes on top 10, these are posted for

later use• Student pairs highlight/label where questions and predictions are

answered• Each student asked to write a brief summary• Each student asked to choose1 question from a list of 4 to discuss at

home and to return prepared to debate the next day

SIOP?





SIOP?





Summary

We must be deliberate in teaching students skills they will need to guide their own learning.

These skills will help students learn to self-monitor, self-regulate, and problems solve.

Discussion Questions

Describe a learning situation you participated in in which the teacher modeled how to do something through demonstration. What worked and what didn’t?


Strategies are an important part of a teacher’s repertoire. What are effective ways to explicitly teach students the use of strategies to enhance their learning? Can you demonstrate how to teach effectively a mnemonic strategy to English learners?


The concept of scaffolding may be confusing. How does a building analogy apply to teaching new information to English learners?


Who was the first President of the United States?– Given the topic of the presidency, what

are several additional questions you could ask that promote higher-order thinking? Why is it important to use a variety of questioning strategies with English learners?

The End

Documents

Strategies. Metacognitive Strategies Match thinking/problem solving Clarify purpose for learning Monitor comprehension through self- questioning Corrective