Using Learning Strategies to Improve How Students Learn and Perform Don Deshler University of Kansas Center for Research on Learning August 8, 2006 Portland,

Using Learning Strategies to Improve Using Learning Strategies to Improve How Students Learn and Perform How Students Learn and Perform

Don DeshlerDon Deshler

University of KansasUniversity of Kansas

Center for Research on LearningCenter for Research on Learning

August 8, 2006August 8, 2006

Portland, OregonPortland, Oregon

LionOrange

ChevroletFrog

CherryFord

HorseAppleFish

LemonDodgeToyotaBanana

DogChrysler

What do What do youyou do? do?1. Read the passage and answer the

question2. List everything you did to read and

understand the passage3. Share and compare with a neighbor

Reading Sub TestReading Sub TestLoitering with a vacant eye

Along the Grecian gallery,

And brooding on my heavy ill,

I met a statue standing still.

Still in marble stone stood he,

And steadfastly, he looked at me.

“Well met,” I thought the look would say.

“We both were fashioned far away;

We neither knew, when we were young,

These Londoners we live among.”

A.E. Housman, 1896

A. Why does the speaker feel the way he does at the beginning of the poem?

(1) He is far from home and feels out of place.

(2) He is in very poor health.

(3) He feels oppressed by the crowds of people in London.

(4) He has nothing to do?

(5) He is saddened by the fact that the statue is unhappier than he is.

Adolescent Reading Model

Language Comprehension

• Background Knowledge

• Syntax

• Vocabulary

• Text Structures

Reading Comprehension: Comprehension comes fromintegrating prior knowledge with new information from the text. This newknowledge facilitates deeper thinking about the text and can be applied to learn new information and solve problems.

Word Recognition

• Phonological Awareness

• Decoding

• Sight Word Reading

• Fluency

Executive Processes

• Cognitive Strategies

• Metacognitive Strategies

KU-CRL Hock & Deshler, 2006

Integration

LANGUAGE

SKILLS

STRATEGIES

SUBJECT MATTER

Building Blocks for Content Literacy

HIGHER ORDER

Some guiding questions….Some guiding questions….

• What are some of the powerful strategies you use to learn new information?

• How did you learn these strategies?• What are some important learning strategies

to teach?• How do we teach struggling learners to use

learning strategies?

Content

Skills

Strategies

Content

Skills

Strategies

Knowledge of the world

Rules and procedures

Guidelines related to selecting and applying skills

Content

Skills

Strategies

An Individual’s approach to a task is An Individual’s approach to a task is

called acalled a

It includes how a person thinks and acts when

planning, executing, and evaluating performance on

a task and its outcomes.

STRATEGY

is instruction in

how to learnand perform

Strategy Instruction

So…. What are some important strategies for students to learn?

Learning Strategies

Acquisition Word Identification

Summarizing

Self-Questioning

Visual Imagery

Interpreting Visuals

Multipass

Storage First-Letter Mnemonic

Paired Associates

Listening/Notetaking

LINCS Vocabulary

Expression of Competence

Sentences

Paragraphs

Error Monitoring

Themes

Assignment Completion

Test-Taking

Paraphrasing Paraphrasing StrategyStrategy

•Read a paragraph

•Ask yourself what is the main idea and what are important supporting details

•Put the main idea and supporting details into your own words

Self-Questioning StrategySelf-Questioning Strategy

• Attend to clues as you read

• Say some questions

• Keep predictions in mind

• Identify the answer

• Talk about the answers

Word Mapping Strategy

To expand students vocabulary by helping them predict the meanings of unknown words using key language elements (roots, prefixes, suffixes) they come across while reading.

Word Families

“port” – to carry

import export

report porter

deport support

important transport

Word Mapping Strategy

Step 1: MM – Map the word parts

Step 2: AA – Attack the meaning of

each part

Step 3: PP – Predict the word’s meaning

Step 4: SS – See if you’re right!

Map the targeted word by breaking down

into its word parts

Attack the meaning by translating each

word part

Predict the meaning of the word by

putting the word part meanings together

See if your prediction is correct by checking

with the dictionary or someone

The LINCS Vocabulary StrategyThe LINCS Vocabulary Strategy

WordReminding

Word

Definition

LINCingStory

LINCing

Picture

1. Take an index card and divide both sides in half by drawing lines across the middle of both sides.

Creating LINCS Study Cards

Creating LINCS Study Cards (cont.)

fief

2. Write the word to be learned on the top half of one side. Then circle it.


Land given by king for fighting in armyfief

3. Write the parts of the definition you need to remember on the top of the other side.



4. Write the Reminding Word on the bottom half of the first side.

chief


Chief of his land


5. Write the LINCing Story on the bottom half of the second side.

chief


Chief of his land


6. Draw the LINCing Picture on the bottom half of the second side.

chief

The University of Kansas Center for Research on Learning

Let’s Practice!!

Vocabulary Words

Charitable Mortified Tirade Perpetual

The LINCS Table

List the parts Identify a remaining word Note a LINCing story Create a LINCing picture Self-test

1

3

4 5 2Term

Reminding Word

LINCing Story LINCing Picture Definition

A Good REMINDING WORD A Good REMINDING WORD always…always…

•Sounds Sounds like part or all of the new like part or all of the new word.word.

•Is a real word.Is a real word.

•Has a meaningHas a meaning that you already know. that you already know.

•Helps you rememberHelps you remember what the new what the new word means.word means.

A Good LINCing Story always….A Good LINCing Story always….

•Includes the Includes the Reminding WordReminding Word or or some form of the Reminding Wordsome form of the Reminding Word

•LINCsLINCs the Reminding Word to the the Reminding Word to the meaning of the new wordmeaning of the new word

•Is Is short and simpleshort and simple

A Good LINCing Picture always...A Good LINCing Picture always...

•Contains a Contains a part relatedpart related to the to the Reminding Word.Reminding Word.

•Contains parts related to the Contains parts related to the important important ideasideas in the definition. in the definition.

•Helps you rememberHelps you remember the new term’s the new term’s definition.definition.

LINCS Strategy

Step 1: List the parts

Step 2: Identify a Reminding Word

Step 3: Note a LINCing Story

Step 4: Create a LINCing Picture

Step 5: Self-test

The LINCS Table

List the parts Identify a remaining word Note a LINCing story Create a LINCing picture Self-test

1

3

4 5 2Term

Reminding Word

LINCing Story LINCing Picture Definition


Example LINCS Tables

1

3

4 5 2

charitable

table

He gave lots

of food

for the table.

Giving, generous

Term

Reminding word

LINCing story LINCing picture Definition



1

3

4 5 2

mortified

mortician

The mortician was scared to death

when he saw the corpse.

Scared to death

Term

Reminding word




1

3

4 5 2

tirade

tire

The tire screamed as it went around

the corner.Screaming or yelling

Term

Reminding word




1

3

4 5 2

perpetual

pet

The pet

constantly barks. Constantly

Term

Reminding word


So…. How do we teach learning strategies to students?

Instructional MethodologyInstructional Methodology(Large group)(Large group)

“I do it!” (Learn by watching) “We do it!” (Learn by sharing) “You do it! (Learn by practicing)

Instructional Instructional MethodologyMethodology

(Small group)(Small group)

Pretest Describe

Commitment (student & teacher) Goals High expectations

Model Practice and quality feedback

Controlled and advanced Posttest & reflect Generalize, transfer, apply

The listening, speaking, reading and writing skills and strategies necessary to learn in each of the academic disciplines.

is the door to content acquisition & higher order thinking.

A Continuum of Literacy Instruction

(Content Literacy Continuum -- CLC)

Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels)

Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods)

Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences)

Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level)

Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)

Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)

The CLC says… There are unique (but very important) roles

for each member of a secondary staff relative to literacy instruction Every teacher is not a reading teacher, and literacy Every teacher is not a reading teacher, and literacy

coaches may be necessary but aren’t sufficient!coaches may be necessary but aren’t sufficient!

Some students require more intensive, systematic, explicit instruction of content, strategies, and skills

Content Literacy “Synergy”

Improved Literacy

CONTENT CLASSES

Level 1. Enhanced Content Instruction

CONTENT CLASSES

Level 2. Embedded Strategy

InstructionLevel 3. Intensive

Strategy Instruction

• strategy classes

• strategic tutoring

Level 4. Intensive Basic Skill Instruction

KU-CRL CLC- Lenz, Ehren, &Deshler, 2005

Level 5. Therapeutic Intervention

Foundational language competencies

Documents

Using Learning Strategies to Improve How Students Learn and Perform Don Deshler University of Kansas Center for Research on Learning August 8, 2006 Portland,