STRATEGIC INSTRUCTION MODEL LIST OF OFFERINGS FROM THE MN SIM NETWORK

Transcription

1 STRATEGIC INSTRUCTION MODEL LIST OF OFFERINGS FROM THE MN SIM NETWORK For over 30 years, the University of Kansas Center for Research on Learning has conducted research designed to develop an integrated model to address many of the needs of diverse learners. The Strategic Instruction Model (SIM) offers two kinds of interventions to address the performance gap, the gap between what students are expected to do and what students are able to do. Both kinds of intervention can aid districts as they respond to needs in the area of AYP and RTI. Student-focused interventions (pages 1-5) are designed to provide the skills and strategies students need to learn course content. The learning strategies curriculum encompasses strategies for: acquiring information from what is read, organizing and remembering information, solving math problems, and expressing information in writing (including on tests). Teacher-focused interventions (pages 6-7) are designed to help teachers think about, adapt, and present content area information in the form of differentiated instruction. Content Enhancement Routines are sets of inclusive teaching practices that give teachers tools to ensure that students master critical content regardless of literacy level. For more information contact the MN SIM Network: Cathy Macdonald, or STUDENT-FOCUSED INTERVENTIONS: STRATEGIES STRATEGIES FOR READING Word Identification Strategy (6 hours training time, targets grades 5-12) Focus of this strategy is on instructing students in the use of simple tools for pronouncing unfamiliar, multisyllabic words. Although the strategy only addresses the pronunciation of the words, it has a significant impact on students comprehension as well. Participants receive the instructor s manual and a number of teacher-developed activities. Word Mapping Strategy (6 hours training time, targets grades 5-12) This strategy expands student vocabulary by helping them predict the meanings of unknown words using key language elements (roots, prefixes, suffixes) they encounter while reading. Students use specific graphic organizers to map words into parts, give meaning to each part, and make and check predictions for meaning of unknown words. 1

2 Self-Questioning Strategy (3 hours training time, targets grades 3-12) Self-Questioning helps students understand any type of reading passage through a questioning process. This motivating strategy helps students create questions about reading passages. Students predict the answers to their own questions, search for the answers as they read, and talk to themselves about the answers. Students reading comprehension improves when actively engaged in the reading process. Visual Imagery Strategy (6 hours training time, targets grades 3-12) Used by students to create mental movies of reading passages. Students learn techniques that help them visualize the scenery, characters, and action of a story or expository reading. They actually learn to describe what they see as they read. This enhances reading comprehension by helping students interact with the materials they are reading. Fundamentals of Paraphrasing & Summarizing Strategy (3 hours training time, targets grades 6-12) This strategy is designed to help students learn and perform all of the prerequisite skills needed for paraphrasing and summarizing in a very intentional and scaffolded way. Fourteen lessons move students from paraphrasing words to paraphrasing multiple paragraphs to generalizing to standardized tests. Paraphrasing Strategy (3 hours training time, targets grades 3-12) Use this strategy to teach students how to focus on the most important information in a reading passage. Students read a paragraph of a passage, identify the main idea and key details, and then rephrase the content in their own words. The strategy improves student comprehension and helps students write summaries of passages read. Inference Strategy (3 hours training time, targets grades 6-12) This strategy is designed to help older students learn how to make inferences about information they have read and also answer inferential questions. It provides a functional and efficient way to teach critical higher level reading skills. Recent research has shown that 9th grade level students answering 32 percent of comprehension questions correctly were correctly answering 83 percent correctly at their grade level after instruction in the Inference Strategy. STRATEGIES FOR STUDYING AND REMEMBERING INFORMATION First-Letter Mnemonic Strategy (6 hours training time, targets grades 5-12) Helps students when they have large bodies of information. Specifically, students learn strategies for identifying important information in texts, lectures, and notes. They then prepare lists of this important information, generate an appropriate title or label for each set of information, select a mnemonic device for each set of information, create a study card, and master and recall each set of information. Paired Associates Strategy (6 hours training time, targets grades 5-12)) Designed to help students learn pairs of informational items like a name and an event, a place and an event, or a name and an accomplishment. Students identify pairs of items, create mnemonic devices, create study cards, and use the study cards to learn the information. LINCS Vocabulary Strategy (3 hours training time, targets grades 5-12) Helps students learn the meaning of new vocabulary words using powerful memory-enhancing techniques. Strategy steps cue students to focus on the critical elements of the concepts; to use visual imagery, associations with prior knowledge, and key-word mnemonic devices to create a study card; and to study the card to enhance comprehension and recall of the concept. 2

3 Listening and Note Taking (3 hours training time, targets grades 7-12) New in 2011! This easy-to-learn strategy helps students identify and quickly capture important information during a lecture, sort main ideas and details as they write, and study their notes for the best test grades possible. Research results demonstrate that students can substantially improve their ability to take notes and correctly answer questions about lecture material after just 4 hours of instruction. Listening and Note Taking is suitable for instruction in core subject courses and supplemental skill-based classes. STRATEGIES FOR WRITING Fundamentals in Sentence Writing Strategy (6 hours training time, targets grades 3-6 or middle/high school students who need basic skills) Teaches developmental writing skills to elementary and secondary students. Teachers of middle and high school students use lessons from this strategy when repetitive errors occur in student work or when they want to provide instruction in parts of speech. Concepts covered in the strategy include a system for checking the accuracy of sentences, four types of simple sentences, and the following parts of speech: nouns, verbs, infinitives, prepositions, adjectives, adverbs, and helping verbs. Proficiency in Sentence Writing Strategy (6 hours training time, targets grades 5-12)) This strategy was formerly the Sentence Writing Strategy. Students learn to write accurately and with correct punctuation the four sentence types: simple, compound, complex, and compound-complex. Students learn 14 sentence patterns within these four types of sentences. The program consists of two products: an instructor s manual, which features a systematic sequence of instructional procedures, and a student lessons manual, which features exercises that correspond to the instructional procedures. Paragraph Writing Strategy (12 hours training time, targets grades 6-12) Teaches This strategy teaches students to use a paragraph diagram to organize ideas related to a topic and to plan the point of view, verb tense, and transitions to be used in a paragraph. Students plan the sequence in which ideas will be expressed and write a variety of topic, detail, and clincher sentences in their paragraphs. Students learn to write nine different paragraph types. Instructors provide information about how to use the structure of this strategy to teach students to write essays and reports. Recommended prerequisite: Proficiency in Sentence Writing Strategy. Fundamentals in the Theme Writing Strategy (12 hours training time, targets grades 6-12) Teaches students to write themes and essays. This strategy builds on the material covered in the strategies of sentence writing, paragraph writing and error monitoring. Students learn to write thesis statements, introductory and concluding paragraphs, transition sentences leading into new paragraphs and other skills associated with writing themes and essays. Error Monitoring Strategy (6 hours training time, targets grades 5-12)) Instructs students in a systematic strategy to independently revise and edit their written work in order to increase the overall quality of their final written products. The strategy instruction stresses the importance of proofreading written work for content, grammar, and mechanics and eliminating any errors before work is submitted. The instructor s manual includes the teaching plans and two levels of proofreading practice activities that can be reproduced. 3

4 STRATEGIES FOR IMPROVING ASSIGNMENT & TEST PERFORMANCE Assignment Completion Strategy (6 hours training time, targets grades 5-12) Designed to give students a set of tools to help them complete and hand in assignments on time. Two manuals are included: the instructor s manual, which provides step-by-step instructions for teaching students this strategy, and the Quality Quest Planner (QQP), an easy format for students to record all essential information for assignments, to keep track of course progress, and to set academic goals. The planner contains sufficient forms for recording, scheduling, and evaluating assignments for an entire academic year. Strategic Tutoring (6 hours training time, targets grades 4-12) This outlines the basic procedures that tutors and educators can use to conduct a tutoring session strategically. This includes assessing the academic task and constructing a strategy to meet that need, teaching the strategy, and helping students transfer use of the strategy to new environments. In addition, it introduces the PREP Strategy as a way for students to read and comprehend textbooks, and show how existing strategies can be taught within the context of a Strategic Tutoring session. Best results have occurred with students in a 1:1 situation, but gains have been shown with small groups. Test Taking Strategy (6 hours training time, targets grades 5-12)) This strategy gives students specific approaches to use for improving performance on tests. Some of the test taking skills that students learn in this strategy are: allocating time and prioritizing each section of a test, identifying important elements in test instructions, using mnemonic devices for recall, progressing through tests systematically and quickly, making well-informed guesses, and self-checking answers. Essay Test-Taking Strategy (6 hours training time, targets grades 6-12)) This strategy is designed to help students deal effectively with the complex test-taking demands of courses in school as well as the essay test-taking demands associated with state competency tests, including high-stakes tests, and college entrance exams. Students are taught to analyze the essay question, organize the information they know, write their answer with a specific structure, and revise with edits to create a polished product. STRATEGIES FOR MATH Strategic Math Series: Level 1 This group of math strategies is designed for any aged student who needs to learn basic math facts and operations. Understanding of mathematics is developed through the use of concrete objects, representational drawings, and an easy-to-learn strategy that turns all students into active problem solvers. Student problemsolving skills are developed through a graduated sequence of word problems. Additional Facts 0-9 Subtraction Facts 0-9 Multiplication Facts 0-81 Additional Facts Subtraction Facts Division Facts 0-81 Place Value: Discovering tens and ones Strategic Math Series: Level II New in 2011! Teaches regrouping competence (skills and fluency) for addition and subtraction. Use threedimensional objects (e.g., base-ten blocks) and a place-value mat to represent and solve computation problems. This series includes strategies for solving word problems. Regrouping Skills for Addition Regrouping Skills for Subtraction 4

5 STRATEGIES FOR EFFECTIVELY INTERACTING WITH OTHERS Cooperative Thinking Strategies THINK Strategy (3 hours training time, targets grades 4-10) Students can use this strategy to work together in teams to systematically solve problems in different content areas such as science, literature, and history. Students learn how to analyze and identify a problem, examine what s been done in the past, brainstorm new solutions, choose the best solution, devise a plan to implement the solution and process how the group worked together. LEARN Strategy (3 hours training time, targets grades 4-10) NOTE: Score Skills and the Learn Strategy are suggested in combination for the first day s instruction in this series. This strategy was designed to enable students to work in teams to learn together. Specifically, students learn to identify important information in text, extract key words from this information, develop and use a memory device to remember the information, and process how the team worked together. BUILD Strategy (3 hours training time, targets grades 4-10) The purpose of this strategy is to enable students to work together to make a decision as a team. For example, they may use the strategy to resolve controversial issues (such as whether a law banning cigarettes should be passed). As students learn each step of the strategy, they examine an issue and opposing sides, gather information about both sides of the issue, understand the consequences of decisions, identify possible compromises, review the facts, make a personal decision, and conduct a team vote. SCORE Skills (3 hours training time, targets grades 4-10) NOTE: Score Skills and the Learn Strategy are suggested as a combination for the first day s instruction in this series. This manual describes a set of social skills that are foundational to effective cooperative groups and to the rest of the strategies in this series. They are taught what social skills are, and they learn five important social skills that are prerequisites for the more complex cooperative strategies presented in the remainder of the series. Students learn to share ideas, compliment others, offer help or encouragement, recommend changes tactfully, and exercise self-control within a learning community. Teamwork Strategy (3 hours training time, targets grades 4-10) This strategy provides a framework for organizing and completing complex projects in small groups. Students learn to analyze an assignment and divide it into tasks, equitably assign tasks, offer and request help, to combine jobs into one product and to evaluate the entire process. Community Building Series NOTE: These strategies are often used with students in grades other than the target audience specified below. Some modification may be necessary. Following Instructions Together (3 hours training time, targets grades 3-6) This program involves teaching students confidence and competence-building skills associated with following instructions. Students review what they have learned in the Talking Together program. Next, students learn how to follow more complex written and oral directions using the RULES Strategy. Finally, students learn to use the WAIT Strategy to check their written assignments before turning them in to ensure they have followed all the instructions. 5

6 Organizing Together (3 hours training time, targets grades 1-8) The Organizing Together program enables students to establish order in their daily lives. Time is structured into the class schedule to create an organized learning environment, and students have models and partners to help them learn, apply, and maintain organizational strategies throughout the school year. Specifically, students learn how to organize their notebooks, desks, lockers, and backpacks. They also learn how to use a weekly calendar to record and remember assignments and events. Taking Notes Together (3 hours training time, targets grades 4-8) This program provides a framework for teachers to use to deliver information when they want students to take notes. The first lesson reviews the learning community concepts from the Talking Together program. The other three lessons relate to teaching students how to record information quickly and succinctly during lectures, reading assignments, and videotapes. Talking Together (3 hours training time, targets grades 1-8) Talking Together is an instructional program designed for introducing the concepts of learning community and respect to students and for teaching students to participate respectfully in class discussions. They learn how to take turns with classmates, how to give someone else a chance to speak ad be heard, and how to express respect and kindness toward others. Cue cards, role-play situations, and a learning community contract are included. STRATEGIES FOR MOTIVATION Self-Advocacy Strategy (6 hours training time, targets grades 5-12) Students learn a strategy they can use when preparing for and participating in any type of conference including education and transition planning conferences. The strategy steps provide students with ways of organizing their thoughts and plans before a conference. Students learn effective communication techniques that apply to many other situations they will encounter. Possible Selves (6 hours training time, targets grades 3-12) This program includes a discovery process that help students identify short and long-term goals that emphasize their strengths, interests, and preferences. The strategy is especially applicable to students age 14 and above, who are identifying their transition goals. Students learn processes that nurture academic and personal motivation through activities that guide them through thinking about their hopes, expectations, and fears for the future. Students are motivated when they have all of the following: a goal they find attractive, a belief they can attain the goal, and a plan to attain the goal. (Mel Levine) STRATEGIES FOR COLLABORATION Collaborative Problem Solving (6 hours training time, targets grades 5-12) Outlines the communication skills necessary for establishing a cooperative relationship between two parties and then shows how to incorporate these skills within a problem-solving process that can be used to structure meetings between professionals, or between professionals and parents or students. This is especially useful for professionals who are consulting with teachers about problems they are having in their classrooms. Progress Program (6 hours training time, targets grades 5-12) Describes how teachers, administrators, and parents can work together to use a Daily Report Card Program to control disruptive student behavior and improve the academic and social performance of students who are atrisk for failure. This program is carefully sequenced to move from extrinsic control to student (intrinsic) control of behavior. 6

7 Surface Counseling (3 hours training time, targets is adults in contact with students) Details a set of relationship-building skills necessary for establishing a trusting, cooperative relationship between adults and youths and a problem-solving strategy that youths can learn to use by themselves. Includes study guide questions, model dialogues, and role-play activities. TEACHER-FOCUSED INTERVENTIONS: ROUTINES FOR CONTENT DIFFERENTIATION & MASTERY The Content Enhancement Routines teach students how to successfully navigate the content of any course. These routines are designed to help teachers provide differentiated instruction that is sensitive to the individual learning needs within the group. TEACHING ROUTINES FOR PLANNING & LEADING LEARNING Course Organizer Routine (3 hours training time, targets grades 4-12) The Course Organizer Routine is used to plan courses around essential learning and critical concepts. The teacher uses the routine to introduce the course and the rituals that will be used throughout the course. Then this framework is used throughout the year to maintain the big ideas and rituals. Unit Organizer Routine (3 hours training time, targets grades 4-12) The Unit Organizer Routine is used to plan units and then introduce and maintain the big ideas in units and how units, critical information, and concepts are related. Lesson Organizer Routine (3 hours training time, targets grades 4-12) For explaining what is important in a lesson and how the information or skills will be learned. The routine is used to introduce and build a lesson in which students understand the main idea of the lesson, relate the lesson to background knowledge, understand how the lesson is structured and information is organized, distinguish the most important parts, and understand the tasks and expectations associated with the lesson. TEACHING ROUTINES FOR EXPLORING TEXT, TOPICS, & DETAILS Clarifying Routine (3 hours training time, targets grades 4-12) Focuses on how teachers can help students master the meaning of targeted vocabulary words and phrases (e.g., embryo, emancipate, and satire) within the context of subject-matter instruction. The meaning of a term is revealed by naming the term, specifying information that clarifies the term, figuring out how the term could be used correctly and incorrectly, and naming the core idea behind the term. Framing Routine (3 hours training time, targets grades 4-12) The Framing Routine uses the Frame, a basic hierarchic graphic organizer. This simple device is an excellent first graphic to use for Content Enhancement. Survey Routine (3 hours training time, targets grades 4-12) Students learn how to get an overview of a reading assignment. The purpose of the routine is to make students aware of the main ideas associated with the reading passage and to focus on the most important information in the passage as they eventually read it. 7

8 Vocabulary LINCing Routine (3 hours training time, targets grades 4-12) This routine is designed to facilitate student use of two powerful tools that will help them learn and remember the meaning of complex terms. An auditory memory devices focuses on connecting the meaning of a new term to the meaning of a well-known, similar-sounding word. A visual memory device involves pictures to help students remember the essential features of a new term s meaning. TEACHING ROUTINES FOR TEACHING CONCEPTS Concept Mastery Routine (3 hours training time, targets grades 4-12) The Concept Mastery Routine is used to define, summarize, and explain a major concept and where it fits within a larger body of knowledge. Concept Anchoring Routine (3 hours training time, targets grades 4-12) For introducing a new concept (e.g. Federalism) by anchoring the new concept to information that is already familiar to students (decision making in school). The routine is used to teach the concept by naming the new concept, naming a familiar concept that is similar in a critical way to the new concept, exploring critical characteristics that the two concepts share, exploring a more general way to describe how characteristics are related to build an understanding of the new concept, and creating a summary of the new concept. Concept Comparison Routine (3 hours training time, targets grades 4-12) For helping students compare and contrast key concepts. Specifically, students explore the characteristics shared and not shared by two or more concepts, and name the larger categories that describe each set of characteristics. TEACHING ROUTINES FOR INCREASING STUDENT PERFORMANCE Recall Enhancement Routine (3 hours training time, targets grades 4-12) Designed to enable teachers to show students how to create and use memory devices. Specifically, the routine is used to cue students that information is important and needs to be learned, construct a memory device for that information, link the information and memory device and review the memory device and information. Question Exploration Routine (3 hours training time, targets grades 4-12) This routine is used to prepare students to show what they know about content by exploring: a) a critical question; b) key terms related to the critical questions and definitions; c) supporting questions embedded within the critical question; d) a main idea that synthesizes the answer to the supporting question into a concise answer to the critical question; e) use of higher order thinking; and f) application and generalization of the main idea to the students lives. Quality Assignment Routine (3 hours training time, targets grades 4-12) Teachers can use this routine to improve the quality of assignments produced by students as well as the rate of their assignment completion. This routine was developed to help teachers create assignments that are motivational for students and that students are likely to complete. Students are given adequate structure to successfully complete assignments fully and correctly. 8