Skillful Strategy-Based Instruction is “Differentiated Instruction” - 7 Steps Toward Successful Strategy-Based Instruction:
- 4. The teacher explicitly states:
- the goal of the strategy to be
- employed
- the task for which the strategy
- is appropriate
- the range of the applicability
- the learning gains anticipated from its consistent use
- 5. Verbal rehearsal of the steps of the strategy to 100% criterion. Visual reminders (chart, checklist, schedule) are provided.
Skillful Strategy-Based Instruction is “Differentiated Instruction” - 7 Steps Toward Successful
- Strategy-Based Instruction:
- 6. If the strategy fails to work,
- opportunities to review the process and to repair the breakdown are provided. Feedback is positive and corrective.
- 7. PRACTICE! PRACTICE! PRACTICE!
- Examples:
- Teacher anticipates common
- errors and discusses these errors before the students make them.
- “Some students in my old school thought 9 – 21 = 28. What mistake is this?
- (Student reveals: subtracting 1 from 9,
- not regrouping to take the 9 from the 11)”
5. Anticipate and Discuss Potential Difficulties - Examples:
- Teacher anticipates the inappropriate questions that students might generate.
- Students read a paragraph followed by discussing whether each question was too narrow, too broad, or appropriate.
Anticipate and Discuss Potential Difficulties (continued) - Students were taught specific rules to discriminate:
- A question from a non-question
- A good question from a poor one:
- A good question starts with a question word.
- A good question can be answered by the story.
- A good question asks about an important detail of the story.
- Begin with simpler material and then gradually move to more complex materials.
- Example: Teaching students to generate questions
- Teacher first models how to generate questions-single sentence. Class then practices.
- Next, teacher models and provides practice on asking questions after reading a paragraph.
- Finally, teacher models, class practices generating questions after reading an entire passage.
- J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
7. Provide a Cue Card - A cue card:
- Contains the procedural prompt.
- Reminds what to do and when
- Supports a student during initial learning by reducing the strain upon the working memory.
- J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
- First teach a part of a strategy,
- Then guide student practice in
- identifying and then applying the strategy.
- Remember Reciprocal Teaching
- The teacher first models the
- cognitive process being taught
- Then provides cognitive support and coaching (scaffolding) for the students as they attempt the task.
- As the students become more proficient, the teacher fades the support and students provide support for each other.
- J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
8. Guide Student Practice (continued) - Use small group meetings –
- two to six, without the teacher,
- J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
9. Provide Feedback and Corrections - Three sources of feedback and corrections to consider: the teacher, other students, and a computer.
- Teacher feedback and corrections
- J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
9. Provide Feedback and Corrections - Group Feedback
- Computer-based Feedback
- students ask the computer to provide a model (e.g., of an appropriate question) if error is suspected.
- J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
10. Provide and Teach a Checklist - Example:
- How well did I identify important information?
- How well did I link information together?
-
- How well could I answer my questions?
-
- Did my "think questions" use different language from the text?
- Did I use good signal words?
- J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
- Student practices in applying the cognitive strategy
- Use examples
- Offer diminishing help from the teacher and other students.
- J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
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