Skillful Strategy-Based Instruction is “Differentiated Instruction”

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!

5. Anticipate and Discuss Potential Difficulties

• 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.

6. Regulate the Difficulty of the Material

• 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.

8. Guide Student Practice

• 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,
• practice asking, revising, and
• correcting questions and
• provided support and feedback to each other.

• 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
• Can be hints, questions, suggestions

• J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

9. Provide Feedback and Corrections

• Group Feedback
• after students have written their questions,
• they meet in groups, pose questions to each other,
• compare questions within each group.
• 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.

11. Provide Independent Practice with New Examples

• 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.