SLANT Strategy The Learning Strategy Series 2002 The

SLANT Strategy The Learning Strategy Series 2002 The University of Kansas Center for Research on Learning Lawrence, Kansas

Rationales Behind the SLANT Strategy • If students are active participants in class, they learn more. • If students transform information into their own words, they will be more likely to remember it. • If students participate in positive ways, they enhance their relationship with the teacher, which leads to a higher quality education. University of Kansas Center for Research on Learning 2002 2

Learning Cycles 1 Positive verbal and non-verbal behaviors by student 6 More learning occurs 2 Send messages of student interest and investment Positive Cycle 3 5 Increased social interactions between teacher and students Instruction becomes more pleasant and interesting 4 More student participation and elaboration University of Kansas Center for Research on Learning 2002 3

Learning Cycles 1 Negative verbal and non-verbal behaviors by student 6 Less learning occurs 2 Send messages of negative student attitude Negative Cycle 3 5 Instruction becomes less pleasant for teachers and less interesting for student Decreased social interactions between teacher and students 4 Reduced student participation and elaboration University of Kansas Center for Research on Learning 2002 4

Steps for the SLANT Strategy Sit up Lean forward Activate your thinking Name key information Track the talker University of Kansas Center for Research on Learning 2002 5

The Steps of the SLANT Strategy Step Sit up Examples Upright posture but relaxed Non-examples Head on desk Slouching in chair University of Kansas Center for Research on Learning 2002 6

The Steps of the SLANT Strategy Step Lean Forward Examples Leaning forward slightly Non-examples Leaning backward Exaggerated forward lean University of Kansas Center for Research on Learning 2002 7

The Steps of the SLANT Strategy Step Activate your thinking* Examples Asking yourself questions: "What is this about? " "What do I need to remember? " Answering your questions: "This is about. " "I need to remember. " Asking the teacher a question when you don't understand Non-examples Talking to others during class Playing with objects Doodling Not doing anything when you don't understand University of Kansas Center for Research on Learning 2002 8

The Steps of the SLANT Strategy Step Name key information Examples Answering the teacher's questions Sharing your ideas or comments Adding to others' statements Non-examples Keeping your knowledge to yourself when you could help others understand it Ridiculing other students' comments University of Kansas Center for Research on Learning 2002 9

The Steps of the SLANT Strategy Step Track the talker Examples Keeping your eyes on the teacher as she speaks Looking at students as they speak Non-examples Staring out the window Looking at your desk or students who aren't contributing University of Kansas Center for Research on Learning 2002 10