StrategyBased Instruction Metacognition The Boss Cognition the Worker

Strategy-Based Instruction Metacognition: The “Boss” Cognition: the “Worker” Strategies: the “Tools” Diana Browning Wright, Behavior/Discipline Trainings, 2002

Learning Real-World Knowledge (Content) Strategy Knowledge (Knowing how to learn) Metacognitive Knowledge (Awareness and regulation of cognitive processes) Diana Browning Wright, Behavior/Discipline Trainings, 2002

Basic Cognitive Processes Attending to incoming information Getting information into short-term memory Getting information into long-term memory Retrieving information from longterm memory Diana Browning Wright, Behavior/Discipline Trainings, 2002

Metacognitive Processes Knowing your learning processes Selecting appropriate learning strategies Monitoring how learning strategy is working Diana Browning Wright, Behavior/Discipline Trainings, 2002

CURRICULUM MUST Be designed to incorporate the prerequisites of learning Information must be accessible Support for the development of skills must be available Learner must perceive the learning to be important Research Connections In Special Education, Fall 1999 #5 CEC Diana Browning Wright, DCS 2002

UNIVERSAL DESIGN The design of the instructional materials and activities that makes the learning goal achievable by individuals with a wide difference in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember. Built in, not added on! Center for Applied Special Technology (CAST) Diana Browning Wright, DCS 2002

UNIVERSAL ACCESS Six Principles for Effective Curriculum Design Big Ideas: Concepts, principles, or heuristics that facilitate the most efficient and broad acquisition of knowledge. Conspicuous Strategies: Useful steps for accomplishing a goal or task. Mediated Scaffolding: Instructional guidance provided by teachers, peers, materials, or tasks. Strategies Integration: Integrating knowledge as a means of promoting higher-level cognition. Judicious Review: Structured opportunities to recall or apply previously taught information. Primed Background Knowledge: Preexisting information that affects new learning. Research Connections In Special Education, Fall 1999 #5 CEC Diana Browning Wright, DCS 2002

What works with struggling students? More Time: preview, elaborate, another way, etc. More Intensity: smaller group allows more focus, more student responding/engagement More Feedback: teacher is able to target instruction, “dial in” specific needs, prompt elaboration, provide alternate examples, etc. ** this can only be done 1 -1 or in small homogenous groups** Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

Effective Reading Instruction for Struggling Kids WHAT WE THOUGHT: student with reading difficulties require qualitatively different reading instruction (e. g. reading styles, perceptual training, colored lens, etc. ) struggling readers are far more WHAT WE NOW KNOW: successful when carefully taught the same fundamental reading skills all readers must learn BUT with: more instructional time more precisely sequenced instruction more coaching & practice more explicit/direct instruction more careful progress monitoring/program adjustment Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

Grouping: Issues & Options We need BOTH homogeneous AND heterogeneous options - depends on the purpose/subject/range of prior knowledge Skills-Based Lessons - usually best to group by need e. g. - Word study/Spelling by level - Decoding/guided reading instruction & practice ** Groups need to be flexible/change in a day - fluid as student needs change Conceptual/Content-based lessons usually best in heterogeneous groups: diverse experience/views etc. enrich e. g. - Science, Social Studies, Core Literature WITH plenty of scaffolded instruction (e. g. Graphics, partners) Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

What Does Explicit Engaging Instruction Look Like? I DO IT gain attention & clearly model cue students to notice critical aspects of the model thinking too - “mental modeling/direct explanation” WE DO IT Provide Thinking Time Structure/prompt engagement: choral responses if answer/response is short/same partner responses if answer/response is long/different correction/feedback - remodeling, more examples, etc. YOU DO IT individual responses; oral, written, point/touch/demo coaching students to apply the strategy previously taught Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

Participation Enhancement to Increase Student Engagement 1. Choral Responses (answers are short/same) - students cue you they are attending (“eyes on me”) - provide thinking time - signal group response 2. Every Pupil Response Techniques (answers are short/different) - student answers with gestures or answer card 3. Partner Responses (answers long/different) - teacher assigns - provide a label/role “ 1’s tell 2’s” - alternate ranking for partnering - specific topics/jobs - no one is passive 4. Written Responses - list first, then share - touch something - “put your finger on the ______” 5. Individual Responses (AFTER practice on the new skill) - randomly call on individuals to share Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

Input/Participation Enhancement Comprehension instruction: PALS Paragraph Shrinking: Summarization/Paraphrasing - stronger reads a paragraph - weaker reader prompts them to: 1. Name the Who or What. * identification 2. Tell the most important thing(s) about the Who or What. * elaboration 3. Paraphrase in 10 words or less (paraphrasing “straight jacket”) * consolidation * continues for 5 minutes - then switch roles (new text) Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

Input/Participation Enhancement Differentiating During Whole Class Instruction Options include: Small group instruction - based on student needs Partner Models: informal, formalized (e. g. PALS) - e. g. Different texts for each pair Scaffolded Instruction (e. g. Participation structures) Graphic Organizers - Visual Thinking - vary the support (e. g. Partially filled out, partner dialogue) Projects - Individual & Small Group - key is organization/structure ~ rubrics ~ touch points along the way Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

Input Enhancement Using graphic organizers when teaching content… Makes information easier to understand Separates the important from the trivial Focuses on big ideas Organization of ideas is self-evident to students Reduces information processing demands needed to understand new information Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

Content Enhancement (Input) Use strategies and scaffolds - to accommodate diverse learners Accommodation - a service or support to help fully access the subject matter and instruction - a service or support to help validly demonstrate knowledge Diana Browning Wright, Behavior/Discipline Trainings, 2002 Nolet (2000)

Advance Organizers These are pre-instructional materials designed to enhance student’s linkage of new information with prior knowledge stored in long-term memory. Advance organizers may be verbal, written, or be presented in a question format. Examples could include, questions presented prior to a discussion or reading assignment, vocabulary words presented on the board or a handout, or verbal statements presented by the teacher designed to activate knowledge prior to instruction. Diana Browning Wright, Behavior/Discipline Trainings, 2002 Nolet (2000)

Visual Displays These include diagrams, concrete models, videos, or digital material designed to portray the relationships among various pieces of information presented during instruction. Visual displays are intended to help students organize information in long-term memory as well as to activate prior knowledge during instruction. They function as an accommodation to the extent that they scaffold the creation of linkages among information in the learner’s long-term memory. Examples could include diagrams, graphic organizers, concept maps, or video segments intended to anchor or situate the student’s learning (Harley, 1996) in a meaningful context. Diana Browning Wright, Behavior/Discipline Trainings, 2002 Nolet (2000)

Study Guides These consist of worksheets that are provided to the student prior to a reading or study assignment. They include a set of statements or questions intended to focus the student’s attention and cognitive resources on the key information to be learned. Study guides can take the form of completed or partially completed outlines, questions focusing on the textual, literal, and inferential aspects of a study assignment, or various other tasks designed to prompt the active processing of the material to be studied. Diana Browning Wright, Behavior/Discipline Trainings, 2002 Nolet (2000)

Mnemonic Devices These are techniques that assist in the storage and recall of declarative knowledge associated with content domains. Mnemonics may be verbal or pictorial and may be provided by the teacher or developed collaboratively by the teacher and the student. Most teachers are familiar with some of the common examples of mnemonics such as the use of key words, pictures, or symbols. ROY G BIV and Every Good Boy Deserves Fudge are classic mnemonic devices. Diana Browning Wright, Behavior/Discipline Trainings, 2002 Nolet (2000)

Peer-Mediated Instruction Here students are employed within the classroom as instructional agents. This form of content enhancement includes peer and cross-age tutoring, various forms of classwide tutoring, and cooperative learning. The primary purpose of peer-mediated instruction is to increase the number of opportunities for distributed practice with feedback. Usually, this approach entails fairly well-scripted or structured interactions designed and mediated by the teacher. Diana Browning Wright, Behavior/Discipline Trainings, 2002 Nolet (2000)