Post on 13-Jan-2016
Housekeeping
My background
Workshop hours: 8:30am- 11:13pm
Books
AM break
Creating a Learning Community
ExpectationsNo stress
Coaching
Developed by the University of Kansas
Center for Research on LearningMichele Goodstein
SIM Professional Developer
mg517@optonline.net
The Self-QuestioningStrategy
Learning Strategies Curriculum
Acquisition Word Identification
Paraphrasing
Self-Questioning
Visual Imagery
Inference
Fundamentals of Paraphrasing and
Summarizing
Word Mapping
Storage First-Letter Mnemonic
Paired Associates
LINCS Vocabulary
Expression of Competence Sentence Writing
Paragraph Writing
Error Monitoring
Theme Writing
Assignment Completion
Test-Taking
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Education Specialties: Special Education New! Ranked in 2006* 1. Vanderbilt University (Peabody) (TN) 2. University of Kansas 3. University of Oregon
Center for Researchon Learning
Founded in 1978 The Center for Research on Learning is an internationally recognized research and development organization noted for creating solutions that dramatically improve quality of life, learning, and performance..especially for those who experience barriers to success.
The Strategic Instruction Model (SIM)
...is about dramatically improving the performance of adolescents through researched and validated interventions.
Three Requirements
Results must be…….
Statistically significant
Socially significant
Teachers want to teach
the strategy
A Myth
• You learn to read in the first few years of school
and
• then you read to learn.
The Performance GapSt
uden
ts S
kil
ls
Years in School
12
11
10
9
8
7
6
5
4
3
2
1
1 2 3 4 5 6 7 8 9 10 11 12
The “GAP”
2013-2014 School Year
2005-2006 School Year
NCLB
Alarming Statistics
In Middle and HS, the levels of achievement, especially in reading decline between grades 4-12
Many HS graduates enter college unprepared. 40-60% of freshmen need remedial courses.
Only 52.8% of freshman earn a BA in 5 years. In private colleges it is 56.6% and in public colleges it is 44.2% (ACT)
Correction Officials determine the number of jail space needed by looking at a state’s 3rd grade reading scores.
http://blog.iamnotashamed.net/2007/09/24/cant-read-lets-build-you-a-prison-cell/
www.childrenofthecode.org67 videos
Reading crisis
To Reach the Goals of SIM
• Plan
• Execute
• Evaluate
We need to create strategic learners and teachers
who
Try this….
think about what you are doing as you try to solve this task.
Hmmm…
Your Task…Draw a solid line from
Box A to Box A Box B to Box B Box C to Box C
You cannot have any lines crossing or touching.
going outside of the big box. going through any of the little
boxes.
A A B
C
C
B
A A B
C
C
B
An individual’s approach to a task is called a
StrategyIt includes how a person thinks and
acts when planning, executing and
evaluating performance on a task
and its outcomes
A I don’t know
It was easy
I was lucky
Why did I get an A?
Why teach strategies?
Some students have difficulty developing strategies to meet their needs.
A strategy makes the task at hand manageable and provides students with a place to start.
Strategies enable students to be successful when there is no adult around to prompt them.
This isn’t just about just learning a strategy…
It’s about becoming a strategic learner by using strategies
appropriately independently
What is the difference between a skill and a strategy?
Not all strategies are created equal.
A strategy should be
Effective and
Efficient
Non-Strategic Learners
Do not use effective & efficient study procedures
Spend inordinate amounts of time on assignments
Have difficulty distinguishing the important from the unimportant
Do not organize information appropriately for learning
Have difficulty setting and attaining goals
Often fail to take advantage of prior knowledge when facing
new problems
Use no systematic approach to solving problems
Reading Comprehension
BLOCK AND PRESSLEY 2002
Reading comprehension involves over 30 cognitive and meta-cognitive processes.
Definition
It is the integration of decoding ability, vocabulary knowledge, prior knowledge of the topic, and relevant
strategy knowledge.
Kintsch and Kintsch, 2005
Vocabulary
arebetweenconsistscontinuouslycorrespondingcurvedrawsgraphifisolatedknownmaking
oftenoneonlypointsrelationsettablevaluesvariablesvariationswith
Reading Comprehension
If the known relation between the variables consists of a table of corresponding values, the graph consists only of the corresponding set of isolated points. If the variables are known to vary continuously, one often draws a curve to show the variation.
Basic College Math
Effective Reading Comprehension Practices
The National Reading Panel: April 2000
Comprehension Monitoring
Story Structure
Question Answering
Question Generation
Student made Graphic Organizers
Summarization
Summit on Learning Disabilities: August
2001
Self-Monitoring
Text Structure
Prediction
Self-Questioning
Summarization
Repair Strategies
Struggling Readers
Readers who struggle have several types of problems.
The most common type of reading disability is a reader who has poor
decoding skills but has good language comprehension
(“auditory” dyslexia). Martha Denckla labeled this type of reader
“disphonetic”.
Readers who struggle have several types of problems.
Another type of reading disability is a reader who has good decoding skills
but has difficulty with whole word recognition and spelling (“visual”
dyslexia). Denckla labeled this type of reader “dyseidetic”.
Readers who struggle have several types of problems.
The most complex type of reading disability is a reader who has poor
decoding skills and has poor language comprehension. This student has a “double deficit”
according to Denckla.
To Make Matters Worse
Mathew Effect
Lack of motivation
Inconsiderate text
Incompatible instruction
GOOD READERS
Have a purpose for their reading
Translate the text into their own words
Talk to themselves about the information
GOOD READERS
Ask questions
Make predictions
Make connections between new information and what they know
Rationales Behindthe Self-Questioning
StrategyStudents often passively read class materials
and gain little knowledge from them. Use of this
strategy activates their minds.
Students are more likely to continue reading if
they have a purpose for their reading. Use of
this strategy enables students to ask questions
and make predictions to create that purpose.
Rationales Behind the Self-Questioning Strategy
Students remember new information better if they
connect it to old information. Use of this strategy
enables them to make connections between new
information and what they already know.
Students remember new information better if they
translate it into their own words. Use of this
strategy enables students to talk to themselves
about the information.
Before Instruction
After Instruction
The Self-Questioning Strategy Results*
48%
35%
89%
86%
Ability-Level
Materials
Grade-Level
Materials
*From Clark, F. L., Deshler, D. D., Schumaker, J. B., Alley, G. R., & Warner, M.M. (1984).Self-Questioning and Self-Questioning: Strategies to improve comprehension of writtenmaterial; Journal of Learning Disabilities, 17(3), 145-149.
Self-Questioning Strategy
Attend to clues
Say some questions
Keep predictions in mind
Identify the answer
Talk about the answer
Turn to page 2 in your packet
Attend to clues
Say some questions
Keep predictions in mind
Identify the answers
Talk about the answers
Each step beginswith a verb that activates the learner’sresponse.
The first lettersspell the mnemonicwords “Ask It”; themeaning of which are related to asking questions.
The strategy stepsare task-specific (reading), and notsituation or content-specific.
The student can usethe steps to instructself through the process.
Only a few steps are used.
The wording of stepsis simple and brief.
This step cues the reader to beginthe reading process and look for words that trigger wondering. (A discrimination strategy.)
This step cues the readerto state one or more questions. (A self-questioningstrategy)
This step cues thereader to predictanswers to thosequestions. ( Aprediction strategy)
This step cues the readerto look for the answersto the questions. (Adiscrimination strategy)
This step cues thereader to transform theanswers into her ownwords. (A paraphrasingstrategy)
Anatomy of the Self-Questioning Strategy
Selecting Students for THE SELF-QUESTIONING STRATEGY
LISTENING MODEStudents must have sufficient listening vocabulary to know the meaning of spoken sentence.
READING MODE*Students must be able to decode words and know the meaning of words in a sentence.
*Required for independent use of the strategy.
How information is expressed
Orally
Use of tape recorders, small group, one to one
Written
Different formats—chart, outline
Range of Intensity of Teaching
Direct InstructionImplicit Instruction/ Constructivist
HighLow
Stages of Acquisition: The Key to Successful Strategy
Instruction
What does
intensive
explicit
systematic
instruction look like?
The 8 Stages of Instruction
Pretest
Describe
Model
Verbal Practice
Controlled Practice
Advanced Practice
Post-test
Generalization
I DO IT!
WE DO IT!
YA’ALL DO IT!
YOU DO IT!
Every Instructional Stage OrganizationWhat your goal is
What you need
How to prepare
How much time to allow
What to do
What to require for mastery
Where to go from here
How to trouble-shoot
The 8 Stages of Instruction
Pretest
Describe
Model
Verbal Practice
Controlled Practice
Advanced Practice
Post-test
Generalization
I DO IT!
WE DO IT!
YA’ALL DO IT!
YOU DO IT!
Turn to page 3 in your packet
PRETEST
Five-paragraph passage
Grade level material
New Material
10 Comprehension Questions
Form a partnership..
I, as your teacher, promise….
You, as the student, will….
COMMITMENTS
COMMITMENTS
SELF-QUESTIONING STRATEGY + EFFORT = SUCCESS
I know that the Self-Questioning can help improve read-ing comprehension significantly. I am making a commit-ment to you teach you this strategy, and I want you to know that I will be with you to take you through this process of learning. By doing this, I know that I will become a better teacher, and you will become a betterlearner.
____________________Mrs. Susan Woodruff
____________________Date
_____________________________________________
______________________________________
______________________________________
______________________________________
Our Commitment
to learning
Self-Questioning
Another possibility
SELF-QUESTIONINGSUCCESS FORMULA
Self-Questioning
Strategy+ Effort = SUCCESS
THE SELF-QUESTIONINGINSTRUCTOR’S MANUAL (Page 95)
What is the reason forgoal setting?
MOTIVATION!
The 8 Stages of Instruction
Pretest
Describe
Model
Verbal Practice
Controlled Practice
Advanced Practice
Post-test
Generalization
I DO IT!
WE DO IT!
YA’ALL DO IT!
YOU DO IT!
DESCRIBE
The Art and Science of Teaching
The Center for Research on Learning has brought you the science. You need to bring the art.
Self Questioning Steps
Step 1: Attend to clues as you read
Model Self-Talk
“What clues can I find as I read?”
SELF-QUESTIONING INSTRUCTOR’S MANUAL (Page 99)
Self-Questioning Strategy Cue Card #2
WHAT DO YOU WONDER?
Titles
“Mountain Madness”
“Partners in Grime”
“Miracle at Midnight”
“Invisible Again”
Pictures
Self-Questioning Strategy Cue Card #3
ATTEND TO CLUES
The pilgrims had tough lives.
Our national anthem is The Star-Spangled Banner.
The boy wandered aimlessly among the trees.
Kathy’s mother sent her to the store.
Two new toys have become available for teenagers.
The mission ran into a major problem.
SELF-QUESTIONING INSTRUCTOR’S MANUAL (Page 100)
Clues lead to questions…
Self Questioning Steps
Step 1: Attend to clues as you read
Step 2: Say some questions
7 Types of Questions
Seven Types of Questions
Who Why
What Which
When How
Where
H
Y
Cue Card 4p. 101
Clues make me wonder…
“How is that character feeling?”
“What does that character do for a living?”
“Where is the character going?”
“When will the character follow through on that plan?”
SELF-QUESTIONING INSTRUCTOR’S MANUAL (Page 99)
Self-Questioning Strategy Cue Card #2
WHAT DO YOU WONDER?
Titles
“Mountain Madness”
“Partners in Grime”
“Miracle at Midnight”
“Invisible Again”
Pictures
Self-Questioning Strategy Cue Card #3
ATTEND TO CLUES
The pilgrims had tough lives.
Our national anthem is The Star-Spangled Banner.
The boy wandered aimlessly among the trees.
Kathy’s mother sent her to the store.
Two new toys have become available for teenagers.
The mission ran into a major problem.
SELF-QUESTIONING INSTRUCTOR’S MANUAL (Page 100)
Question Poem
Who, What, When, Where,Why, Which, How
If you have a questionASK IT now!
SELF-QUESTIONING INSTRUCTOR’S MANUAL
Self-Questioning Strategy Cue Card #5
EXAMPLE QUESTIONSWho will solve the mystery?Who is coming to visit?Who burned the books?Who started the rumor?
What is this about?What kind of animal made that footprint?What is the girl’s name?What will happen next
When will the package be found?When will the boy become visible again?When will she get some help?When did the pilgrims first met the Indians?
Where are the jewels hidden?Where will they go next?Where did he go when he disappeared?Where are Sarah’s friends?
Why did they do this?Why did the coach kick her off the team?Why is the flower blooming at night?Why are the scarecrows moving?
Which way did she go?Which game will they win?Which dog survived?Which name did he choose?
How will they solve this problem?How many steps are there?How are they going to work it out?How much time is left?
Who
What
When
Where
Why
Which
How
Page 102
Self Questioning Steps
Step 1: Attend to clues as you read
Step 2: Say some questions
Step 3: Keep predictions in mind
Look into the future…What will happen next?
SELF-QUESTIONING INSTRUCTOR’S MANUAL
Self-Questioning Strategy Cue Card #6
EXAMPLE QUESTIONS & PREDICTIONS
Q: What does the man look like?
P: He is tall, with brown hair and a
mustache.
Q: When will the boy be found?
P: He will be found in three days.
Q: Where is the dog hiding?
P: The dog is hiding in the woods.
Q: Why didn’t she show up?
P: She had homework to do.
Page 103
Self Questioning Steps
Step 1: Attend to clues as you read
Step 2: Say some questions
Step 3: Keep predictions in mind
Step 4: Identify the answers
Inspect the text to identify answers…
SELF-QUESTIONING INSTRUCTOR’S MANUAL
Self-Questioning Strategy Cue Card #7
IDENTIFYING AND TALKING ABOUTANSWERS
Q: What does Rebecca look like?P: She has long black hair and dark eyes. Rebecca looked very much like her mother. She had long, curly blond hair and blue eyes. She was short, but very slim and trim. She looked like an athlete.
Q: Why did Tim hide his art work?P: He wants to give it to his mother as a gift. Tim was happy that his mother did not see his picture. He knew that she would be upset if he was drawing when he was supposed to be doing his homework.
Q: Which choice will Ryan make: will he quit the team or stay on it?P: He’ll quit the team. Ryan took a long walk. As he walked, he thought about his options. If he stayed on the team, he knew he’d be sitting on the bench during games. He thought about how he might learn new skills if he kept going to practice. He also thought about how much fun practices were. He decided to stay on the team.
Page 104
SELF-QUESTIONING INSTRUCTOR’S MANUAL
Self-Questioning Strategy Cue Card #9
REQUIREMENTS FOR QUESTIONS, PREDICTIONS, AND
ANSWERS • Use complete statements
• Subject• Verb
• Use accurate statements
• Include new information
• Make sense
Page 106
Self Questioning Steps
Step 1: Attend to clues as you read
Step 2: Say some questions
Step 3: Keep predictions in mind
Step 4: Identify the answers
Step 5: Talk about the answers
Identifying and Talking about Answers
Q: I wonder what does Rebecca look like?
P: I think she has straight dark hair. She is
short and muscular.
A: “Her hair is different than I thought. It’s
blond and curly. She is short and has
muscles since she is an athlete.”
Identifying and Talking about Answers
Q: Which choice will Ryan make: Will he quit the team or stay on it?
P: He will stay on the team.
A: I’m right. He is going to stay on the
team since he likes the practices so
much.”
SELF-QUESTIONING INSTRUCTOR’S MANUAL
Self-Questioning Strategy Cue Card # 8
SELF-QUESTIONING STRATEGY STEP SEQUENCE
Page 105
Self Questioning Strategy
The 8 Stages of Instruction
Pretest
Describe
Model
Verbal Practice
Controlled Practice
Advanced Practice
Post-test
Generalization
I DO IT!
WE DO IT!
YA’ALL DO IT!
YOU DO IT!
MODEL
Review strategy steps
State expectations
State goal
Explain “modeling”
Self-Talk
Problem solve
“Show” the strategy
Enlist student involvement
Positive affirmations
2 Model Passages
Chocolate Moose p. 93
Or
Sophie’s Echo p. 110 (lower level)
Turn to page 4 in your packet
Comprehension Quiz for Chocolate Moose
1. Where do Moose live?
2. How big are Moose?
3. Name 3 facts about the Moose’s antlers?
4. What do moose eat?
The 8 Stages of Instruction
Pretest
Describe
Model
Verbal Practice
Controlled Practice
Advanced Practice
Post-test
Generalization
I DO IT!
WE DO IT!
YA’ALL DO IT!
YOU DO IT!
VERBAL PRACTICE
Two main components:
REHEARSAL
And
ELABORATION
The 8 Stages of Instruction
Pretest
Describe
Model
Verbal Practice
Controlled Practice
Advanced Practice
Post-test
Generalization
I DO IT!
WE DO IT!
YA’ALL DO IT!
YOU DO IT!
CONTROLLED PRACTICE
Who controls the practice?
What can be controlled?
Why is it called controlled practice?
THREE TYPES OF PRACTICE• GUIDED PRACTICE• GROUP PRACTICE
• Cooperative Practice• Small Group Practice
• INDIVIDUAL PRACTICE*
*Required for mastery
The Self-Questioning Strategy
Two Levels of Evaluation for The Self-Questioning Strategy
Strategy Use Comprehension
Two Levels of Evaluation
Strategy UseContain complete
thoughts;
Contain entirely
accurate information;
Contain new information
for which credit has not
already been given; and
Make sense.
Comprehension
Two Levels of Evaluation
Strategy UseComprehensionOn the next class day, have students
answer questions about text. Format is your choice.
80% is mastery
Scoring
SELF-QUESTIONINGINSTRUCTOR’S MANUAL
Page 114
Scoring
Each box for each “chunk” should be filled in with either a “1” or “0”.
The middle part is to record for feedback why a “0” was given.The right hand side of the form is to record question types.
1 00 1 10 1 1
01 1
Scoring
Scoring
1.
NC NA R DMS NQ AA NQR
Questions
Each box for each “chunk” should be filled in with either a “1” or “0” or “—”.The abbreviations are to record feedback why a “0” was given.
The right hand side of the form is to record question types.
0
Self-Questioning Scoring
NC – not a complete thoughtNA - not accurate/relevantR - repetitiveDMS – doesn’t make senseNQ – not a questionAA – already answeredNRQ – not related to a question
Turn to page 5 in your packet
Scoring Questions
Score 1 point if…
A question is stated.
The question is relevant to the part of the passage just read.
The question has not already been answered in the passage.
Scoring Predictions
Score 1 point if the prediction…
Is related to the part of the passage just read
Is related to a question just asked
Is a plausible answer to the question
Contains information not in the passage so far.
Scoring Answers
Score 1 point in the Answers Column if…
A statement is made that answers a previously stated question
The answer is relevant to the information in the passage and is accurate.
80% on Self Questioning Strategy
80% on Comprehension Quiz
At least 5 Questions – 3 or more types
3 Predictions
2 Answers
MASTERY MINIMUMS
Tally of Questions Types
Who 1
What 1 1
When
Where 1
Why 1
Which
How
Other
Mastery Minimum
3 different question types
Calculating the Score
Number of Points
Number of Boxes Filled
Mastery = 80%
Number of points is calculated by adding up all of the 1’s
Number of boxes filled is calculated by adding up all of the 1’s and 0’s.
Subtract the --- (dashes) from the number of boxes filled.
24= X 100 = 66 %
16.66
Turn to page 6 in your packet
Let’s look at a scored sample..
Turn to pages 7,8 and 9 in your packet
The 8 Stages of Instruction
Pretest
Describe
Model
Verbal Practice
Controlled Practice
Advanced Practice
Post-test
Generalization
I DO IT!
WE DO IT!
YA’ALL DO IT!
YOU DO IT!
Advanced Practice
Students practice on materials above their reading level.Students begin to build confidence.
EXAMPLE PROGRESS CHART
Name:
Goal Date:
Date Completed:
Per
cen
tag
e S
core
100
90
80
70
60
50
40
30
20
10
0
Maint. Probes
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5
GOAL-SETTING SECTION
Post-test
Pre-test
Controlled PracticeAttempts
Advanced PracticeAttempts
MC
Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7 Stage 8
Key:
Visual Imagery Percentage
Comprehension Percentage
MVI
MVI = Mastery Level for Visual Imagery
MC = Mastery Level for Comprehension
= 80%= 80%
Self-Questioning Strategy
l
Forrest
10/2010/21
10/2110/21
10/2410/24
10/2710/26
10/3110/30
11/211/1
12/22
12/22
→
TimelyPositive
Individual Correctiv
e
Quality feedback needs to be…
Sequence for Correction
1. Specify a category of errors. 2. Specify what the student should do. 3. Provide a model.
4. Have student practice. 5. Have the student paraphrase back. 6. Have the student write a goal. 7. Repeat steps 1-6 for each category of errors made. 8. Communicate your positive expectations to the student.
The 8 Stages of Instruction
Pretest
Describe
Model
Verbal Practice
Controlled Practice
Advanced Practice
Post-test
Generalization
I DO IT!
WE DO IT!
YA’ALL DO IT!
YOU DO IT!
Orientation - Awareness of using strategy outside of classActivation – Use strategy in varying situationsAdaptation - Thinking about how to use the strategy in different situationsMaintenance - Spot checks
GENERALIZATION
Record Self-Questioning Results
Turn to page 10 in you packet
• enter date of pretest and posttest•enter student names•enter SQ percentage•enter comprehension test percentage•enter data for questions, types, predictions & answers
•KEEP THIS DATA!!!!!
Now it is YOUR turn to
try the strategy!
What does a practice passage look like?
Man, I hate this place, Tyray Hobbs thought as he walked slowly towards Bluford High School. The motion from each step sent a dull jab of pain into his left wrist , making him wince slightly.
Just outside Bluford’s thick steel front doors, Tyray adjusted his jacket, careful to conceal the bone-colored cast which encased his left hand. The pain and cast were constant reminders of the humiliation he suffered four days ago.
Until then, Tyray had been the most notorious bully in Bluford’s freshman class. Six feet tall and muscular, he could clear a path in a crowd just by showing up. In middle school, Tyray had learned to use his size to intimidate people he didn’t like. Sometimes, he impressed his friends by forcing smaller boys to give him money or do his homework. Other times, he threatened kids for fun. At Bluford, Tyray’s reputation continued to grow. And then Darrell Mercer came along.
●
●
●
●
Next Day’s Questions
1. What happened to Tyray?
2. How did Tyray impress his friends?
3. What did Darrell Mercer
do?
4. What did Tyray look like?
Just Remember…
If you only have a hammer,
everything looks like a nail.
Resources
www.ncsu.edu/project/lancet/fourth.htmwww.tea.state.tx.us/student.assessment
Go to released tests down the left hand column. Then go to (TAKS, RPTE)
Cricket Magazines-ages 9-14Ed Helper-K-H.S. (fee)Kim Marshall Series (EPS)Short Stories for Reading AloudTime for Kids – k-6