The University of Kansas Center for Research on Learning THE STRATEGIC INSTRUCTION MODEL : How...

The University of Kansas Center for Research on Learning

THE STRATEGIC INSTRUCTION MODEL:How Learning Strategies and Content Enhancement Routines Address NCLB

Jim Knight

University of Kansas

Center for Research on Learning


What questions will be answered today?

• What is the Center for Research on Learning?• What is the Strategic Instruction Model?• What are learning strategies?• How do we teach strategies (to large and small

group?)• What is Content Enhancement?• How do we make it happen?• How do we respond to NCLB ?


What is the Center for Research on Learning?


What is the CRL?

Founded in 1978

Mission: Dramatically improve the performance of at-risk students in grades 4-12 through research-

based interventions• $70+ million dollars of contracted R&D • International Professional Development Network• 275,000 teachers in 3,500 school districts


What is the Strategic Instruction Model?


What is S.I.M.

The Strategic Instruction Model is an integrated model of research-validated practices to address many of the needs of diverse learners. It has been under development for 25 years at the University of Kansas-Center for Research on Learning.

CRL


What are learning strategies?


What are learning strategies?

• Teaching students how to think about and solve problems, or……teaching students “how to learn”


An Overview of the LINCS Strategy

Step 1: List the parts

Step 2: Identify a Reminding Word

Step 3: Note a LINCing Story

Step 4: Create a LINCing Picture

Step 5: Self-test


1. Take an index card and divide both sides in half by drawing a lines across the middle of both sides.

Creating LINCS Study Cards



fief

2. Write the word to be learned on the top half of one side. Then circle it.



Land given by king for fighting in armyfief

3. Write the parts of the definition you need to remember on the top of the other side.




4. Write the Reminding Word on the bottom half of the first side.

chief



Chief of his land


5. Write the LINCing Story on the bottom half of the second side.

chief



Chief of his land


6. Draw the LINCing Picture on the bottom half of the second side.

chief


Learning Strategies Curriculum

Acquisition

Word Identification

Paraphrasing

Self-Questioning

Visual Imagery

Interpreting Visuals

Multipass

Storage

First-Letter Mnemonic

Paired Associates

Listening/Notetaking

LINCS Vocabulary

Expression of Competence

Sentences

Paragraphs

Error Monitoring

Themes

Assignment Completion

Test-Taking


How do we teach to smaller groups of students?


Word Identification

• Discover the context

• Isolate the prefix

• Separate the suffix

• Say the stem

• Examine the stem

• Check with someone

• Try the dictionary


How do we teach to smaller groups of students?

1. Pretest and Make Commitments2. Describe3. Model4. Verbal Practice5. Controlled Practice6. Advanced Practice7. Posttest and Make Commitments8. Generalization

Daily instruction for 6 to 8 weeks in each strategy.


Word Identification: Resultsn = 156

0

10

20

30

40

50

60

70

80

pretest posttest

decodingcomprehension


How do we teach to larger groups of students?


Self-Questioning Strategy

• Attend to clues as you read

• Say some questions

• Keep predictions in mind

• Identify the answer

• Talk about the answers


How do we teach to larger groups?

I Do It• Review the steps of the strategy• Explain how it will help them learn• Specify what they need to do• Think out loud• Problem solve• Attack the challenge in different ways• Address errors from previous day’s work



We Do It• Ask for strategy steps• Ask students to explain how they’re thinking• Shape student responses• Encourage students with authentic praise• Evaluate student understanding• Re-instruct if necessary



You Do It• Let students perform independently• Give brief, specific, constructive feedback• Identify categories of error to identify the focus for

the next day’s session• Have students record their grade on a progress chart


Self-Questioning-2001 n= 133

0

10

20

30

40

50

60

comparison experimental

Textbook quiz

7th Grade Science Class: Growth Scores


What is Content Enhancement?


•All students learn critical content required in the core curriculum regardless of literacy levels.

•Teachers compensate for limited literacy levels by using targeted planning, explicit teaching routines, and visual devices to promote content mastery.

all most some

Content Enhancement

NAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience U

NIT

SE

LF

-TE

ST

Q

UE

ST

ION

S

is about...

UN

IT

RE

LA

TIO

NS

HIP

S

UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

4

5

6

7

8

Displaying and Analyzing Data

graphing data andwriting questionsmath

vocabulary

by using the

frequency

through

interpretinggraphs

by

tables

through

biased information

by using

1.Understand and explain frequency tables, histograms, scatterplots, stem-and-leaf plots, and box-and-whisper plots.2.How do you interpret double bar graphs and double line?3.Identify a random sample and write survey questions.4. Identify misleading graphs and statistics.5.Applying what you learn, you will identify biased questions.6.Given two graphs, identify which is biased and give reasons for your choice.


NAMEDATEThe Unit Organizer

NE

W

UN

IT

SE

LF

-TE

ST

QU

ES

TIO

NS

Expanded Unit Map is about...

9

10

math vocabulary

frequency interpretinggraphs

tables

biased informationby using the

through

by

through

byusinggraphing data and

writing questions

Displaying and Analyzing Data

•Frequency table•Line plot•Histogram•Double bar graph•Double line graph•Stem-and-Leaf Plot•Box-and-Whisker•Population•Sample•Random Sample•Biased question•Scatter plot •Positive Trend•Negative Trend•No Trend

•Tables•Plot Lines•Histograms(11.1)

bymaking

•Double bar•Double line

(11.2)•Stem-and Leaf

•Box-and-Whisker(11.3)

•Scatter Plots(11.8)

bymakingand reading •Logical

Reasoning(11.4)

•RandomSamples and

Surveys(11.5)

•PersuadingOthers(11.7)

to do

using


Content Enhancement Teaching Routines

Planning and Leading LearningCourse Organizer

Unit OrganizerLesson Organizer

Explaining Text, Topics, and Details

Framing RoutineSurvey Routine

Clarifying Routine

Teaching ConceptsConcept Mastery Routine

Concept Anchoring RoutineConcept Comparison Routine

Increasing PerformanceQuality Assignment Routine

Question Exploration RoutineRecall Enhancement Routine

Vocabulary Routine


How do we make it happen?


If you don’t plan for execution, nothing significant will happen!

• “Execution is the great unaddressed issue in the business world today. Its absence is the single biggest obstacle to success and the cause of many of the disappointments that are mistakenly attributed to other causes”

Larry Bossidy & Ram Charan, Execution


Pathways to Success

• Partnership with Topeka, Kansas• Funded by GEAR-UP• Provide numerous supports for academic success

(tutoring, telementoring, direct instruction, parent education)

• Instructional coaches in middle and high schools• Professional Learning Communities


Students on Pathways to Success

LearningStrategiesInstruction

DirectInstruction inReading andMath Skills

RestructuredCourses

ImprovingTeachers

StrategicTutoring Duringand After Class

Pathways to Success


The change paradox

• Top down AND bottom up

• Easy AND powerful


How do we respond to NCLB?


Professional Learning Communities

• Get the right people on board• Target standards• Develop positive cultural norms• Be tightly organized• Employ coaches to lead small groups• Develop powerful tools• Keep learning from each other• Provide follow-up to ensure fidelity


Some Research Results

• Completed over 100 mini studies that show significant improvement on curriculum-based measures

• When interventions address standards, there has been a clear impact on measures

• Behavior management interventions have cut discipline referrals in half in some schools


Implementation Rates

0

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90

Implementation Rate

Training (Joyce &Showers)Enlightened

Instructional Coaches


What questions do we have about questions?

• What is the Center for Research on Learning?• What is the Strategic Instruction Model?• What are learning strategies?• How do we teach strategies (to large and small

group?)• What is Content Enhancement?• How do we make it happen?• How do we respond to NCLB ?


Kansas University Center for Research on Learning (KU-CRL)www.ku-crl.org

Pathways to Success

http://www.ku-crl.org/pathways/index.html

Jim Knight, PhD, Research Associate (785) [email protected]

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