SLANT Strategy The Learning Strategy Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas University of Kansas Center for Research on Learning 2002

SLANT Strategy Overview Pertinent Setting Demand Students must participate in class activities. Purpose To enable students to be active participants in class activities Cognitively active Verbally active University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

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 2014

Learning Cycles Positive Cycle The Challenge Positive verbal and non-verbal behaviors by student Send messages of student interest and investment Positive Cycle More student participation and elaboration More learning occurs Instruction becomes more pleasant and interesting Increased social interactions between teacher and students 1 2 3 4 5 6 The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

interesting for student Learning Cycles Negative verbal and non-verbal behaviors by student Send messages of negative student attitude Negative Cycle Reduced student participation and elaboration Less learning occurs Instruction becomes less pleasant for teachers and less interesting for student Decreased social interactions between teacher and students 1 2 3 4 5 6 The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

SLANT Strategy Students Settings All students can benefit from learning the SLANT Strategy Settings Resource Rooms Support Classes Strategy Classes Remedial Classes Mainstream Classes University of Kansas Center for Research on Learning 2014

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 2014

Anatomy of the SLANT Strategy Sit up Lean forward Activate your thinking Name key information Track the talker The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Philosophical Underpinnings of the Strategic Instruction Model Most low-achieving students can learn to function independently in mainstream settings. The role of the support-class teacher is to teach low-achieving students strategies that will enable them to be independent learners and performers. The role of the content teacher is to deliver subject-matter information in a manner that can be understood and remembered by low-achieving students. Students should have a major voice in decisions about what strategies they are to learn and how fast they are to learn these strategies. University of Kansas Center for Research on Learning 2014

Learning Strategies Curriculum Acquisition Word Identification Paraphrasing Paraphrasing & Summarizing Self-Questioning Visual Imagery Word Mapping Inference SLANT Strategy University of Kansas Center for Research on Learning 2014

Learning Strategies Curriculum Storage FIRST-Letter Mnemonic Paired Associates Listening and Note-Taking LINCS SLANT Strategy University of Kansas Center for Research on Learning 2014

Learning Strategies Curriculum Expression and Demonstration of Competence Sentences Paragraphs Error Monitoring Themes Assignment Completion Test Taking Essay Test-Taking InSPECT EDIT SLANT Strategy University of Kansas Center for Research on Learning 2014

Instructional Sequence for the SLANT Strategy Stage 1: Pretest Yes Go to another Mastery? strategy Stage 2: Describe Stage 3: Model The Challenge Stage 4: Verbal Practice Continue to Stage 5 University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Instructional Sequence for the SLANT Strategy Stage 5: Practice Stage 6: Posttest No Mastery? Yes Stage 7: Generalization The Challenge No Mastery? Yes Go to another strategy University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Sit up The Steps of the SLANT Strategy Step Examples Upright posture but relaxed Non-examples Head on desk Slouching in chair The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Lean Forward The Steps of the SLANT Strategy Step Examples Leaning forward slightly Non-examples Leaning backward Exaggerated forward lean The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Steps of the SLANT Strategy 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 The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Name key information The Steps of the SLANT Strategy Step 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 The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Track the talker The Steps of the SLANT Strategy Step 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 The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

S L A N T Example Chart The Challenge Time Period Total 1 14 3 12 - 4 Attending Asking Questions Name: 1 14 3 12 - 4 4,2,4 2,4 9:05-9:15 9:25-9:30 9:40-9:45 Nicolas The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002