Patricia Sampson Graner pgraner@ku.edu Thank you, Carol Arjona The Strategic Instruction Model: The SLANT Strategy Patricia Sampson Graner University of Kansas Center for Research on Learning University of Kansas Center for Research on Learning 2002

Advance Organizer Introductions Overview of Strategic Instruction Model Activity: paper & pen/pencil Stages of Instruction Introduction to SLANT Strategy Activity University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

The Strategic Instruction Model (SIM) ...dramatically improves the performance of students considered to be at-risk for school failure through research-based interventions. University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

how to learn Strategy Instruction is instruction in and perform pgraner@ku.edu Strategy Instruction is instruction in how to learn and perform In short, and in a more popular tone, we can say that strategy instruction is instruction in how to learn and perform. University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

pgraner@ku.edu Activity Given the signal to begin, write as many of the United States as you can in 60 seconds. These two are companion activities to demonstrate the use of strategies, and the differences in effective and efficient strategies with different types of tasks. University of Kansas Center for Research on Learning 2002

Thinking and Acting Strategically Explore what you did: Compare approaches with the different tasks: University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

strategy What is a Strategy? pgraner@ku.edu What is a Strategy? An individual’s approach to a task is called a strategy It includes how a person thinks and acts when planning, executing, and evaluating performance on a task and its outcomes. Although there are numerous definitions of “strategy,” we have chosen this one. First, a strategy is a person’s approach to a task. Approach is a key word because we are interested in everything related to meeting the demands of the task from initial recognition to completion and evaluation. Second, it focuses on how a student thinks and on how a student acts. That is, we are concerned with what goes on in the mind and what the person does. Therefore, we are talking about two major types of behavior: cognitive behavior (what goes on in the mind) and overt behavior (what one does). Third, a strategy focuses on a continuum of performance that includes components related to what happens before, during, and after the task. Fourth, a strategy includes not only an examination of performance, but also what happens as a result of performance. This last aspect relates to our ability to see the relationship between effort and the resulting performance or outcome. University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

successful unsuccessful pgraner@ku.edu A strategy can be successful or unsuccessful Many students do use approaches to a task. However, an approach to a task does not always lead to success. For example, there are probably as many ways to fail a test as there are ways to pass a test or improve test performance. The goal is to assist the student to learn how to approach the task in a way that leads to success. We measure success in terms of effectiveness and efficiency. In other words, the strategy must help the individual get the job done and get the job done in a timely and appropriate manner. University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

pgraner@ku.edu Greg and Lynn both studied the names of the presidents and got an “A” on the test. David and Cory both studied the names of the presidents and got a “D” on the test. √ Look at these two examples. Which of the two sets of students were most effective? Greg and Lynn both got the job done. University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

effective efficient The most successful strategy is one that is both pgraner@ku.edu The most successful strategy is one that is both effective and efficient Many students do use approaches to a task. However, an approach to a task does not always lead to success. For example, there are probably as many ways to fail a test as there are ways to pass a test or improve test performance. The goal is to assist the student to learn how to approach the task in a way that leads to success. We measure success in terms of effectiveness and efficiency. In other words, the strategy must help the individual get the job done and get the job done in a timely and appropriate manner. University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

√ Lynn’s mom worked with her for 4 hours. pgraner@ku.edu Lynn’s mom worked with her for 4 hours. Greg studied by himself for an hour. √ Look at these two examples. Which of the two sets of students were most effective? Greg and Lynn both got the job done. University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

Eight Stage Instructional Process 1. Pretest and Make Commitments 2. Describe 3. Model 4. Verbal Practice 5. Controlled Practice 6. Advanced Practice 7. Posttest and Make Commitments 8. Generalization Daily instruction for 6 to 8 weeks in each strategy. University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

My, how time can slip away!! 10 minutes lost per block (4 blocks per day) 40 minutes lost per day 3.3 hours of lost per week 105 hours per year or about 17 days!!! University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

Vital Behaviors University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

SLANT Strategy The Learning Strategy Series Patricia Sampson Graner pgraner@ku.edu SLANT Strategy The Learning Strategy Series Presented by Patricia Sampson Graner The University of Kansas Center for Research on Learning Lawrence, Kansas University of Kansas Center for Research on Learning 2002

SLANT Strategy Overview pgraner@ku.edu 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, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

Secondary teachers don’t want to hear about “literacy.” pgraner@ku.edu Secondary teachers don’t want to hear about “literacy.” University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

Rationales Behind the SLANT Strategy pgraner@ku.edu 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 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

Learning Cycles Positive Cycle The Challenge Positive verbal and pgraner@ku.edu Learning Cycles Positive verbal and non-verbal behaviors by student 1 More learning occurs 6 Send messages of student interest and investment 2 Positive Cycle Instruction becomes more pleasant and interesting 5 Increased social interactions between teacher and students 3 The Challenge More student participation and elaboration 4 University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

interesting for student pgraner@ku.edu 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, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

SLANT Strategy Students Settings pgraner@ku.edu SLANT Strategy Students Students can benefit from learning the SLANT Strategy Settings Core Content Classes Resource Rooms Support Classes Strategy Classes Remedial Classes University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

Steps of the SLANT Strategy pgraner@ku.edu Steps of 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 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

Anatomy of the SLANT Strategy pgraner@ku.edu 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, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

Pretest Describe Model Instructional Sequence for the SLANT Strategy pgraner@ku.edu 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, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

Practice Posttest Instructional Sequence for the SLANT Strategy pgraner@ku.edu 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, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

The Steps of the SLANT Strategy pgraner@ku.edu The Steps of the SLANT Strategy Sit up Example Upright posture but relaxed Non-examples Head on desk Slouching in chair The Challenge University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

The Steps of the SLANT Strategy pgraner@ku.edu The Steps of the SLANT Strategy Lean Forward Example Leaning forward slightly Non-examples Leaning backward Exaggerated forward lean The Challenge University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

The Steps of the SLANT Strategy Activate your thinking pgraner@ku.edu 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 The Challenge Non-examples Talking to others during class Playing with objects Texting Not doing anything when you don't understand University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

The Steps of the SLANT Strategy pgraner@ku.edu The Steps of the SLANT Strategy 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 The Challenge University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

The Steps of the SLANT Strategy pgraner@ku.edu The Steps of the SLANT Strategy 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 The Challenge University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

S L A N T Example Chart The Challenge Time Period Total Nicolas Name: pgraner@ku.edu Example Chart S L A N T Time Period Total Attending Asking Questions Name: Nicolas The Challenge University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu 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 pgraner@ku.edu Example Chart S L A N T Time Period Total 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, 2002 :: 2008 pgraner@ku.edu University of Kansas Center for Research on Learning 2002

Teaching with a strategic mindset Beyond the teaching of specific strategies

Post Organizer Strategic Instruction SLANT Strategy Being a strategic teacher University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu

Thank you! Contact for more information: Patricia Graner Professional Development Director pgraner@ku.edu University of Kansas Center for Research on Learning kucrl.org University of Kansas Center for Research on Learning, 2002 :: 2008 pgraner@ku.edu