Using Learning Strategies to Improve How Students Learn and Perform Don Deshler University of Kansas Center for Research on Learning August 8, 2006 Portland, Oregon

Lion Orange Chevrolet Frog Cherry Ford Horse Apple Fish Lemon Dodge Toyota Banana Dog Chrysler

What do you do? 1.Read the passage and answer the question 2.List everything you did to read and understand the passage 3.Share and compare with a neighbor

Reading Sub Test Loitering with a vacant eye Along the Grecian gallery, And brooding on my heavy ill, I met a statue standing still. Still in marble stone stood he, And steadfastly, he looked at me. “Well met,” I thought the look would say. “We both were fashioned far away; We neither knew, when we were young, These Londoners we live among.” A.E. Housman, 1896 A. Why does the speaker feel the way he does at the beginning of the poem? (1)He is far from home and feels out of place. (2)He is in very poor health. (3)He feels oppressed by the crowds of people in London. (4)He has nothing to do? (5)He is saddened by the fact that the statue is unhappier than he is.

Adolescent Reading Model Language Comprehension Background Knowledge Syntax Vocabulary Text Structures Reading Comprehension: Comprehension comes from integrating prior knowledge with new information from the text. This new knowledge facilitates deeper thinking about the text and can be applied to learn new information and solve problems. Word Recognition Phonological Awareness Decoding Sight Word Reading Fluency Executive Processes Cognitive Strategies Metacognitive Strategies KU-CRL Hock & Deshler, 2006 Integration

LANGUAGE SKILLS STRATEGIES SUBJECT MATTER Building Blocks for Content Literacy HIGHER ORDER

Some guiding questions…. What are some of the powerful strategies you use to learn new information? How did you learn these strategies? What are some important learning strategies to teach? How do we teach struggling learners to use learning strategies?

Content Skills Strategies

Content Skills Strategies Knowledge of the world Rules and procedures Guidelines related to selecting and applying skills

Content Skills Strategies

An Individual’s approach to a task is called a It includes how a person thinks and acts when planning, executing, and evaluating performance on a task and its outcomes. STRATEGY

is instruction in how to learn and perform Strategy Instruction

So…. What are some important strategies for students to learn?

Learning Strategies Acquisition Word Identification Summarizing 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

Paraphrasing Strategy R ead a paragraph A sk yourself what is the main idea and what are important supporting details P ut the main idea and supporting details into your own words

Self-Questioning Strategy A ttend to clues as you read S ay some questions K eep predictions in mind I dentify the answer T alk about the answers

Word Mapping Strategy To expand students vocabulary by helping them predict the meanings of unknown words using key language elements (roots, prefixes, suffixes) they come across while reading.

Word Families “port” – to carry importexport reportporter deportsupport importanttransport

Strategy Elements Provide a systematic approach for students to use. Focus on the use of high frequency prefixes, suffixes, and roots. Use roots with large word families.

Word Mapping Strategy M Step 1: M – Map the word parts A Step 2: A – Attack the meaning of each part P Step 3: P – Predict the word’s meaning S Step 4: S – See if you’re right!

Map the targeted word by breaking down into its word parts

Attack the meaning by translating each word part

Predict the meaning of the word by putting the word part meanings together

See if your prediction is correct by checking with the dictionary or someone

The LINCS Vocabulary Strategy Word Reminding Word Definition LINCing Story LINCing Picture

1. Take an index card and divide both sides in half by drawing lines across the middle of both sides. Creating LINCS Study Cards

Creating LINCS Study Cards (cont.) fief 2. Write the word to be learned on the top half of one side. Then circle it.

Creating LINCS Study Cards (cont.) Land given by king for fighting in army fief 3. Write the parts of the definition you need to remember on the top of the other side.

Creating LINCS Study Cards (cont.) Land given by king for fighting in army fief 4. Write the Reminding Word on the bottom half of the first side. chief

Creating LINCS Study Cards (cont.) Chief of his land Land given by king for fighting in army fief 5. Write the LINCing Story on the bottom half of the second side. chief

Creating LINCS Study Cards (cont.) Chief of his land Land given by king for fighting in army fief 6. Draw the LINCing Picture on the bottom half of the second side. chief

The University of Kansas Center for Research on Learning Let’s Practice!!

Vocabulary Words  Charitable  Mortified  Tirade  Perpetual

The LINCS Table L ist the parts I dentify a remaining word N ote a LINCing story C reate a LINCing picture S elf-test Term Reminding Word LINCing Story LINCing Picture Definition

A Good REMINDING WORD always… Sounds like part or all of the new word.Sounds like part or all of the new word. Is a real word.Is a real word. Has a meaning that you already know.Has a meaning that you already know. Helps you remember what the new word means.Helps you remember what the new word means.

A Good LINCing Story always…. Includes the Reminding Word or some form of the Reminding WordIncludes the Reminding Word or some form of the Reminding Word LINCs the Reminding Word to the meaning of the new wordLINCs the Reminding Word to the meaning of the new word Is short and simpleIs short and simple

A Good LINCing Picture always... Contains a part related to the Reminding Word.Contains a part related to the Reminding Word. Contains parts related to the important ideas in the definition.Contains parts related to the important ideas in the definition. Helps you remember the new term’s definition.Helps you remember the new term’s definition.

LINCS Strategy Step 1: L ist the parts Step 2: I dentify a Reminding Word Step 3: N ote a LINCing Story Step 4: C reate a LINCing Picture Step 5: S elf-test

The LINCS Table L ist the parts I dentify a remaining word N ote a LINCing story C reate a LINCing picture S elf-test Term Reminding Word LINCing Story LINCing Picture Definition

The University of Kansas Center for Research on Learning Example LINCS Tables charitable table He gave lots of food for the table. Giving, generous Term Reminding word LINCing story LINCing picture Definition

The University of Kansas Center for Research on Learning Example LINCS Tables mortified mortician The mortician was scared to death when he saw the corpse. Scared to death Term Reminding word LINCing story LINCing picture Definition

The University of Kansas Center for Research on Learning Example LINCS Tables tirade tire The tire screamed as it went around the corner. Screaming or yelling Term Reminding word LINCing story LINCing picture Definition

The University of Kansas Center for Research on Learning Example LINCS Tables perpetual pet The pet constantly barks. Constantly Term Reminding word LINCing story LINCing picture Definition

So…. How do we teach learning strategies to students?

Instructional Methodology (Large group)  “I do it!” (Learn by watching)  “We do it!” (Learn by sharing)  “You do it! (Learn by practicing)

Instructional Methodology (Small group)  Pretest  Describe Commitment (student & teacher) Goals High expectations  Model  Practice and quality feedback Controlled and advanced  Posttest & reflect  Generalize, transfer, apply

The listening, speaking, reading and writing skills and strategies necessary to learn in each of the academic disciplines.

is the door to content acquisition & higher order thinking.

A Continuum of Literacy Instruction (Content Literacy Continuum -- CLC) Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels) Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods) Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences) Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level) Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies) Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)

The CLC says…  There are unique (but very important) roles for each member of a secondary staff relative to literacy instruction Every teacher is not a reading teacher, and literacy coaches may be necessary but aren’t sufficient! Every teacher is not a reading teacher, and literacy coaches may be necessary but aren’t sufficient!  Some students require more intensive, systematic, explicit instruction of content, strategies, and skills

Content Literacy “Synergy” Improved Literacy CONTENT CLASSES Level 1. Enhanced Content Instruction CONTENT CLASSES Level 2. Embedded Strategy Instruction Level 3. Intensive Strategy Instruction strategy classes strategic tutoring Level 4. Intensive Basic Skill Instruction KU-CRLCLC- Lenz, Ehren, &Deshler, 2005 Level 5. Therapeutic Intervention Foundational language competencies