1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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