1. Patricia Sampson Graner
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

2. 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

3. 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

4. how to learn Strategy Instruction is instruction in and perform
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
University of Kansas Center for Research on Learning 2002

5.
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

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

7. strategy What is a Strategy?
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
University of Kansas Center for Research on Learning 2002

8. successful unsuccessful
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
University of Kansas Center for Research on Learning 2002

9.
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
University of Kansas Center for Research on Learning 2002

10. effective efficient The most successful strategy is one that is both
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
University of Kansas Center for Research on Learning 2002

11. √ Lynn’s mom worked with her for 4 hours.
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
University of Kansas Center for Research on Learning 2002

12. 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

13. 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

14. Vital Behaviors
University of Kansas Center for Research on Learning, 2002 :: 2008

15. SLANT Strategy The Learning Strategy Series Patricia Sampson Graner
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

16. SLANT Strategy Overview
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
University of Kansas Center for Research on Learning 2002

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

18. Rationales Behind the SLANT Strategy
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
University of Kansas Center for Research on Learning 2002

19. Learning Cycles Positive Cycle The Challenge Positive verbal and
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
University of Kansas Center for Research on Learning 2002

20. 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, 2002 :: 2008
University of Kansas Center for Research on Learning 2002

21. SLANT Strategy Students Settings
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
University of Kansas Center for Research on Learning 2002

22. Steps of the SLANT Strategy
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
University of Kansas Center for Research on Learning 2002

23. Anatomy of the SLANT Strategy
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
University of Kansas Center for Research on Learning 2002

24. Pretest Describe Model Instructional Sequence for the SLANT Strategy
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
University of Kansas Center for Research on Learning 2002

25. Practice Posttest Instructional Sequence for the SLANT Strategy
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
University of Kansas Center for Research on Learning 2002

26. The Steps of the SLANT Strategy
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
University of Kansas Center for Research on Learning 2002

27. The Steps of the SLANT Strategy
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
University of Kansas Center for Research on Learning 2002

28. The Steps of the SLANT Strategy Activate your thinking
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
University of Kansas Center for Research on Learning 2002

29. The Steps of the SLANT Strategy
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
University of Kansas Center for Research on Learning 2002

30. The Steps of the SLANT Strategy
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
University of Kansas Center for Research on Learning 2002

31. S L A N T Example Chart The Challenge Time Period Total Nicolas Name:
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
University of Kansas Center for Research on Learning 2002

32. S L A N T Example Chart The Challenge Time Period Total 1 14 3 12 - 4
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
University of Kansas Center for Research on Learning 2002

33. Teaching with a strategic mindset
Beyond the teaching of specific strategies

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

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