1. Note to teachers: anything in italics should be read aloud

2. I-See a Strategy Lesson 1.4
Explain that today’s lesson will focus on purposeful strategy use.
About this lesson:
Notes about strategies:
Strategies are systematic processes that students use to learn. A successful strategy is: Individualized, Systematic, Effective and Efficient (I-SEE). In particular, executive function strategies focus on improving students’ ability to organize, plan, prioritize, access working memory, shift flexibly, and self-monitor.
Why teach executive function strategies? Teaching executive function strategies helps to:
Promote motivation, focused effort, and hard work.
Help students to understand their learning profiles.
Teach students how to learn.
Empower students to take control over their learning.
Increase self-confidence and encourage independent learning
More information is available on the Lesson 1.4 overview.
Lesson 1.4

3. Objectives I-SEE a Strategy Identify an I-SEE strategy
Evaluate executive function strategies
Lesson 1.4

4. Agenda I-SEE a Strategy Complete I-SEE Metacognitive Activator
Identify I-SEE Strategies
Explore your I-SEE Strategies
Complete I-SEE Metacognitive Wrap-Up
Review the agenda. After today’s lesson, the you will better understand what makes a strategy an effective or worthwhile strategy. We will use the acronym “I-SEE” to understand purposeful strategies.
Lesson 1.4

5. Metacognitive Activator
I-SEE a Strategy
Metacognitive Activator
Distribute the “I-SEE Metacognative Activator” handout. Tell students that, similar to game “I-SPY,” they must find the hidden objects listed on the page.
Once students have completed the activity, ask them to identify the strategies that they used to find the hidden objects (e.g., scanning from top to bottom; right to left, focusing intently on details of the picture or pulling back and looking at the whole scene, looking for items one at a time or reading the whole list and then just seeing what was there, etc.).
3. Record their responses on the board or chart paper.
4. Ask students:
1. What strategies do you think worked the best?
2. Why do you think these strategies worked the best?
3. What strategies did not work as well? Why?
Lesson 1.4

6. What makes a strategy an
I-SEE a Strategy
What makes a strategy an
“I-SEE” strategy?
I-Individualized
S-Systematic
E-Efficient
E-Effective
Explain to students that a successful strategy is:
Individualized or self-generated by the student. Students know best what does or does not work for them.
Systematic or able to be used in a routine and regular way.
Efficient or it gets the job done successfully
Effective it works for the task at hand (different strategies work for different tasks)
Lesson 1.4

7. I-SEE a Strategy
Sample Strategy As Marcus reads his science textbook, he takes notes that he can later turn into a study guide by changing section headings into questions.
Read the slide to the students.
Lesson 1.4

8. I-SEE a Strategy I-Individualized
“The Solar System”
I-Individualized
Marcus creates his own note-taking system by changing the section headings into questions.
“What are the parts of the solar system?”
An individualized strategy in one that works for you! In this example, Marcus creates his own note-taking system by changing section headings into questions. The way he phrases the questions makes the most sense to him. Another student may create questions in a different way that makes more sense to her/him. For example, Timmy may ask, “what is the solar system?”
Ask students if they have used an individualized strategy in the past. Share examples with the class.
Lesson 1.4

9. S-Systematic I-SEE a Strategy
Step 1: Marcus reads a new section in a chapter.
Step 2: He creates a question by looking at the section heading and writes it in his notebook in blue ink.
Step 3: He answers the questions in his notebook in green ink.
A systematic strategy in one that is well planned and shows that new information is learned in an organized way. In this example, Marcus uses a organized note-taking process.
Ask students if they have used systematic strategy in the past. Share examples with the class.
The sun and all the
objects that orbit
it.
What is the solar system?
Lesson 1.4

10. E-Efficient I-SEE a Strategy
When Marcus has a test, he will be prepared because he can use his notes as a study guide. The information is already organized in his study guide in a structured, easily accessible way that makes sense to him.
An efficient strategy is one that accomplishes the task quickly and successfully. In this example, Marcus’s strategy note-taking strategy is efficient because he already has his notes compiled in a way that makes sense to him. He doesn’t have to spend time compiling his notes and creating a study guide.
Lesson 1.4

11. E-Effective I-SEE a Strategy Marcus aced his astronomy test!
An effective strategy is one that works! Once students understand which strategies are effective for them, they should notice the difference because tasks become easier and, often, because their grades begin to improve. Marcus has a good understanding of the material for the test because of the study guide that he created as he read the chapters. Because his strategy was so effective, he aced the test!
Ask students if they have ever used an effective strategy where they really saw results. Share examples with the class.
Lesson 1.4

12. Complete the “I-SEE a Strategy” handout
Try it out!
Complete the “I-SEE a Strategy” handout
Distribute the “I-SEE” a strategy handout.
Explain that the handout lists six separate scenarios in which students use different strategies. Students should work independently or in pairs to determine which scenarios are considered “I-SEE” strategies.
After students have completed the “I-SEE a Strategy” handout, review the handout as a class using the following slides.
*Note: if your students do not have enough time (or attention span) to complete all six scenarios, you may choose to complete fewer than six. We recommend choosing at least two of the scenarios that do qualify as I-SEE strategies (scenarios 1,2,5 and 6) and one that does not (scenarios 3 and 4).
Lesson 1.4

13. Scenario 1 I-SEE a Strategy
Dana is learning how to solve complex algebraic equations and often confuses positive and negative signs. To help, she uses different color highlighters to highlight the signs.
I-Individualized
S-Systematic
E-Efficient
E-Effective
Call on a student to read the scenario aloud. Ask students to:
Identify the strategy being used.
Determine if the strategy is an I-SEE strategy. Why or why not?
Click on the mouse to individually “fly in” the criterion used to determine an “I-SEE” strategy. Ask the students if the scenario fits the criteria.
Strategy: Color coded highlighting
Possible Explanation: This scenario meets the criteria for an I-SEE strategy. It is individualized - Dana has identified a problem specific to her; it is systematic – using separate colors helps Dana stay organized; it is efficient - because it provides a quick visual and is easy to complete; it is effective – she focuses only on the positive and negative signs which helps her to avoid making the mistake.
Lesson 1.4

14. Scenario 2 I-SEE a Strategy
Erica wrote an essay for English. To start, she made a list of all the quotes she wanted to use and then created an outline. When Erica completed the outline, she began writing.
I-Individualized
S-Systematic
E-Efficient
E-Effective
Call on a student to read the scenario aloud. Ask students to:
Identify the strategy being used.
Determine if the strategy is an I-SEE strategy. Why or why not?
Click on the mouse to individually “fly in” the criterion used to determine an “I-SEE” strategy. Ask the students if the scenario fits the criteria.
Strategy: Creating an organized list
Possible Explanation: This scenario meets the criteria for an I-SEE strategy. It is individualized – Erica focused on the specific quotes she wanted to use; it is systematic – it is well planned and organized; it is efficient – Erica is ready to write after creating her outline, and she can write more quickly as a result, which saves her valuable time; it is effective – it accomplished the task of creating a usable outline which helped her finish the paper.
Lesson 1.4

15. Scenario 3 I-SEE a Strategy
Mark has a science test tomorrow. He begins studying at 7:00 pm. To study, he rereads the chapter and his notes.
I-Individualized
S-Systematic
E-Efficient
E-Effective
Call on a student to read the scenario aloud. Ask students to:
Identify the strategy being used.
Determine if the strategy is an I-SEE strategy. Why or why not?
Click on the mouse to individually “fly in” the criterion used to determine an “I-SEE” strategy. Ask the students if the scenario fits the criteria.
Strategy: Rereading
Possible Explanation: This scenario does not meet the criteria for an I-SEE strategy. It is not individualized – Mark has not identified what sections of the chapter he already knows, and what areas are weaknesses specific to him; it is not systematic – there is no clear organization to his reading; it is not efficient- it is time consuming and there is no specific purpose to his reading; it is not effective – by reading the entire chapter, he is not focusing on what needs to be studied and he is not ensuring that he will actually remember what he reads.
Lesson 1.4

16. Scenario 4 I-SEE a Strategy
Carla is listening to her teacher explain the Revolutionary War. She is doing her best to write down everything that her teacher is saying.
I-Individualized
S-Systematic
E-Efficient
E-Effective
Call on a student to read the scenario aloud. Ask students to:
1) Identify the strategy being used.
2) Determine if the strategy is an I-SEE strategy. Why or why not?
Click on the mouse to individually “fly in” the criterion used to determine an “I-SEE” strategy. Ask the students if the scenario fits the criteria.
Strategy: Note taking
Possible Explanation: This scenario does not meet the criteria for an I-SEE strategy. It is not individualized – Carla has not identified a note-taking strategy that works for her; it is not systematic – she writes down everything rather than focusing on the important details; it is not efficient- this process is time consuming and she runs the risk of missing important details; it is not effective- by writing down everything, she loses the main points of the lecture and does not know which critical information she should remember.
Lesson 1.4

17. Scenario 5 I-SEE a Strategy
Jimmy is reading To Kill a Mockingbird. At the end of each chapter, he writes two sentences summarizing the chapter on a sticky note.
I-Individualized
S-Systematic
E-Efficient
E-Effective
Call on a student to read the scenario aloud. Ask students to:
1) Identify the strategy being used.
2) Determine if the strategy is an I-SEE strategy. Why or why not?
Click on the mouse to individually “fly in” the criterion used to determine an “I-SEE” strategy. Ask the students if the scenario fits the criteria.
Strategy: Summary writing
Possible Explanation: This scenario meets the criteria for an I-SEE strategy. It is individualized – he uses sticky notes; it is systematic – he uses the same organized strategy for each chapter; it is an efficient or quick way to summarize each chapter before moving onto the next one; it is effective – summarizing each chapter will increase his comprehension of the entire novel,
Lesson 1.4

18. Scenario 6 I-SEE a Strategy
At the top of his test, Aaron lists the three things that he needs to check before handing in his test: (1) spelling, (2) commas, and (3) verb tenses.
I-Individualized
S-Systematic
E-Efficient
E-Effective
Call on a student to read the scenario aloud. Ask students to:
1) Identify the strategy being used.
2) Determine if the strategy is an I-SEE strategy. Why or why not?
Click on the mouse to individually “fly in” the criterion used to determine an “I-SEE” strategy. Ask the students if the scenario fits the criteria.
Strategy: Using a personalized checklist
Possible Explanation: This scenario meets the criteria for I-SEE strategy. It is individualized – Aaron has identified three specific areas in his writing on which he needs to work; it is systematic – He is able to check his work for specific errors; it is efficient – focusing on only three areas reduces the complexity of his paper, so that he is not overwhelmed; it is effective – the checklist reminds him where to focus.
Lesson 1.4

19. Draw Pictures Highlight Set Timers Make Flashcards Whisper read
I-SEE a Strategy
Highlight
Make Flashcards
Use colored folders
Set Timers
Whisper read
Three Column Notes
Independent Practice:
1. Distribute the “I-SEE My Strategy” handout.
2. Display the above list as students work silently. Students should identify a strategy they use in their everyday life and complete the handout.
3. Ask students to share their strategies with one another and to discuss why the strategy works for them.
Draw Pictures
Lesson 1.4

20. Discussion I-SEE a Strategy
Why is cognitive flexibility important when learning new strategies? If students are not flexible, how would this affect their strategy use?
Think about a time when a strategy worked for you. What was the strategy you used and why did it work for that situation?
Lead a discussion with the above questions. Be sure that students understand why a strategy is or is not effective.
Ask students to open their strategy notebooks and to write a list of all the I-SEE strategies they use.
Lesson 1.4

21. Metacognitive Wrap-Up
I-SEE a Strategy
Metacognitive Wrap-Up
What I-SEE strategies do you use?
Ask students to open their strategy notebooks and to write a list of all the I-SEE strategies they use.
Lesson 1.4

22. Metacognitive Wrap-Up
I-SEE a Strategy
Metacognitive Wrap-Up
Fill out the “Unit 1 Strategy Review Checklist” to remind yourself of all the strategies you have learned in Unit 1.
If you desire, ask students to fill out the “Unit 1 Strategy Review Checklist” which will help them remember the strategies they used throughout the course of the unit. This sheet should be kept in their strategy notebooks.
Lesson 1.4