1. Strategy-Based Instruction
Metacognition: The “Boss”
Cognition: the “Worker”
Strategies: the “Tools”
Diana Browning Wright, Behavior/Discipline Trainings, 2002

2. Learning Real-World Knowledge (Content) Strategy Knowledge
(Knowing how to learn)
  Metacognitive Knowledge
(Awareness and regulation of cognitive processes)
Diana Browning Wright, Behavior/Discipline Trainings, 2002

3. Basic Cognitive Processes
Attending to incoming information
Getting information into short-term memory
Getting information into long-term memory
Retrieving information from long- term memory
Diana Browning Wright, Behavior/Discipline Trainings, 2002

4. Metacognitive Processes
Knowing your learning processes
Selecting appropriate learning strategies
Monitoring how learning strategy is working
Diana Browning Wright, Behavior/Discipline Trainings, 2002

5. CURRICULUM MUST
Be designed to incorporate the prerequisites of learning
Information must be accessible
Support for the development of skills must be available
Learner must perceive the learning to be important
Research Connections In Special Education, Fall 1999 #5 CEC
Diana Browning Wright, DCS 2002

6. UNIVERSAL DESIGN Built in, not added on!
The design of the instructional materials and activities that makes the learning goal achievable by individuals with a wide difference in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember.
Built in, not added on!
Center for Applied Special Technology (CAST)
Diana Browning Wright, DCS 2002

7. Six Principles for Effective Curriculum Design
UNIVERSAL ACCESS
Six Principles for Effective Curriculum Design
Big Ideas: Concepts, principles, or heuristics that facilitate the most efficient and broad acquisition of knowledge.
Conspicuous Strategies: Useful steps for accomplishing a goal or task.
Mediated Scaffolding: Instructional guidance provided by teachers, peers, materials, or tasks.
Strategies Integration: Integrating knowledge as a means of promoting higher-level cognition.
Judicious Review: Structured opportunities to recall or apply previously taught information.
Primed Background Knowledge: Preexisting information that affects new learning.
Research Connections In Special Education, Fall 1999 #5 CEC
Diana Browning Wright, DCS 2002

8. What works with struggling students?
More Time: preview, review, elaborate, another way, etc.
More Intensity: smaller group allows more focus, more student responding/engagement
More Feedback: teacher is able to target instruction,
“dial in” specific needs, prompt elaboration,
provide alternate examples, etc.
** this can only be done 1-1 or in small homogenous groups**
Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

9. Effective Reading Instruction for Struggling Kids
student with reading difficulties require
qualitatively different reading instruction (e.g. reading
styles, perceptual training, colored lens, etc.)
struggling readers are far more
successful when carefully taught the same fundamental
reading skills all readers must learn BUT with:
 more instructional time  more precisely sequenced instruction
 more coaching & practice  more explicit/direct instruction
 more careful progress monitoring/program adjustment
WHAT WE THOUGHT:
WHAT WE NOW KNOW:
Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

10. Grouping: Issues & Options
We need BOTH homogeneous AND heterogeneous options
depends on the purpose/subject/range of prior knowledge
Skills-Based Lessons - usually best to group by need
e.g. - Word study/Spelling by level
- Decoding/guided reading instruction & practice
** Groups need to be flexible/change in a day - fluid
as student needs change
Conceptual/Content-based lessons usually best in hetero-
geneous groups: diverse experience/views etc. enrich
e.g. - Science, Social Studies, Core Literature
WITH plenty of scaffolded instruction (e.g. Graphics, partners)
Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

11. What Does Explicit Engaging
Instruction Look Like?
gain attention & clearly model
cue students to notice critical aspects of the model
model thinking too - “mental modeling/direct explanation”
I DO IT
Provide Thinking Time
Structure/prompt engagement:
 choral responses if answer/response is short/same
 partner responses if answer/response is long/different
 correction/feedback - remodeling, more examples, etc.
WE DO IT
 individual responses; oral, written, point/touch/demo
 coaching students to apply the strategy previously taught
YOU DO IT
Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

12. Participation Enhancement to Increase Student Engagement
1. Choral Responses (answers are short/same)
- students cue you they are attending (“eyes on me”)
- provide thinking time
- signal group response
2. Every Pupil Response Techniques (answers are short/different)
- student answers with gestures or answer card
3. Partner Responses (answers long/different)
- teacher assigns - provide a label/role “1’s tell 2’s”
- alternate ranking for partnering
- specific topics/jobs - no one is passive
4. Written Responses
- list first, then share
- touch something - “put your finger on the ______”
5. Individual Responses (AFTER practice on the new skill)
- randomly call on individuals to share
Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

13. Input/Participation Enhancement
Comprehension instruction: PALS
Paragraph Shrinking: Summarization/Paraphrasing
- stronger reader reads a paragraph
- weaker reader prompts them to:
1. Name the Who or What.
* identification
2. Tell the most important thing(s) about the Who or What.
* elaboration
3. Paraphrase in 10 words or less
(paraphrasing “straight jacket”)
* consolidation
* continues for 5 minutes - then switch roles (new text)
Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

14. Input/Participation Enhancement
Differentiating During Whole Class Instruction Options include:
Small group instruction - based on student needs
Partner Models: informal, formalized (e.g. PALS)
- e.g. Different texts for each pair
Scaffolded Instruction (e.g. Participation structures)
Graphic Organizers - Visual Thinking - vary the
support (e.g. Partially filled out, partner dialogue)
Projects - Individual & Small Group
- key is organization/structure
~ rubrics ~ touch points along the way
Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

15. Input Enhancement Using graphic organizers when teaching content…
Makes information easier to understand
Separates the important from the trivial
Focuses on big ideas
Organization of ideas is self-evident to students
Reduces information processing demands needed to
understand new information
Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Behavior/Discipline Trainings, 2002

16. Content Enhancement (Input)
Use strategies and scaffolds
- to accommodate diverse learners
Accommodation
- a service or support to help fully access the subject matter and instruction
- a service or support to help validly demonstrate knowledge
Diana Browning Wright, Behavior/Discipline Trainings, Nolet (2000)

17. Advance Organizers
These are pre-instructional materials designed to enhance student’s linkage of new information with prior knowledge stored in long-term memory. Advance organizers may be verbal, written, or be presented in a question format. Examples could include, questions presented prior to a discussion or reading assignment, vocabulary words presented on the board or a handout, or verbal statements presented by the teacher designed to activate knowledge prior to instruction.
Diana Browning Wright, Behavior/Discipline Trainings, Nolet (2000)

18. Visual Displays
These include diagrams, concrete models, videos, or digital material designed to portray the relationships among various pieces of information presented during instruction. Visual displays are intended to help students organize information in long-term memory as well as to activate prior knowledge during instruction. They function as an accommodation to the extent that they scaffold the creation of linkages among information in the learner’s long-term memory. Examples could include diagrams, graphic organizers, concept maps, or video segments intended to anchor or situate the student’s learning (Harley, 1996) in a meaningful context.
Diana Browning Wright, Behavior/Discipline Trainings, Nolet (2000)

19. Study Guides
These consist of worksheets that are provided to the student prior to a reading or study assignment. They include a set of statements or questions intended to focus the student’s attention and cognitive resources on the key information to be learned. Study guides can take the form of completed or partially completed outlines, questions focusing on the textual, literal, and inferential aspects of a study assignment, or various other tasks designed to prompt the active processing of the material to be studied.
Diana Browning Wright, Behavior/Discipline Trainings, Nolet (2000)

20. Mnemonic Devices
These are techniques that assist in the storage and recall of declarative knowledge associated with content domains. Mnemonics may be verbal or pictorial and may be provided by the teacher or developed collaboratively by the teacher and the student. Most teachers are familiar with some of the common examples of mnemonics such as the use of key words, pictures, or symbols. ROY G BIV and Every Good Boy Deserves Fudge are classic mnemonic devices.
Diana Browning Wright, Behavior/Discipline Trainings, Nolet (2000)

21. Peer-Mediated Instruction
Here students are employed within the classroom as instructional agents. This form of content enhancement includes peer and cross-age tutoring, various forms of classwide tutoring, and cooperative learning. The primary purpose of peer-mediated instruction is to increase the number of opportunities for distributed practice with feedback. Usually, this approach entails fairly well-scripted or structured interactions designed and mediated by the teacher.
Diana Browning Wright, Behavior/Discipline Trainings, Nolet (2000)