1. The University of Kansas Center for Research on Learning
Learning Strategies
The University of Kansas
Center for Research on Learning

2. THE MISSION: Dramatically improve the performance of
adolescents considered to be at-risk for school
failure through research-based interventions.

3. GET PLUGGED INTO LEARNING
STRATEGIES
GET PLUGGED INTO LEARNING

5. The Performance Gap NCLB The “GAP” Students Skills Years in School 1211 10 9 8 7 6 5 4 3 2 1
School Year
NCLB
Students Skills
The “GAP”
Years in School

6. The Performance Gap / Years in School Grade Level Expectations Demands
Skills
Existing
Support
Years in School

7. The Performance Gap Infrastructure Support / Years in School
Flexible Scheduling
Planning Time
Professional Development Time
Extended Learning Time
Smaller Learning Communities /
Grade Level
Expectations
Demands
Skills
Infrastructure
Supports
Current Supports
Years in School

8. Infrastructure Supports
The Performance Gap
Formative Assessment
Progress Monitoring
Data-Based Decision Making
Collaborative Problem-Solving
Instructional Coaching
Focused Professional Learning
System Learning Supports /
Grade Level
Expectations
Demands
Skills
System Learning
Supports
Infrastructure Supports
Current
Years in School

9. The Performance Gap Instructional Core / Years in School
Motivation/Behavior Supports
Smarter Standards-Based Curriculum Planning
Engaging Instructional Materials& Activities
Student-Informed Teaching
Connected Courses & Coherent Learning
Continuum of Literacy Instruction /
Instructional
Core
System Learning
Supports
Structural
Current
Grade Level
Expectations
Demands
Skills
Years in School

10. Strategic Instruction Model
Learning
Strategies
Content Enhancement
Routines

11. Give me a fish and I eat for a day.
Teach me to fish, and I eat for a lifetime.
- Chinese Proverb
Give me a fish while you’re
teaching me how to catch my own.
That way I won’t starve to death
while I’m learning to tie flies.
- Rainbow Mike
Learning
Strategies
Content
Enhancement
Routines

12. I don’t want to learn how to fish.
The Reality
I don’t know how to fish.
I don’t want to learn how to fish.
I don’t even like fish.
So don’t bother me!

13. SUCCESS
MOTIVATION
MOTIVATION
SUCCESS

14. Goals of SIM Students learn and perform independently.
Students earn a standard diploma.
Students make a successful transition to the real world.

15. C A B A B C Self talk – I can Look fro trick Trial and error
Think outsid ethe box
Re copy
Ask queswtion
Giveup, act out, feel dread, go to bathroom C

16. Your Task… Draw a solid line from Box A to Box A Box B to Box B
Box C to Box C
You cannot
have any of your lines crossing
or touching.
go outside of the big box.
go through any of the little boxes.
Hmmm…

17. PLAN C
EXECUTE A B A B
EVALUATE C

18. What is a Strategy? A set of decision processes in a sequence
That signal an action to perform
And is composed of a set of subskills

19. Learning Strategies Curriculum
Acquisition
Word Identification
Paraphrasing
Self-Questioning
Visual Imagery
Inference
Storage
First-Letter Mnemonic
Paired Associates
LINCS Vocabulary
Word Mapping
Expression of Competence
Sentence Writing
Paragraph Writing
Error Monitoring
Theme Writing
Assignment Completion
Test-Taking
Essay Test Taking

20. What does … Intensive, Explicit, Systematic instruction look like?

21. Stages of Acquisition 1 – Pretest and make commitments
2 – Describe the strategy
3 – Model
4 – Verbal Rehearsal
5 – Controlled Practice and Feedback
6 – Advanced Practice and Feedback
7 – Post-test and make commitments
8 – Generalization

22. Stage 1 – Pretest and Make Commitments
Determines which students need strategy
Teacher and students commit themselves to working hard to learn the strategy

23. Stage 2 - Describe
Teacher explains how the strategy will help students.
Group discusses situations in which the strategy will be used.
Group discusses results they can expect.
Teacher explains the steps of the strategy.

24. Stage 3 - Model
Teacher demonstrates the strategy while “thinking out loud”.
Teacher involves students in the demonstration.

25. Stage 4 – Verbal Rehearsal
Ensure that students can name steps of the strategy.
Ensure that students understand where, when, and why to use the strategy.

26. Stage 5 – Controlled Practice and Feedback
Students practice strategy at an easy level.
Teacher monitors and provides quality feedback.
Re-instruct if necessary.
Mastery is expected.

27. SUCCESS
MOTIVATION
MOTIVATION
SUCCESS

28. Types of practice include…
Guided practice
Group practice
Paired practice
Individual practice
… but only Individual Practice ensures
mastery for every student

29. Quality Feedback is …
Positive
Corrective
Individual
Timely

30. Sequence for Correction
1. Specify a category of errors.
2. Specify what the student should do.
3. Provide a model.
4. Have student practice.
5. Have the student paraphrase back.
6. Have the student write a goal.
7. Repeat steps 1-6 for each category of errors made.
8. Communicate your positive expectations to the student.

31. Stage 6 – Advanced Practice and Feedback
Students practice at grade level
Teacher monitors and provides quality feedback
Independence is emphasized

32. Stage 7 – Posttest and Make Commitments
Test for mastery
Celebrate
Make commitments for generalization

33. Stage 8 - Generalization
Orientation – Discussion of when and where strategy is going to be used
Activation – Plans for using the strategy independently and reporting back on its use.
Adaptation – How this strategy could be adapted for use in other areas
Maintenance – Periodic checks to see that students are still using the strategy successfully

34. Watch this video clip, and notice which of the Stages of Acquisition you see.

35. General Education Option
I Do ( I describe the strategy and model it for the class.)
We Do (We, as a class do verbal practice, maybe a controlled practice or two, and then go to practicing together on our grade level material.)
You Do (You, the class, use the strategy in regular classwork and homework while I, the teacher, monitor how you are doing.)

36. The Content Literacy Continuum
Level 1: Enhanced 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 8-stage instructional sequence; individual Strategic Tutoring)
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)