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Strategic Tutoring “The Power of Possibility” October 29, 2009 Missy Wrigley SERC consultant SERC 2009.

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Presentation on theme: "Strategic Tutoring “The Power of Possibility” October 29, 2009 Missy Wrigley SERC consultant SERC 2009."— Presentation transcript:

1 Strategic Tutoring “The Power of Possibility” October 29, 2009 Missy Wrigley SERC consultant SERC 2009

2 University of Kansas Center for Research on Learning 2002 Strategic Tutoring Overhead # 2 A Traditional Approach to Tutoring SERC 2009

3 University of Kansas Center for Research on Learning 2002 Strategic Tutoring Overhead # 3 A Strategic Tutoring Approach SERC 2009

4 Strategic Tutoring: A way to help students: Complete and understand immediate assignments Learn the strategies they need to complete similar assignments independently in the future SERC 2009

5 Turn To Your Neighbor What makes a student a “Good Information Processor?” SERC 2009

6 Good Information Processors: Know a large number of useful learning strategies Understand when, where, and why these strategies are important Can select which strategy to use in a situation Think and plan while learning SERC 2009

7 Good Information Processors: Put effort into their work Are motivated to work Know a great deal about many topics and can use the information SERC 2009

8 Let’s look at some strategies SERC 2009

9 Strategies that Strongly Affect Learning Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Questions, cues, and advance organizers Marzano, Pickering, Pollock, 2001 SERC 2009

10 An Instructional Dilemma  “How do I find the time to teach students the skills and strategies they need for self- sufficiency and help them keep up with the day-to-day demands of their classes?” SERC 2009

11 The Path to Self-Sufficiency SERC 2009 “Give me a fish, and I eat for a day. Teach me to fish, and I eat for a lifetime.” Chinese Proverb

12 Responding to the “Real World” SERC 2009 “Give me a fish while you’re teaching me how to catch my own. Then I won’t starve to death while I’m learning to tie flies.” Rainbow Mike

13 Student Commitment? “I don’t know how to fish, and I don’t care to learn. I don’t even like fish. Just give me a hamburger— everyday. It will make you feel like you’ve helped me.” “Non-Committed” Student SERC 2009

14 Application of Strategies SERC 2009 Assignment: In chronological order, list the political leaders of the Soviet Union from 1917 to the fall of communism. LENIN STALIN KHRUSHCHEV BREZHNEV ANDROPOV CHERNENKO GORBACHOV What strategies did you use?

15 The Strategy FIRST-Letter Mnemonic: Step 1: Form a word Step 2: Insert a letter Step 3: Rearrange the letters Step 4: Shape a sentence Step 5: Try combinations SERC 2009 LENIN STALIN KHRUSHCHEV BREZHNEV ANDROPOV CHERNENKO GORBACHOV

16 The Results SERC 2009 Shape a Sentence Mnemonic Little Soviet Kids Become Adult Communists Gradually All students (12) score 100% on first in class test. -enin -talin -hrushchev -rezhnev -ndropov -hernenko -orbachev L S K B A C G

17 The Paraphrasing Strategy SERC 2009 R ead a Paragraph A sk Yourself, “What were the main idea and details in this paragraph?” P ut the Main Idea and Details into Your Own Words

18 Native Americans in the 1800s SERC 2009 Native Americans often came into conflict with settlers who wanted to take over their lands. Some Native Americans were forced to either fight or to leave their homes. Many times, the government took action in favor of the settlers against the Native Americans. READ... ASK... PUT...

19 Put the Main Idea…………. SERC 2009 The main idea of this paragraph is that settlers wanted Native American lands and this caused conflict between them.

20 Native Americans in the 1800s SERC 2009 For example, President Andrew Jackson signed the Indian Resettlement Act, an act which gave settlers land that had been occupied by Native Americans. This occurred despite earlier treaties which gave the land to the Native Americans. READ...ASK...PUT...

21 Practicing Paraphrasing Turn to a neighbor Model how to use RAP strategy Model the steps of the strategy Model “self-thinking” Discuss with feedback Share Thoughts SERC 2009

22 Native Americans in the 1800s SERC 2009 Some Native Americans had adopted many of the settlers’ ways of life, and they still held land in the East because of earlier treaties with the government. Among them were the “Five Civilized Tribes”: the Creeks, Choctaws, Chickasaws, Cherokees, and Seminoles. Soon, however, white settlers wanted those lands too. The government tried to find a way to move these tribes to different land in the West.

23 Three-Minute Pause Meet with your table group. Summarize key points. Add own thoughts. Ask clarifying questions. What strategies do you use?  Project CRISS SM 2004 SERC 2009

24 The Steps of the Self- Questioning Strategy Step1: Attend to Clues as you read. Step 2: Say some questions Step 3: Keep predictions in mind. Step 4: Identify the answer Step 5: Talk about the Answer SERC 2009

25 The Vocabulary LINCing Routine Trainer’s Guide developed by Ed Ellis 2002 The University of Kansas Center for Research on Learning Lawrence, Kansas 66045

26 LINCS A Vocabulary Strategy List the parts Identify a Reminding Word Note a LINCing Story Create a LINCing Picture Self-test SERC 2009

27 University of Kansas Center for Research on Learning 2002LINCing Overhead # 27 The Vocabulary LINCing Routine is … A way to help students remember the meaning of important words. A way to “revisit” and solidify student knowledge of terms introduced or taught in a lesson.

28 University of Kansas Center for Research on Learning 2002LINCing Overhead # 28 The LINCS Table Is a visual device that Can be used in place of traditional flash cards. Is used initially under teacher guidance to help students understand the meaning of important vocabulary words. Focuses attention on the most important aspects of a term’s definition. Uses auditory and visual memory devices to promote recall of a term. Links learning to previous knowledge connections.

29 University of Kansas Center for Research on Learning 2002LINCing Overhead # 29 The LINCS Table TermLINCing StoryLINCing PictureDefinition Reminding Term L ist the parts of the story I dentify an reminding word N ote a LINCing Story C reate a LINCing picture S elf-test TermLINCing StoryLINCing PictureDefinition Reminding Term TermLINCing StoryLINCing PictureDefinition Reminding Term TermLINCing StoryLINCing PictureDefinition Reminding Term

30 University of Kansas Center for Research on Learning 2002LINCing Overhead # 30 The LINCS Table Term Reminding Word LINCing Story LINCing Picture Definition Term Reminding Word LINCing Story LINCing Picture Definition Term Reminding Word LINCing Story LINCing Picture Definition Term Reminding Word LINCing Story LINCing Picture Definition L ist the parts I dentify a remaining word N ote a LINCing story C reate a LINCing picture S elf-test

31 University of Kansas Center for Research on Learning 2002LINCing Overhead # 31 Section 2 of the LINCS Table The Definition A brief statement of the term’s definition Term Reminding Word LINCing Story LINCing Picture Definition palisades pal My pal, Joe, dove from the cliff into the ocean. A line of steep cliffs a long a river or ocean.

32 University of Kansas Center for Research on Learning 2002LINCing Overhead # 32 Section 3 of the LINCS Table The Reminding Word A word that sounds similar to the new term Term Reminding Word LINCing Story LINCing Picture Definition palisades pal My pal, Joe, dove from the cliff into the ocean. A line of steep cliffs a long a river or ocean.

33 University of Kansas Center for Research on Learning 2002LINCing Overhead # 33 Section 4 of the LINCS Table The LINCing Story A phrase or sentence that connects—or links—the definition of the new term to the Reminding Word Term Reminding Word LINCing Story LINCing Picture Definition palisades pal My pal, Joe, dove from the cliff into the ocean. A line of steep cliffs a long a river or ocean.

34 University of Kansas Center for Research on Learning 2002LINCing Overhead # 34 Section 5 of the LINCS Table The LINCing Picture A memory device that provides a visual link for the new term Term Reminding Word LINCing Story LINCing Picture Definition palisades pal My pal, Joe, dove from the cliff into the ocean. A line of steep cliffs a long a river or ocean.

35 Notebook Organization  Give an Advance Organizer  Introduce and Describe  The importance of having an organized notebook  How to organize a notebook  How to respond to the words “File,” “Retrieve,” & “Clean”  How to maintain an organized notebook  Give a Post Organizer  Follow-up SERC 2009

36 Materials Needed for Notebook Pencil/pen pouch Two pocket folders Divider labels Dividers Blank Paper SERC 2009

37 Using Your Notebook File Retrieve Clean SERC 2009

38 Test Taking: The PASS Strategy Prepare to Succeed. Analyze the Directions. Summarize each Question. Read the question carefully. Underline key words. Find the topic Eliminate obviously wrong answers Scan for the correct answer Survey the Test. SERC 2009 Handout

39 What do you do when you write an essay or theme?  Think about the topic  Help organize ideas  Engage in drafting  Make revisions  Edit for common errors SERC 2009

40 Essay Assignment Example Write a five-paragraph persuasive essay on the following topic: “Scholarship student-athletes should be paid a stipend by the college for their participation in athletics.” SERC 2009

41 Think About the Topic SERC 2009 Athletes should not be paid a stipend Increased Costs Potential Abuse __Most Ath. Depts. in debt __Cost exorbitant $990,000 __ Forced to cut sports __ School pays Already Paid Amateur Status Education Not A Job

42 Think About the Topic SERC 2009 Athletes should be paid a stipend Colleges make millions! Student need is great _ KU Basketball makes 4.4 million _ Coach supports stipend _ NCAA had 55 million surplus _ Donors might pay Can’t work D-1 is business Avoid Agents

43 Help Organize Ideas SERC 2009 Athletes should not be paid a stipend Increased Costs Potential Abuse _2_Most Ath Dept in debt _1_Cost exorbitant $990,000 _3_ Forced to cut sports _4_ School pays Already Paid Amateur Status Education Not A Job

44 Strategic Tutoring Strategies Content and Assignment Based: “Read chapters 5 & 6, answer the questions at the end of the chapter, and prepare for a quiz over the material.” What process might an expert learner follow? SERC 2009

45 The PREP Strategy Preview the reading Read key paragraphs Express ideas in writing Prepare study cards SERC 2009

46 The PREP Strategy Preview the reading Read the introduction Read the chapter questions Skim for highlighted words Look for charts, graphs, & pictures Make predictions about the content SERC 2009

47 The PREP Strategy Read key paragraphs Identify paragraphs with key words Paraphrase the key paragraphs Read the paragraph Ask yourself, “What is the main idea and important details.” Put the main idea and details into your own words SERC 2009

48 The PREP Strategy Express ideas in writing List key words and important phrases Write answers to chapter questions SERC 2009

49 The PREP Strategy  Prepare study cards  Transfer hard-to-remember information to study cards On the front of the card:  1. Write a key word, phrase, or big idea  2. Frame it with a question On the back of the card:  1. Write a definition for the item  2. Frame it with a question  Practice with the cards SERC 2009

50 Prepare Study Cards SERC 2009 Immigrant What is an ? Front

51 Prepare Study Cards SERC 2009 A person who settles in a new country is called an? Back

52 Strategic Tutoring Outcomes Assignments are completed successfully New content knowledge is acquired Effective Strategies are learned & applied “Good Information Processors” are developed Students are “connected” with a mentor SERC 2009

53 “Learners will teach themselves better than the world’s best trainer or highest paid motivational speaker.” Roger Schank Virtual Learning, 1997

54 Criteria for “Good Strategies”  The Strategy is Useful  Addresses the task  Can be generalized  The Strategy has Key Features  A coordinated strategy system  Cues cognitive and metacognitive thinking  Requires overt action  Is reasonable  The Strategy is Well-Designed  Short & easy to remember  Begins with a verb SERC 2009

55 Anatomy of Paraphrasing SERC 2009 Read a Paragraph Ask yourself, “What were the main idea and details in this paragraph?” Put the main idea and details into your own words ACTION MNEMONIC SELF-REGULATING TASK-SPECIFIC FEW STEPS STRATEGY SYSTEM

56 Yeah! But…. How do you see Strategic Tutoring working in your program? What are the barriers to implementation? What solutions can you offer? What are the next steps? SERC 2009


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