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5 Characteristics of Low Achieving Students

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Presentation on theme: "5 Characteristics of Low Achieving Students"— Presentation transcript:

1 5 Characteristics of Low Achieving Students
Incomplete assignments Not attending to the task Lack of motivation Unorganized High absenteeism Have half the room write characteristics of low achieving students and half skills needed for academic success. 100 teachers were asked this question. What are the 5…… Their answers were

2 5 Skills For Academic Success
Follow Directions Complete Work Be Prepared Participate Be Motivated 100 teachers were asked this question: What are the 5…. Their answers were.

3 Compare Have Incomplete assignments Not attending Lack of motivation
Unorganized High absenteeism Need Complete Work Follow Directions Be motivated Be Prepared Participate You can see that what low achieving students have is not what they need.

4 Strategic Instruction Model
Center for Research on Learning at the University of Kansas Presenter: Debra Stelk Consultant AEA9 So, have I got the answer for you.

5 What is it? The Strategic Instruction Model is a research based comprehensive approach to teaching adolescents who struggle to become good readers, writers, and learners. The first thing I want to emphasize is that it is research based and comprehensive. And…it was designed for adolescents.

6 Outcomes Develop knowledge of the Strategic Instruction Model (SIM)
Explain the difference between a Content Enhancement Routine and a Learning Strategy Identify critical content area where you could use Content Enhancement Routines and Learning Strategies This morning I would like you to be able to achieve these outcomes. Read

7 Where does it come from? Center for Research on Learning
University of Kansas Founded in 1978 Don Deshler $80 million spent on Research Don Deshler, Gordon Alley , Gary Clark 1976, special ed law just passed requiring k-12, services in reality had only been provided till grade 6, CEC conference in Chicago, submitted a presentation on secondary LD, anticipated 30 people and 300 showed up, they recognized that they had ideas but no data, secured funding The following summer the Center for research on Learning

8 What does the research show ?
Increased performance on tests Increased performance on writing assignments Increased performance on concept mastery

9 Why is it important? Challenges Increase in content to be covered
Increase in performance standards Increase in student diversity Increase in class size There are challenges in the classroom and of which you have personal knowledge. And I suspect with more inclusion ,the diversity in the classroom is increasing.

10 Information Explosion/ Instructional Time Dilemma
1960 Time Content 1980 2000 This slide graphically illustrates the fact that the amount of content now required for students to understand and be able to demonstrate has grown dramatically whereas the amount of time to teach that content has not increased over time.

11 The Performance Gap NCLB 2013 – 2014 School Year The “GAP” 12 11 10 9
8 7 6 5 4 3 2 1 School Year NCLB – 2014 School Year The “GAP” Demands/ Skills The red line demonstrates the anticipated growth of students and shows the normal slope of growth for students if they are to become proficient by 12th grade. Students who are at-risk tend to plateau at the 8th grade or earlier. This performance gap widens over time unless students are given skills and strategies to help overcome this. Years in School

12 The Details Strategic Instruction Model Promoting Learning Coverage
is about Promoting Learning Coverage For All Learners Is supported by Responds to Teaming Current Realities Requires instruction in and infusion of Includes Requires informed and explicit Key Components Learning Strategies Teaching Routines Such as Such as Strategic Instruction Such as A Continuum of Action Smarter Planning

13 The Pattern Game 50 49 33 45 34 46 18 41 25 17 42 22 10 9 30 37 13 14 21 6 1 26 2 29 5 38 27 4 8 3 36 16 7 12 20 Here’s a strategy that might help you. The even number are on your right and the odd number are on you left. Let’s try this graphic assistance. 15 35 11 24 43 19 28 47 40 32 39 31 23 44 48

14 The Pattern Game 50 49 33 45 34 46 18 41 25 17 42 22 10 9 30 37 13 14 21 6 1 26 2 29 5 38 27 4 8 3 36 16 7 12 20 As you can tell, your ability to complete the assignment improved dramatically with a verbal cue and a visual stratagy. 15 35 11 24 43 19 28 47 40 32 39 31 23 44 48

15 Rigorous Standards Palatable for teachers
Have value for high and average achieving students Have an effect on low achieving students Results in statistically significant gains for students The skill must be maintained and generalized The Strategic Instruction Model or SIM for short is not just a line down the paper.

16 5 Phases of the Curriculum Development Model
Identification Design Pilot-test Research Refinement Theses steps in development wer utilized in creating the SIM strategies and routines. What might be different about this development is that it was conducted with teachers and in classroom at every level. And…it was conducted at the secondary level. It wasn’t a primary strategy altered for secondary.

17 Strategic Instruction Model
Content Enhancement Routine Teacher directed General Education Visual Device Enhance Core Improve Performance Research Based Cue-Do-Review Less Time Classroom Assessment Large Group Learner Motivated Learning Strategies Learner driven Special Education Mnemonic Intensive Improve Performance Research Based Stages of Acquisition More Time Charting/Graphing/Data Small Group Teacher Mediated This is a comparison of Content Enhance Routines and Learning Strategies. Cue do review and Stages of Acquisition - PROCESS

18 Content Enhancement Routines
Can be infused into any content Applies to high, middle and low achievers Easy to teach and evaluate Makes a positive difference

19 Content Enhancement An approach to teaching content to academically diverse groups of students The dey here is academically diverse students. Everyone learns with the routines.

20 Content Enhancement Routines
Planning and Learning The Course Organizer The Unit Organizer The Lesson Organizer Explaining The Clarifying Routine The Framing Routine The Survey Routine Teaching Concepts Concept Anchoring Concept Comparison Concept Mastery Increasing Performance Quality Assignment Question Exploration Recall Enhancement Vocabulary LINCing Here are the Routines. Today we will be training the Course organizer, Unit Organizer, and the Framing routines.

21 Course Organizer The This Course: Course Questions:
Teacher(s): Time: The Course Organizer Student: Course Dates: This Course: Course Questions: is about Here are some example of the visual devices used in routines.

22 Course Map Learning Rituals Units Community Performance Principles
This Course: includes Performance Options Student: Critical Concepts Learned in these Units


24 The Unit Organizer Expanded Unit Map NAME DATE 9 is about... 10
SELF-TEST QUESTIONS NEW UNIT Expanded Unit Map is about... 9 10

25 The FRAME Routine Essential details
Key Topic Main idea is about… So What? (What’s important to understand about this?) Essential details

26 Content Enhancement Process
Cue the students Do the Routine Review A 3 step process

27 Learning Strategy A research based eight-stage process to promote mastery and generalization of specific skills. Learning strategies are used with small groups or individuals. They are more intensive and work on speciafic skills. Some of these can be adapted for the general education classroom and I know some of you are doing that already.

28 Learning Strategies Specific skill
Taught individually or in small group Intensive Instruction Makes a positive difference

29 Learning Strategies Strategies for Reading Word Identification
Self-Questioning Visual Imagery Paraphrasing Strategies for Studying & Remembering FIRST-letter Mnemonic Paired Associates LINC Vocabulary Strategies for Writing Sentence Writing Paragraph Writing Error Monitoring InSPECT (word processing) Strategies for Performance Assignment Completion Strategic Tutoring Test-taking These are some learning Strategies for reading, writing , studying and perfomance.

30 Steps of the Word Identification Strategy
Step 1 Discover the context Step 2 Isolate the prefix Step 3 Separate the suffix Step 4 Say the stem Step 5 Examine the stem Step 6 Check with someone Step 7 Try the dictionary Some examples of the nmuemonic devices used with the strategies.

31 Steps for Sentence Writing
Step 1 Pick a formula Step 2 Explore words to fit the formula Step 3 Note the words Step 4 Search and check

32 Learning Strategies Process
Pretest and make a commitment to learn Describe Model Verbal Rehearsal Controlled Practice and Feedback Grade Appropriate Practice Post test and commitment to generalize Generalization As you can see in the 8 stage process, there is intensive instruction and data collection.

33 Do you know? What is the Strategic Instruction Model?
The Strategic Instruction Model is a research based comprehensive approach to teaching adolescents who struggle to become good readers, writers, and learners.

34 Do you know? What is Content Enhancement?
Content Enhancement is an approach to teaching content to academically diverse groups of students.

35 Do you know? What is a Learning Strategy?
A Learning Strategy is a research based eight-stage process to promote mastery and generalization of specific skills with individual students or small groups.

36 Do you know? Can you identify critical content area where YOU can use the Strategic Intervention Model?

37 KU Strategies and Routines
The KU strategies and routines will help your students develop those skills needed for academic success.

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