1. The University of Kansas Center for Research on Learning THE STRATEGIC INSTRUCTION MODEL : How Learning Strategies and Content Enhancement Routines Address NCLB Jim Knight University of Kansas Center for Research on Learning

2. The University of Kansas Center for Research on Learning What questions will be answered today? What is the Center for Research on Learning? What is the Strategic Instruction Model? What are learning strategies? How do we teach strategies (to large and small group?) What is Content Enhancement? How do we make it happen? How do we respond to NCLB ?

3. The University of Kansas Center for Research on Learning What is the Center for Research on Learning?

4. The University of Kansas Center for Research on Learning What is the CRL? Founded in 1978 Mission: Dramatically improve the performance of at-risk students in grades 4-12 through research- based interventions $70+ million dollars of contracted R&D International Professional Development Network 275,000 teachers in 3,500 school districts

5. The University of Kansas Center for Research on Learning What is the Strategic Instruction Model?

6. The University of Kansas Center for Research on Learning What is S.I.M. The Strategic Instruction Model is an integrated model of research-validated practices to address many of the needs of diverse learners. It has been under development for 25 years at the University of Kansas-Center for Research on Learning. CRL

7. The University of Kansas Center for Research on Learning What are learning strategies?

8. The University of Kansas Center for Research on Learning What are learning strategies? Teaching students how to think about and solve problems, or……teaching students “how to learn”

9. The University of Kansas Center for Research on Learning An Overview of the LINCS Strategy Step 1: L ist the parts Step 2: I dentify a Reminding Word Step 3: N ote a LINCing Story Step 4: C reate a LINCing Picture Step 5: S elf-test

10. The University of Kansas Center for Research on Learning 1. Take an index card and divide both sides in half by drawing a lines across the middle of both sides. Creating LINCS Study Cards

11. The University of Kansas Center for Research on Learning Creating LINCS Study Cards fief 2. Write the word to be learned on the top half of one side. Then circle it.

12. The University of Kansas Center for Research on Learning Creating LINCS Study Cards Land given by king for fighting in army fief 3. Write the parts of the definition you need to remember on the top of the other side.

13. The University of Kansas Center for Research on Learning Creating LINCS Study Cards Land given by king for fighting in army fief 4. Write the Reminding Word on the bottom half of the first side. chief

14. The University of Kansas Center for Research on Learning Creating LINCS Study Cards Chief of his land Land given by king for fighting in army fief 5. Write the LINCing Story on the bottom half of the second side. chief

15. The University of Kansas Center for Research on Learning Creating LINCS Study Cards Chief of his land Land given by king for fighting in army fief 6. Draw the LINCing Picture on the bottom half of the second side. chief

16. The University of Kansas Center for Research on Learning Learning Strategies Curriculum Acquisition Word Identification Paraphrasing Self-Questioning Visual Imagery Interpreting Visuals Multipass Storage First-Letter Mnemonic Paired Associates Listening/Notetaking LINCS Vocabulary Expression of Competence Sentences Paragraphs Error Monitoring Themes Assignment Completion Test-Taking

17. The University of Kansas Center for Research on Learning How do we teach to smaller groups of students?

18. The University of Kansas Center for Research on Learning Word Identification Discover the context Isolate the prefix Separate the suffix Say the stem Examine the stem Check with someone Try the dictionary

19. The University of Kansas Center for Research on Learning How do we teach to smaller groups of students? 1. Pretest and Make Commitments 2. Describe 3. Model 4. Verbal Practice 5. Controlled Practice 6. Advanced Practice 7. Posttest and Make Commitments 8. Generalization Daily instruction for 6 to 8 weeks in each strategy.

20. The University of Kansas Center for Research on Learning Word Identification: Results n = 156

21. The University of Kansas Center for Research on Learning How do we teach to larger groups of students?

22. The University of Kansas Center for Research on Learning Self-Questioning Strategy A ttend to clues as you read S ay some questions K eep predictions in mind I dentify the answer T alk about the answers

23. The University of Kansas Center for Research on Learning How do we teach to larger groups? I Do It Review the steps of the strategy Explain how it will help them learn Specify what they need to do Think out loud Problem solve Attack the challenge in different ways Address errors from previous day’s work

24. The University of Kansas Center for Research on Learning How do we teach to larger groups? We Do It Ask for strategy steps Ask students to explain how they’re thinking Shape student responses Encourage students with authentic praise Evaluate student understanding Re-instruct if necessary

25. The University of Kansas Center for Research on Learning How do we teach to larger groups? You Do It Let students perform independently Give brief, specific, constructive feedback Identify categories of error to identify the focus for the next day’s session Have students record their grade on a progress chart

26. The University of Kansas Center for Research on Learning Self-Questioning-2001 n= 133 7th Grade Science Class: Growth Scores

27. The University of Kansas Center for Research on Learning What is Content Enhancement?

28. The University of Kansas Center for Research on Learning All students learn critical content required in the core curriculum regardless of literacy levels. Teachers compensate for limited literacy levels by using targeted planning, explicit teaching routines, and visual devices to promote content mastery. all most some Content Enhancement

29. NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS is about... UNIT RELATIONSHIPS UNIT SCHEDULEUNIT MAP CURRENT UNIT 1 32 4 5 6 7 8 Displaying and Analyzing Data graphing data and writing questions math vocabulary by using the frequency through interpreting graphs by tables through biased information by using 1.Understand and explain frequency tables, histograms, scatterplots, stem-and-leaf plots, and box-and-whisper plots. 2.How do you interpret double bar graphs and double line? 3.Identify a random sample and write survey questions. 4. Identify misleading graphs and statistics. 5.Applying what you learn, you will identify biased questions. 6.Given two graphs, identify which is biased and give reasons for your choice.

30. The University of Kansas Center for Research on Learning NAME DATE The Unit Organizer NEW UNIT SELF-TEST QUESTIONS Expanded Unit Map is about... 9 10 math vocabulary frequency interpreting graphs tables biased information by using the through by through by using graphing data and writing questions Displaying and Analyzing Data Frequency table Line plot Histogram Double bar graph Double line graph Stem-and-Leaf Plot Box-and-Whisker Population Sample Random Sample Biased question Scatter plot Positive Trend Negative Trend No Trend Tables Plot Lines Histograms (11.1) by making Double bar Double line (11.2) Stem-and Leaf Box-and-Whisker (11.3) Scatter Plots (11.8) by making and reading Logical Reasoning (11.4) Random Samples and Surveys (11.5) Persuading Others (11.7) to do using

31. The University of Kansas Center for Research on Learning Content Enhancement Teaching Routines Planning and Leading Learning Course Organizer Unit Organizer Lesson Organizer Explaining Text, Topics, and Details Framing Routine Survey Routine Clarifying Routine Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine Vocabulary Routine

32. The University of Kansas Center for Research on Learning How do we make it happen?

33. The University of Kansas Center for Research on Learning If you don’t plan for execution, nothing significant will happen! “Execution is the great unaddressed issue in the business world today. Its absence is the single biggest obstacle to success and the cause of many of the disappointments that are mistakenly attributed to other causes” Larry Bossidy & Ram Charan, Execution

34. The University of Kansas Center for Research on Learning Pathways to Success Partnership with Topeka, Kansas Funded by GEAR-UP Provide numerous supports for academic success (tutoring, telementoring, direct instruction, parent education) Instructional coaches in middle and high schools Professional Learning Communities

35. The University of Kansas Center for Research on Learning Pathways to Success

36. The University of Kansas Center for Research on Learning The change paradox Top down AND bottom up Easy AND powerful

37. The University of Kansas Center for Research on Learning How do we respond to NCLB?

38. The University of Kansas Center for Research on Learning Professional Learning Communities Get the right people on board Target standards Develop positive cultural norms Be tightly organized Employ coaches to lead small groups Develop powerful tools Keep learning from each other Provide follow-up to ensure fidelity

39. The University of Kansas Center for Research on Learning Some Research Results Completed over 100 mini studies that show significant improvement on curriculum- based measures When interventions address standards, there has been a clear impact on measures Behavior management interventions have cut discipline referrals in half in some schools

40. The University of Kansas Center for Research on Learning Implementation Rates

41. The University of Kansas Center for Research on Learning What questions do we have about questions? What is the Center for Research on Learning? What is the Strategic Instruction Model? What are learning strategies? How do we teach strategies (to large and small group?) What is Content Enhancement? How do we make it happen? How do we respond to NCLB ?

42. The University of Kansas Center for Research on Learning Kansas University Center for Research on Learning (KU-CRL) www.ku-crl.org Pathways to Success http://www.ku-crl.org/pathways/index.html Jim Knight, PhD, Research Associate (785) 864-4780 jknight@ku.edu For more information…