SLANT Strategy The Learning Strategy Series 2002 The University of Kansas Center for Research on Learning Lawrence, Kansas

University of Kansas Center for Research on Learning 2002SLANT Overhead # 2 Rationales Behind the SLANT Strategy If students are active participants in class, they learn more. If students transform information into their own words, they will be more likely to remember it. If students participate in positive ways, they enhance their relationship with the teacher, which leads to a higher quality education.

University of Kansas Center for Research on Learning 2002SLANT Overhead # 3 Learning Cycles Positive verbal and non-verbal behaviors by student Send messages of student interest and investment Positive Cycle More student participation and elaboration More learning occurs Instruction becomes more pleasant and interesting Increased social interactions between teacher and students

University of Kansas Center for Research on Learning 2002SLANT Overhead # 4 Learning Cycles Negative verbal and non-verbal behaviors by student Send messages of negative student attitude Negative Cycle Reduced student participation and elaboration Less learning occurs Instruction becomes less pleasant for teachers and less interesting for student Decreased social interactions between teacher and students

University of Kansas Center for Research on Learning 2002SLANT Overhead # 5 Steps for the SLANT Strategy S it up L ean forward A ctivate your thinking N ame key information T rack the talker

University of Kansas Center for Research on Learning 2002SLANT Overhead # 6 Step S it up Examples Upright posture but relaxed Non-examples Head on desk Slouching in chair The Steps of the SLANT Strategy

University of Kansas Center for Research on Learning 2002SLANT Overhead # 7 Step L ean Forward Examples Leaning forward slightly Non-examples Leaning backward Exaggerated forward lean The Steps of the SLANT Strategy

University of Kansas Center for Research on Learning 2002SLANT Overhead # 8 Step A ctivate your thinking* Examples Asking yourself questions: "What is this about?" "What do I need to remember?" Answering your questions: "This is about." "I need to remember." Asking the teacher a question when you don't understand Non-examples Talking to others during class Playing with objects Doodling Not doing anything when you don't understand The Steps of the SLANT Strategy

University of Kansas Center for Research on Learning 2002SLANT Overhead # 9 Step N ame key information Examples Answering the teacher's questions Sharing your ideas or comments Adding to others' statements Non-examples Keeping your knowledge to yourself when you could help others understand it Ridiculing other students' comments The Steps of the SLANT Strategy

University of Kansas Center for Research on Learning 2002SLANT Overhead # 10 Step T rack the talker Examples Keeping your eyes on the teacher as she speaks Looking at students as they speak Non-examples Staring out the window Looking at your desk or students who aren't contributing The Steps of the SLANT Strategy