1. Sarah Roberts robertss@ogdensd.org
Session # 4: Strategies
Sarah Roberts

2. Presenter Background

3. “In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.”
~Eric Hoffer, philosopher

4. Objectives Content Objectives: Language Objectives:
Identify appropriate learning strategies appropriate to a lesson’s objectives.
Incorporate explicit instruction and student practice of metacognitive and cognitive strategies into lesson plans.
Recognize the value of scaffolding instruction and identify techniques to scaffold for verbal, procedural, and instructional understanding.
Language Objectives:
Discuss language learning strategies to use with students.
Discuss the importance of asking higher-order questions to students of all proficiency levels.
Write a set of questions with increasing levels of difficulty on one topic.

5. Quick Write Brainstorm
Write a list of the strategies that you personally employ when you come across a word or information that you do not understand.
Explain how you teach students to employ these or similar strategies.

6. Quick Write Exchange Exchange papers with a partner.
Write a one sentence response to his/her paper.
Return the paper to the owner.
Write a one sentence summary of all information written between you and your partner.

7. SIOP Strategies
The purpose of the SIOP Strategies section is to examine our strategy instruction, not just the strategies that we employ.
The purpose of strategy instruction is to help students to access memory, make connections, solve problems, and monitor their own learning.

9. Continuum of Strategies, BLM #2
Individually brainstorm strategies for each of the four categories.
Share your list with a partner. Add any strategies from their list that you had not considered.
Share your list with a group. Add any new strategies suggested or generated in your discussion.

10. Continuum of Strategies Charts
Add any and all strategies generated by your group to the following charts around the room:
Teacher-Centered Strategies
Teacher-Assisted Strategies
Peer-Assisted Strategies
Student-Centered Strategies

11. TESOL Standards, p. 83
Goal 1, Standard 3: Students will use learning strategies to extend their communicative competence.
Goal 2, Standard 3: Students will use appropriate learning strategies to construct and apply their academic knowledge.
Goal 3, Standard 3: Students will use appropriate learning strategies to extend their socio-linguistic and socio-cultural competence.

12. CALLA: The Cognitive Academic Language Learning Approach Integration of Content, Metacognition, and Cognition for Strategic Academic Success
Cognitive Strategies:
Resourcing
Grouping
Note-taking
Elaboration
Summarizing
Deduction/Induction
Imagery
Auditory Representation
Making Inferences
Metacognitive Strategies:
Planning
Monitoring
Evaluating
Social/Affective Strategies:
Questioning for Clarification
Cooperation
Self Talk

13. Scaffolding Approach
Teaching by Example
Scaffolded Groupings

14. Common Scaffolds Contextualization Modeling Bridging
Text Re-Presentation
Schema Building
Metacognitive Strategy Instruction

15. Questioning Techniques
Bloom’s Taxonomy:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

16. Explicit Teaching Give every detail, specific, purpose, and objective:
Who, What, When, Where, Why, and How?

17. Experiential Techniques
Facilitated realistic applications and discovery of skills:
Discovery
Experimentation
Trial and Error
Risk-Taking

18. GIST, BLM #3 Get It Summarized Today/Together
Each group is responsible to complete the GIST for one of the following concepts (as assigned) using the SIOP book, the BLM’s, handouts, etc.:
CALLA Strategy Instruction
Scaffolding Strategies
Questioning Strategies
Explicit Techniques
Experiential Techniques

19. SIOP’s Strategy Component
Video Observation
SIOP’s Strategy Component
Looks Like
Sounds Like
Feels Like

20. Putting It Together Read the poem “Silence.”
With a partner or group, write a content or language objective including one or two appropriate learning strategies to teach/practice/review.
Write one question for each of Bloom’s Taxonomy levels in alignment with your lesson.
Share your lesson “plans” with the whole group.

21. Well, …

22. “You’ll notice that many of the recommended practices for children learning a second language parallel our recommendations for all students. Though all kids benefit from them, children learning a second language depend on these practices. Without them, school can be a confusing and frustrating place. With these practices, school makes sense for second language learners and they join their classmates in learning throughout the day.”
~Stephan Cary