deshler_usinglearningstrategies

7/29/2019 deshler_usinglearningstrategies

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Using Learning Strategies to ImproveHow Students Learn and Perform

Don Deshler

University of Kansas

Center for Research on Learning

August 8, 2006

Portland, Oregon


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LionOrange

ChevroletFrogCherryFordHorseAppleFish

LemonDodge

ToyotaBananaDog

Chrysler


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What do you do?

1. Read the passage and answer thequestion

2. List everything you did to read andunderstand the passage

3. Share and compare with a neighbor


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Reading Sub TestLoitering with a vacant eye

Along the Grecian gallery,

And brooding on my heavy ill,

I met a statue standing still.

Still in marble stone stood he,

And steadfastly, he looked at me.

Well met, I thought the look would say.

We both were fashioned far away;

We neither knew, when we were young,

These Londoners we live among.

A.E. Housman, 1896

A. Why does the speaker feel the way he does at

the beginning of the poem?

(1) He is far from home and feels out of

place.

(2) He is in very poor health.

(3) He feels oppressed by the crowds of

people in London.

(4) He has nothing to do?

(5) He is saddened by the fact that the

statue is unhappier than he is.


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Adolescent Reading Model

Language

Comprehension

Background Knowledge

Syntax

Vocabulary

Text Structures

Reading Comprehension: Comprehension comes fromintegrating prior knowledge with new information from the text. This new

knowledge facilitates deeper thinking about the text and can be applied to

learn new information and solve problems.

WordRecognition

Phonological Awareness

Decoding

Sight Word Reading

Fluency

ExecutiveProcesses

Cognitive Strategies

Metacognitive Strategies

KU-CRL Hock & Deshler, 2006

Integrat ion


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LANGUAGE

SKILLS

STRATEGIES

SUBJECT MATTER

Building Blocks for

Content Literacy

HIGHER

ORDER


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Some guiding questions.

What are some of the powerful strategies

you use to learn new information?

How did you learn these strategies? What are some important learning strategies

to teach?

How do we teach struggling learners to uselearning strategies?


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Content

Skills

Strategies


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Content

Skills

Strategies

Knowledge of the

world

Rules and

procedures

Guidelines relatedto selecting andapplying skills


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Content

Skills

Strategies


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An Individuals approach to a task is

called a

It includes how a person

thinks and acts when

planning, executing, and

evaluating performance on

a task and its outcomes.

STRATEGY


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is instruction in

how to learnand perform

Strategy Instruction


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So.

What are some importantstrategies for students to

learn?


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Learning Strategies

Acquisition

Word Identification

Summarizing

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


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Paraphrasing StrategyRead a paragraphAsk yourself what is the main ideaand what are important supporting

details

Put the main idea and supportingdetails into your own words


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Self-Questioning Strategy

Attend to clues as you read

Say some questions

Keep predictions in mind

Identify the answer

Talk about the answers


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Word Mapping Strategy

To expand students vocabulary by helping

them predict the meanings of unknown

words using key language elements (roots,prefixes, suffixes) they come across while

reading.


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Word Families

port to carry

import export

report porter

deport supportimportant transport


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Word Mapping Strategy

Step 1: MMap the word parts

Step 2: AAttack the meaning ofeach part

Step 3: PPredict the words meaning

Step 4: SSee if youre right!


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Map the targeted

word by breaking down

into its word parts


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Attack the meaning

by translating eachword part


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Predict the meaning

of the word by

putting the word part

meanings together


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See if your prediction

is correct by checkingwith the dictionary

or someone


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The LINCS Vocabulary Strategy

WordReminding

Word

Definition

LINCing

Story

LINCing

Picture


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1. Take an index card and divide both sides in half by drawing

lines across the middle of both sides.

Creating LINCS Study Cards


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Creating LINCS Study Cards (cont.)

fief

2. Write the word to be learned on the top half of one side.

Then circle it.


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Land given by king

for fighting in armyfief

3. Write the parts of the definition you need to remember on the

top of the other side.


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Land given by king


4. Write the Reminding Word on the bottom half of the first

side.

chief


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Chief of

his land

Land given by king


5. Write the LINCing Story on the bottom half of the second

side.

chief


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Chief of

his land

Land given by king


6. Draw the LINCing Picture on the bottom half of the second

side.

chief


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The University of KansasCenter for Research on Learning

Lets Practice!!


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Vocabulary Words

Charitable

Mortified

Tirade

Perpetual


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The LINCS Table

List the parts Identify a remaining word Note a LINCing story Create a LINCing picture Self-test

1

3

4 5 2Term

Reminding Word

LINCing Story LINCing Picture Definition


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A Good REMINDING WORDalways

Sounds like part or all of the new

word.

Is a real word.

Has a meaning that you already know.

Helps you remember what the new

word means.


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A Good LINCing Story always.

Includes the Reminding Word or

some form of the Reminding Word

LINCs the Reminding Word to the

meaning of the new word

Is short and simple


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A Good LINCing Picture always...

Contains a part related to the

Reminding Word.

Contains parts related to the important

ideas in the definition.

Helps you rememberthe new termsdefinition.


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LINCS Strategy

Step 1: List the parts

Step 2: Identify a Reminding Word

Step 3: Note a LINCing Story

Step 4: Create a LINCing Picture

Step 5: Self-test


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The LINCS Table

List the parts Identify a remaining word Note a LINCing story Create a LINCing picture Self-test

1

3

4 5 2Term

Reminding Word

LINCing Story LINCing Picture Definition


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The University of Kansas Center for Research on Learning

Example LINCS Tables

1

3

4 5 2

charitable

table

He gave lots

of foodfor the table.

Giving, generous

Term

Reminding word

LINCing story LINCing picture Definition


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1

3

4 5 2

mortified

mortician

The mortician was

scared to death

when he saw thecorpse.

Scared to death

Term

Reminding word



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1

3

4 5 2

tirade

tire

The tire screamed

as it went around

the corner. Screaming or yelling

Term

Reminding word



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1

3

4 5 2

perpetual

pet

The pet

constantly barks. Constantly

Term

Reminding word



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So.

How do we teach learningstrategies to students?


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Instructional Methodology(Large group)

I do it! (Learn by watching)

We do it! (Learn by sharing) You do it! (Learn by practicing)


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Instructional Methodology(Small group)

Pretest

Describe

Commitment (student & teacher)

Goals High expectations

Model

Practice and quality feedback

Controlled and advanced Posttest & reflect

Generalize, transfer, apply


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The listening, speaking,

reading and writing skills and

strategies necessary to learn

in each of the academic

disciplines.


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is the door to content

acquisition & higherorder thinking.


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A Continuum of Literacy Instruction

(Content Literacy Continuum -- CLC)

Level 1: Enhance content instruction(mastery of critical contentforall regardless of literacy levels)

Level 2: Embedded strategy instruction (routinely weavestrategies within andacross classes using large group instructional

methods)

Level 3: Intensive strategy instruction (mastery of specific strategiesusing intensive-explicit instructional sequences)

Level 4: Intensive basic skill instruction (mastery of entry levelliteracy skills at the 4th grade level)

Level 5: Therapeutic intervention (mastery of language underpinningsof curriculum content and learning strategies)

Tutoring: Strategic Tutoring (extending instructional timethrough before or after school tutoring)


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The CLC says

There are unique (but very important) roles

for each member of a secondary staff

relative to literacy instruction

Every teacher is not a reading teacher, and literacycoaches may be necessary but arent sufficient!

Some students require more intensive,

systematic, explicit instruction of content,

strategies, and skills

Content Literacy Synergy


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Content Literacy Synergy

Improved

Literacy

CONTENT CLASSES

Level 1. Enhanced

Content Instruction

CONTENT CLASSES

Level 2. Embedded


Level 3. Intensive


strategy classes

strategic tutoring

Level 4. Intensive Basic

Skill InstructionLevel 5. Therapeutic

Intervention

Foundational language competencies

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