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Strategy Instruction for Students with Learning Disabilities. Robert Reid Torri Ortiz Lienemann. Book Study Calendar. Session I: Introductions of group members, facilitators, and text Review format for the book study Choose partners/small groups as needed Assign work for session II
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Strategy Instruction for Students with Learning Disabilities Robert Reid Torri Ortiz Lienemann
Book Study Calendar • Session I: • Introductions of group members, facilitators, and text • Review format for the book study • Choose partners/small groups as needed • Assign work for session II • Session II: • Chapter 1-Why Use Strategy Instruction? • Chapter 2-Building Background Knowledge • Chapter 3-The Self Regulated Strategy Development Model • Chapter 4-How to Implement the SRSD Model • Session III: • Chapter 5-Self-Regulation Strategies • Chapter 6-Implementing Self-Regulation Strategies • Chapter 7-Integrating Strategies and Self-Regulation • Session IV: • Action Research Project • Chapter 8-Strategies in Written Language • Chapter 9-Strategies in Reading Comprehension • Chapter 10-Strategies in Mathematics • Chapter 11-Study Skills Strategies • Chapter 12-Mnemonics
Session I: Format for Book Study • Participants can form small groups or partnerships to be able to provide peer feedback on activities. This can be done via email or phone. • Facilitators will pose one focus question per chapter and/or activity to be completed in the participant’s classroom. • Participants should be ready to have a discussion relating to the focus question and activity. • Participants will need to email completed activities one week prior to on-line session. Participants may also email questions or comments related to content one week prior. • Facilitators will use this participant input to guide further discussion during on-line sessions. • Chapters 8-12 will also involve an action research project within the participant’s setting. Those that are not in classroom settings may choose an alternative project to be discussed with the facilitators.
Session II-Chapter 1 • Characteristics of Students with Learning Disabilities: • Attention • Failure to maintain focus has serious consequences. • What are they? • Memory • What are some factors that impact how well a student can remember information? • Attributions • This is the manner in which students explain the cause of academic outcomes. • A for Effort • Learned Helplessness • Lack of Coordinated Strategies • What are some strategies you used when reading this text that an LD student may not use?
Session II-Chapter 1 • Chapter 1: Why Use Strategy Instruction? • Focus question: Why is strategy instruction imperative to students with learning deficits? Support with information from the text.
Some reasons to consider… • P. 10 indicates, “Students with LD tend to develop fewer strategies and to use strategies less often than typically achieving students (Stone and Conca, 1993.)” • Also indicated, “Strategy instruction can meaningfully improver performance among students with LD…Therefore, it makes sense that strategies be treated just like any other academic problem…we should teach them effective strategies.”
Session II-Chapter 2 • Building Background Knowledge • Focus question: What metacognitive knowledge must a learner have in order to effectively use strategies with fidelity?
Meta-cognitive Knowledge… • 1) Acquired knowledge and beliefs about him- or herself as a learner • 2) Task demands and how they can be met • 3) The relation between task and strategy • 4) How, when, where and why to use the strategy • Anything else?
Session II-Chapter 2 cont. • Activity: Use the information in Table 2.2 (Tips on Changing Attributions) to do a case study with a student. From the time you receive this activity until the time we meet on-line for Session II, use the ideas and approaches listed and document before and after qualitative data. • What strategies in Table 2.2 did you try? What was the effect of each?
Session II-Chapter 3 • The Self-Regulated Development Model • Activity: On the bottom of P. 38, metacognitive task breakdowns are explained. Choose a skill and complete a skill step modeling narrative similar to figure 3.2. • What was easy about this? • What was difficult about this? • Why is it important to do this?
Pre-requisite Skills • “Skill deficits need to be addressed prior to introducing the new strategy.” • Teach the skill to mastery OR provide a means for the student to compensate for the skill deficit.
Session II-Chapter 3 cont. • Focus question: What are some assessment methods that could be used to evaluate outcomes of strategy instruction? This could include increases to skills, changes in attitude, changes in cognition, use of strategy or generalization of strategy to new situations. Be specific.
Session II-Chapter 4 • How to Implement the SRSD Model • Focus question: What are the two pitfalls of strategy instruction? How can these pitfalls be avoided?
SRSD Model • Stage 1: Developing and Activating Background Knowledge • Stage 2: Discussing the Strategy • Stage 3: Modeling the Strategy • Stage 4: Memorizing the Strategy • Stage 5: Supporting the Strategy • Stage 6: Independent Performance
Pitfalls… • 1) Don’t confuse memorization of the steps with the ability to use the strategy. • If you can name the parts of an airplane, can you fly it? • 2) Don’t cut step 5 short. Students need extensive practice before they master the use of a strategy. • This can happen due to pressure to “cover ground.”
Next Sessions Assignments • Remember, these are due one week prior to our online session. This would be November 5, 2013. • They help guide our discussion points and ensure your understanding of the material read. • Our next session is schedule for November 12, 2013 at 3:30.
Session IIIChapter 5: Self-Regulation Strategies • Focus question: Describe the four main strategies outlined in the book for self-regulation. Why is it important to teach these strategies to a student with a learning disability?
Chapter 6: Implementing Self-Regulation StrategiesChapter 7: Integrating Strategies and Self-Regulation • Activity: Choose 3 students in your classroom. Brainstorm academic strategies and self-regulation strategies that would be beneficial to the learner. Write a short paragraph describing each of the chosen students and strategies. Include an explanation of how could you combine these strategies to increase effect. • Example can be found on p. 111 entitled, “Self Monitoring, Goal Setting, Spelling Strategy”
Session IVChapter 8-12: Action Research Project • Read chapters 8-12. • Choose a student. • Determine student’s need for academic strategy and self-regulation strategy instruction. These can be from the book or from your own “toolbox.” • Create a plan to instruct the student on one academic and one self-regulation strategy following stages 1-6 of SRSD Model outlined in chapter four. • Implement the plan and begin strategy instruction. ***If you do not work directly with students or within a classroom, you may choose an alternative project to demonstrate knowledge of the content. Please approve with facilitators prior to beginning.
Documentation of Action Research Project • Write a narrative of each stage of instruction. Be sure to include the following information: • Description of student, strategies chosen and why. Include baseline data. • Stage 1: How did you evaluate the student’s background knowledge? • Stage 2: How did you “sell” the strategy to the student? How did the student respond to the discussion of current level of performance? What did you do to ensure the discussion was a dialogue rather than a monologue? How did you ensure commitment of the student to learn and use the strategy? • Stage 3: Write out the think aloud you will be using with the student. See p. 56-57 for an example. • Stage 4: What activities did you implement to assist the student in memorizing the strategies? See p. 58 for examples of activities. How did you monitor the effectiveness of the activities?
Documentation, cont. • Stage 5: What methods did you use during the guided practice portion of instruction? How are your ensuring the student will be able to use the strategy effectively and independently? Was the student able to create their own think aloud for the strategy? How did you assess the student’s ability to perform independently? If the student was unable to do so, what did you do to reteach? • Stage 6: How did you monitor the independent performance of the student during this stage? Did the student modify or personalize the strategy? If so, how and was it effective? How did you communicate the use of the strategy to other educators needing to know? How did you ensure they were able to assist the student as needed? How did you ensure the consistent implementation of the strategy if the strategy was meant to be generalized to other settings? Did the instruction of the strategy improve the student’s performance? How do you know? Refer back to baseline data.
Reflection on Action Research Project • Which stage was the most challenging for you and why? • Approximately, how long did it take you to complete stages 1-6 with the student? • If you were to repeat this procedure, would you change or modify anything? How? Why? • Was this a positive process for the student? How do you know?
