Using Learning Strategies to Improve How Students Learn and Perform

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Using Learning Strategies to Improve How Students
Learn and Perform Don Deshler University of
Kansas Center for Research on Learning August
8, 2006 Portland, Oregon
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Lion Orange Chevrolet Frog Cherry Ford Horse Apple
Fish Lemon Dodge Toyota Banana Dog Chrysler
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What do you do?

• Read the passage and answer the question
• List everything you did to read and understand
  the passage
• Share and compare with a neighbor

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Reading Sub Test

• Loitering 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?
• He is far from home and feels out of place.
• He is in very poor health.
• He feels oppressed by the crowds of people in
  London.
• He has nothing to do?
• He is saddened by the fact that the statue is
  unhappier than he is.

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Adolescent Reading Model
Language Comprehension
Word Recognition
Executive Processes
Background Knowledge Syntax Vocabulary
Text Structures
Phonological Awareness Decoding Sight Word
Reading Fluency
Cognitive Strategies Metacognitive Strategies
Integration
Reading Comprehension Comprehension comes
from integrating 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.
KU-CRL Hock Deshler, 2006
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Building Blocks for Content Literacy
HIGHER ORDER
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
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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 use
  learning strategies?

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Knowledge of the world
Rules and procedures
Guidelines related to selecting and applying
skills
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An Individuals approach to a task is called a
STRATEGY
It includes how a person thinks and acts when
planning, executing, and evaluating performance
on a task and its outcomes.
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Strategy Instruction

• is instruction in
• how to learn
• and perform

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So.

• What are some important strategies for students
  to learn?

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Learning Strategies
Expression of Competence Sentences
Paragraphs Error Monitoring Themes
Assignment Completion Test-Taking
Acquisition Word Identification Summarizing Self-
Questioning Visual Imagery Interpreting
Visuals Multipass
Storage First-Letter Mnemonic Paired
Associates Listening/Notetaking LINCS Vocabulary
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Paraphrasing Strategy

• Read a paragraph
• Ask yourself what is the main idea and what are
  important supporting details
• Put the main idea and supporting details 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 support
• important transport

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Strategy Elements

• Provide a systematic approach for students to
  use.
• Focus on the use of high frequency prefixes,
  suffixes, and roots.
• Use roots with large word families.

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Word Mapping Strategy

• Step 1 M Map the word parts
• Step 2 A Attack the meaning of
• each part
• Step 3 P Predict the words meaning
• Step 4 S See 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 each word 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 checking
with the dictionary or someone
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The LINCS Vocabulary Strategy

• Word

Reminding Word
LINCing Story
LINCing Picture
Definition
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Creating LINCS Study Cards
1. Take an index card and divide both sides in
half by drawing lines across the middle of both
sides.
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Creating LINCS Study Cards (cont.)
2. Write the word to be learned on the top half
of one side. Then circle it.
fief
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Creating LINCS Study Cards (cont.)
3. Write the parts of the definition you need to
remember on the top of the other side.
Land given by king for fighting in army
fief
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Creating LINCS Study Cards (cont.)
4. Write the Reminding Word on the bottom half
of the first side.
Land given by king for fighting in army
fief
chief
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Creating LINCS Study Cards (cont.)
5. Write the LINCing Story on the bottom half of
the second side.
Land given by king for fighting in army
fief
Chief of his land
chief
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Creating LINCS Study Cards (cont.)
6. Draw the LINCing Picture on the bottom half
of the second side.
Land given by king for fighting in army
fief
Chief of his land
chief
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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
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A Good REMINDING WORD always

• 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 remember the new terms definition.

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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
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Example LINCS Tables
Term
LINCing story
Definition
LINCing picture
charitable
He gave lots of food for the table.
Giving, generous
Reminding word
table
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Example LINCS Tables
Term
LINCing story
Definition
LINCing picture
mortified
The mortician was scared to death when he saw the
corpse.
Scared to death
Reminding word
mortician
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Example LINCS Tables
Term
LINCing story
Definition
LINCing picture
tirade
The tire screamed as it went around the corner.
Screaming or yelling
Reminding word
tire
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Example LINCS Tables
Term
LINCing story
Definition
LINCing picture
perpetual
The pet constantly barks.
Constantly
Reminding word
pet
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So.

• How do we teach learning strategies 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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Content Literacy
The listening, speaking, reading and writing
skills and strategies necessary to learn in each
of the academic disciplines.
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Content Literacy
is the door to content acquisition higher order
thinking.
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A Continuum of Literacy Instruction
(Content Literacy Continuum -- CLC)
Level 1 Enhance content instruction (mastery of
critical content for all regardless of literacy
levels)
Level 2 Embedded strategy instruction
(routinely weave strategies within and across
classes using large group instructional methods)
Level 3 Intensive strategy instruction
(mastery of specific strategies using
intensive-explicit instructional sequences)
Level 4 Intensive basic skill instruction
(mastery of entry level literacy skills at the
4th grade level)
Level 5 Therapeutic intervention (mastery of
language underpinnings of curriculum content
and learning strategies)

Tutoring Strategic Tutoring (extending
instructional time through 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
  literacy coaches may be necessary but arent
  sufficient!
• Some students require more intensive, systematic,
  explicit instruction of content, strategies, and
  skills

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Content Literacy Synergy
Improved Literacy
KU-CRL CLC- Lenz, Ehren, Deshler, 2005