Session # 4: StrategiesSarah Roberts

robertss@ogdensd.org

Presenter Background

“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

Objectives• Content 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.

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.

Quick Write Exchange

1. Exchange papers with a partner.

2. Write a one sentence response to his/her paper.

3. Return the paper to the owner.

4. Write a one sentence summary of all information written between you and your partner.

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.

Strategy CategoriesBLM #1

Metacognitive Cognitive Social/Affective

Scaffolding Techniques

Questioning Techniques

Explicit Teaching Techniques

Experiential Techniques

Continuum of Strategies, BLM #21. Individually brainstorm strategies for

each of the four categories.

2. Share your list with a partner. Add any strategies from their list that you had not considered.

3. Share your list with a group. Add any new strategies suggested or generated in your discussion.

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

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.

CALLA:The Cognitive Academic Language Learning

Approach Integration of Content, Metacognition, and Cognition for Strategic Academic Success

Metacognitive Strategies:Planning

Monitoring Evaluating

Social/Affective Strategies: Questioning for

ClarificationCooperation

Self Talk

Cognitive Strategies:Resourcing Grouping

Note-takingElaboration Summarizing

Deduction/InductionImagery

Auditory RepresentationMaking Inferences

Scaffolding Approach

Teach

Model

Practice

Apply

Whole Class

Small Group

Partners

Independent Work

Teaching by Example Scaffolded Groupings

Common Scaffolds

• Contextualization

• Modeling

• Bridging

• Text Re-Presentation

• Schema Building

• Metacognitive Strategy Instruction

Questioning Techniques

• Bloom’s Taxonomy:– Knowledge– Comprehension – Application – Analysis– Synthesis– Evaluation

Explicit Teaching

• Give every detail, specific, purpose, and objective:– Who, What, When, Where, Why, and How?

Experiential Techniques

• Facilitated realistic applications and discovery of skills:– Discovery– Experimentation– Trial and Error– Risk-Taking

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

Video Observation

Looks Like Sounds Like Feels LikeSIOP’s Strategy Component

Putting It Together

1. Read the poem “Silence.”2. With a partner or group, write a content or

language objective including one or two appropriate learning strategies to teach/practice/review.

3. Write one question for each of Bloom’s Taxonomy levels in alignment with your lesson.

4. Share your lesson “plans” with the whole group.

Well, …

“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