strategic tutoring “the power of possibility” october 29, 2009 missy wrigley serc consultant...

Strategic Tutoring“The Power of Possibility”

October 29, 2009

Missy Wrigley SERC consultant

[email protected]

SERC 2009

mailto:[email protected]

University of Kansas Center for Research on Learning 2002

Strategic Tutoring Overhead # 2

A Traditional Approach to Tutoring

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University of Kansas Center for Research on Learning 2002

Strategic Tutoring Overhead # 3

A Strategic Tutoring Approach

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Strategic Tutoring:

A way to help students:

•Complete and understand immediate assignments

• Learn the strategies they need to complete similar assignments independently in the future

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Turn To Your Neighbor

What makes a student a “Good Information

Processor?”

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Good Information Processors:

•Know a large number of useful learning

strategies

•Understand when, where, and why

these strategies are important

•Can select which strategy to use in a

situation

•Think and plan while learningSERC 2009

Good Information Processors:

•Put effort into their work

•Are motivated to work

•Know a great deal about many topics

and can use the information

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Let’s look at some strategies

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Strategies that Strongly Affect Learning

Identifying similarities and differences

Summarizing and note taking Reinforcing effort and providing recognition

Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback

Generating and testing hypotheses

Questions, cues, and advance organizers

Marzano, Pickering, Pollock, 2001SERC 2009

An Instructional Dilemma

“How do I find the time to teach students the skills and strategies they need for self-sufficiency and help them keep up with the day-to-day demands of their classes?”

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The Path to Self-Sufficiency

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“Give me a fish, and I eat for a day. Teach me to

fish, and I eat for a lifetime.”

Chinese Proverb

Responding to the “Real World”

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“Give me a fish while you’re teaching me how to catch my own. Then I won’t starve to death while I’m learning to tie flies.”

Rainbow Mike

Student Commitment?

“I don’t know how to fish, and I don’t care to learn. I don’t even like fish. Just give me a hamburger—everyday. It will make you feel like you’ve helped me.”“Non-Committed” Student

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Application of Strategies

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Assignment: In chronological order, list the political leaders of the Soviet Union from 1917 to the fall of communism.

LENIN

STALIN

KHRUSHCHEV

BREZHNEV

ANDROPOV

CHERNENKO

GORBACHOV

What strategies did you use?

The Strategy

FIRST-Letter Mnemonic: Step 1: Form a word Step 2: Insert a letter Step 3: Rearrange the letters

Step 4: Shape a sentence Step 5: Try combinations

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LENIN

STALIN

KHRUSHCHEV

BREZHNEV

ANDROPOV

CHERNENKO

GORBACHOV

The Results

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Shape a Sentence Mnemonic

Little Soviet Kids Become Adult Communists Gradually

All students (12) score 100% on first in class test.

-enin

-talin

-hrushchev

-rezhnev

-ndropov

-hernenko

-orbachev

L

S

K

B

A

C

G

The Paraphrasing Strategy

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Read a Paragraph

Ask Yourself, “What were the

main idea and details in this paragraph?”

Put the Main Idea and Details

into Your Own Words

Native Americans in the 1800s

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Native Americans often came into conflict with settlers who wanted to take over their lands. Some Native Americans were forced to either fight or to leave their homes. Many times, the government took action in favor of the settlers against the Native Americans.

READ...

ASK...

PUT...

Put the Main Idea………….

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The main idea of this

paragraph is that settlers

wanted Native American lands

and this caused conflict

between them.


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For example, President Andrew Jackson signed the Indian Resettlement Act, an act which gave settlers land that had been occupied by Native Americans. This occurred despite earlier treaties which gave the land to the Native Americans.

READ...

ASK...

PUT...

Practicing Paraphrasing Turn to a neighbor Model how to use RAP strategy

Model the steps of the strategyModel “self-thinking”

Discuss with feedback Share Thoughts

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Some Native Americans had adopted many of the

settlers’ ways of life, and they still held land in the

East because of earlier treaties with the

government. Among them were the “Five Civilized

Tribes”: the Creeks, Choctaws, Chickasaws,

Cherokees, and Seminoles. Soon, however, white

settlers wanted those lands too. The government

tried to find a way to move these tribes to different

land in the West.

Three-Minute Pause• Meet with your table group.

• Summarize key points.

• Add own thoughts.

• Ask clarifying questions.

• What strategies do you use?

Project CRISSSM 2004SERC 2009

The Steps of the Self-The Steps of the Self-Questioning StrategyQuestioning Strategy

Step1: Step1: AAttend to Clues as you ttend to Clues as you read.read.

Step 2: Step 2: SSay some questionsay some questions

Step 3: Step 3: KKeep predictions in eep predictions in mind.mind.

Step 4: Step 4: IIdentify the answerdentify the answer

Step 5: Step 5: TTalk about the Answeralk about the Answer

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The Vocabulary LINCing Routine

Trainer’s Guide developed by Ed Ellis

2002The University of Kansas

Center for Research on LearningLawrence, Kansas 66045

LINCS A Vocabulary Strategy

List the parts

Identify a Reminding Word

Note a LINCing Story

Create a LINCing Picture

Self-test

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University of Kansas Center for

Research on Learning 2002LINCing Overhead # 27

The Vocabulary LINCing Routine is …

A way to help students remember the meaning of important words.

A way to “revisit” and solidify student knowledge of terms introduced or taught in a lesson.



The LINCS Table

Is a visual device that

Can be used in place of traditional flash cards.

Is used initially under teacher guidance to help

students understand the meaning of important

vocabulary words.

Focuses attention on the most important aspects

of a term’s definition.

Uses auditory and visual memory devices to

promote recall of a term.

Links learning to previous knowledge connections.



The LINCS Table Term LINCing Story LINCing PictureDefinition

Reminding Term

1 4 5 2

3

List the parts of the story Identify an reminding word Note a LINCing Story Create a LINCing picture

Self-test

1 4 5 2

3

1 4 5 2

3

• Term LINCing Story LINCing Picture Definition

• Reminding Term

• Term LINCing Story LINCing Picture Definition

• Reminding Term

1 4 5 2

31

•Term LINCing Story LINCing Picture Definition

•Reminding Term



The LINCS Table1

3

4 5 2Term

Reminding Word

LINCing Story LINCing Picture Definition

1

3

4 5 2Term

Reminding Word


1

3

4 5 2Term

Reminding Word


1

3

4 5 2Term

Reminding Word


List the partsIdentify a remaining wordNote a LINCing storyCreate a LINCing pictureSelf-test



Section 2 of the LINCS Table

The DefinitionA brief statement of the term’s

definition1

3

4 5 2Term

Reminding Word


palisades

pal

My pal, Joe, dove

from the cliff into

the ocean.

A line of steep

cliffs a long a

river or ocean.




The Reminding Word A word that sounds similar to

the new term.

1

3

4 5 2Term

Reminding Word


palisades

pal

My pal, Joe, dove

from the cliff into

the ocean.

A line of steep

cliffs a long a

river or ocean.




The LINCing StoryA phrase or sentence that connects—or

links—the definition of the new term to the Reminding Word.1

3

4 5 2Term

Reminding Word


palisades

pal

My pal, Joe, dove

from the cliff into

the ocean.

A line of steep

cliffs a long a

river or ocean.



Section 5 of the LINCS TableThe LINCing Picture

A memory device that provides a visual link for the new term.

1

3

4 5 2Term

Reminding Word


palisades

pal

My pal, Joe, dove

from the cliff into

the ocean.

A line of steep

cliffs a long a

river or ocean.

Notebook Organization

Give an Advance Organizer Introduce and Describe

The importance of having an organized notebook

How to organize a notebook How to respond to the words “File,” “Retrieve,” & “Clean”

How to maintain an organized notebook Give a Post Organizer Follow-up

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Materials Needed for Notebook

Pencil/pen pouch Two pocket folders Divider labels Dividers Blank Paper

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Using Your Notebook

File RetrieveClean

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Test Taking: The PASS Strategy

Prepare to Succeed. Analyze the Directions. Summarize each Question.

Read the question carefully. Underline key words. Find the topic Eliminate obviously wrong answers Scan for the correct answer

Survey the Test.

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Handout

What do you do when you write an essay or theme?Think about the topic

Help organize ideas

Engage in drafting

Make revisions

Edit for common errorsSERC 2009

Essay Assignment Example

Write a five-paragraph persuasive essay on the following topic:

“Scholarship student-athletes should be paid a stipend by the college for their participation in athletics.”

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Think About the Topic

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Athletes should not be paid a

stipend

Increased Costs

Potential Abuse

__Most Ath. Depts. in debt

__Cost exorbitant $990,000

__ Forced to cut sports

__ School pays

Already Paid Amateur

Status

Education Not A Job

Think About the Topic

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Athletes should be paid a stipend

Colleges make

millions!

Student need is great

_ KU Basketball makes 4.4 million

_ Coach supports stipend

_ NCAA had 55 million surplus

_ Donors might pay

Can’t workD-1 is business

Avoid Agents

Help Organize Ideas

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Athletes should not be paid a

stipend

Increased Costs

Potential Abuse

_2_Most Ath Dept in debt

_1_Cost exorbitant $990,000

_3_ Forced to cut sports

_4_ School pays

Already Paid Amateur

Status

Education Not A Job

Strategic Tutoring StrategiesContent and Assignment Based:

“Read chapters 5 & 6, answer the questions at the end of the chapter, and prepare for a quiz over the material.”

What process might an expert learner follow?

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The PREP Strategy

Preview the reading Read key paragraphs Express ideas in writing

Prepare study cards

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The PREP Strategy Preview the reading

Read the introduction Read the chapter questions Skim for highlighted words Look for charts, graphs, & pictures

Make predictions about the content

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The PREP Strategy Read key paragraphs

Identify paragraphs with key words Paraphrase the key paragraphs

Read the paragraphAsk yourself, “What is the main idea and important details.”

Put the main idea and details into your own words

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The PREP Strategy

Express ideas in writingList key words and important phrases

Write answers to chapter questions

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The PREP Strategy Prepare study cards

Transfer hard-to-remember information to study cards

On the front of the card: 1. Write a key word, phrase, or big idea

2. Frame it with a question

On the back of the card: 1. Write a definition for the item

2. Frame it with a question Practice with the cards

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Prepare Study Cards

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Immigrant

What is an

?Front

Prepare Study Cards

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A person who settles in a new country is called an?

Back

Strategic Tutoring Outcomes

Assignments are completed successfully

New content knowledge is acquired

Effective Strategies are learned & applied

“Good Information Processors” are developed

Students are “connected” with a mentor

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“Learners will teach themselves better than the world’s best trainer or highest paid motivational speaker.”

Roger Schank

Virtual Learning, 1997

Criteria for “Good Strategies” The Strategy is Useful

Addresses the task

Can be generalized

The Strategy has Key Features

A coordinated strategy system

Cues cognitive and metacognitive thinking

Requires overt action

Is reasonable

The Strategy is Well-Designed

Short & easy to remember

Begins with a verb

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Anatomy of Paraphrasing

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Read a ParagraphAsk yourself, “What were the main idea and details in this paragraph?”

Put the main idea and details into your own words

ACTION

MNEMONIC

SELF-REGULATING

TASK-SPECIFIC

FEW STEPS

STRATEGY SYSTEM

Yeah! But…. How do you see Strategic Tutoring working in your program?

What are the barriers to implementation?

What solutions can you offer?

What are the next steps?

SERC 2009

strategic tutoring “the power of possibility” october 29, 2009 missy wrigley serc consultant...

Documents

tutoring serc

information serc

results serc

combinations serc

future serc

selfsufficiency serc

application of strategies

paraphrasing strategy