Session # 4: Strategies
Sarah 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 Categories
BLM #1
Metacognitive
Cognitive
Scaffolding
Techniques
Questioning
Techniques
Explicit Teaching
Techniques
Experiential
Techniques
Social/Affective
Continuum of Strategies, BLM #2
1. 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
Clarification
Cooperation
Self Talk
Cognitive Strategies:
Resourcing
Grouping
Note-taking
Elaboration
Summarizing
Deduction/Induction
Imagery
Auditory Representation
Making Inferences
Scaffolding Approach
Teaching by Example
Scaffolded Groupings
Teach
Whole Class
Model
Small Group
Practice
Partners
Apply
Independent Work
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
SIOP’s Strategy Component
Looks Like
Sounds Like
Feels Like
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