Transcript Part III: Success Strategies

Region Center III
Continuous Improvement and
Professional Development
presents
Continuous Improvement Process
(CIM)
&
Plan-Do-Study-Act (PDSA)
Part III: Success Strategies
Presenter:
Dr. Peggy Petersen, Staff Developer
Strategies Overview
One of the principal goals of strategy
training is to alter students’ beliefs about
themselves by teaching them that their
failures can be attributed to the lack of
effective strategies rather than to the lack of
ability or laziness.
-B.F. Jones,
Strategic Teaching and Learning: cognitive Instruction in the Content Areas
(page 137)
Strategies Overview (continued)
One of our “secrets to success” was
applying elementary teaching practices
at the intermediate and high school
level.
(page 137)
Strategies Overview (continued)
Teachers are more effective when they
model thinking processes step by step.
(page 137)
Student Motivation
Motivation is absolutely critical to
student success.
(page 139)
Student Motivation (continued)
Intrinsic motivation is essential.
(page 139)
Student Motivation (continued)
Test Talks
Arrange a test-talk day where
teachers, counselors, principals, and
administrators talk to student
individually regarding their test scores
from the previous year.
(page 140)
Student Motivation (continued)
Celebrate:
Create climate where any and all
successes are celebrated. This might
coming the form of a simple comment,
like “Give me a high-five” or “Way to
go,” or as something more tangible,
like candy, lunch or stickers.
(page 142)
Student Motivation (continued)
Create a climate that says “We’re all in
this together.” Encourage student to
congratulate their peers for successes.
(page 142)
Student Motivation (continued)
School-Wide Participation
Involve the entire campus in your
motivation strategies.
(page 147)
Together Everyone Accomplishes More
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Meet with cafeteria staff, custodial
staff, physical education staff and
others to share the state standards
objectives and ways they can help
the children learn these objectives.
Remember, we are all responsible for
getting the students ready for the
state standards test!
(page 147)
Math Strategies
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Model! Model! Model!
The overhead projector can be your
best friend
Relate the concept being taught to real
life
Provide the necessary math vocabulary
Develop a district or campus list by
grade level
(page 153)
Math Strategies (continued)
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To help maintain and re-teach concepts /
targets already addressed, accumulate a
bank of math questions
Ask students to create some math
problems like the ones they just solved
Integrate math in other content areas
Students must show their work
Use graphic organizers
Story problems with a twist…
(page 153)
Math Think Aloud:
Story Problem Analysis
1. Whisper and read the problem
2. Make a mental picture of what is
being read
3. Make a mental picture of what is
being read
4. Re-whisper read the problem and
highlight signal words
(page 161)
Math Think Aloud (continued)
4. Re-whisper read the problem and
eliminate unnecessary information
5. Determine what operation or
operation you will be using to solve
the problem
6. Re-whisper read the problem and
solve at least two times to check
7. Evaluate the solution
(pages 162-163)
Strategies for Reading
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Read! Read! Read!
To extend your students’ reading
skills, surround your student with a
variety of reading materials
(page 167)
Think Aloud
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Model! Model! Model!
Teachers must model thinking
processes. Children learn by example
(page 169)
Think Aloud (continued)
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The key to the 8-Step Process is
instruction. Central to the delivery of
instruction is teaching student to
think…also known as “think alouds.”
The goal is to model thinking
processes to the point that the
process becomes natural.
(page 169)
Think Aloud Process:
Teacher models comprehension thinking processes while reading a variety of texts.
Student observes.
Teacher guides the students through the process while reading a variety of texts
and a thinking process prompt sheet.
Student participates.
Students apply thinking processes independently using a prompt sheet.
Students work independently.
Students naturally apply successful reading comprehension strategies.
Student adopts process as own.
(page 169)
Think Aloud (continued)
Teaching students to follow certain
thinking processes should being in the
lower grade levels. Kindergarten
teachers can model simple techniques
while reading aloud to students.
Similar, but more complex “thinking
aloud strategies can be applied in
the upper grades.
(page 170)
Think Aloud (continued)
Meet as a campus or district tot
develop a generic reading think aloud
prompt sheet to guide teachers from
Pre-K to grade 12.
(page 170)
Cues for Comprehension: General
Reading Think-Aloud
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Before you begin reading exercise
“As you read” exercise
After reading exercise
(pages 171-172)
Cues for Comprehension: TestTaking Think-Aloud
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Look at the format of the passage
Whisper read the title and subtitles
Carefully study any charts, graphs, illustrations, and/or
diagrams
Using prior knowledge
Whisper read the questions, carefully circling key words
making sure you understand the question
Beginning with the title, whisper read the passage.
Re-whisper read the question and answer and answer choices
Return to the passage and underline the answer or clues that
support the answer
Eliminate wrong answers and bubble in the correct answer.
Record the number of the paragraph in which the answer /
clues are found. Remember you have to prove your answer.
Repeat steps 7-9 for the remainder of the questions.
Check to make sure all questions are answered reasonably.
(pages 173-176)
Test-Taking Strategies for Reading
Objectives
PROVE-IT!
Question:________
Answer: ______
Information from the text:
“What I already know”
(page 177)
Context Clues
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Signal words
Questions often asked
Strategy for using context clues
(pages 179-180)
Facts and Details
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Terminology
Questions often asked
Strategy for using facts and details
(pages 181-182)
Summarization
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Terminology
Questions often asked
Strategy for using summarization
(pages 183-184)
Relationships and Outcomes
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Terminology
Questions often asked
Strategy for using relationships and
outcomes
(pages 185-186)
Inferences and Generalizations
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Terminology
Strategy for using inferences and
generalizations
(pages 187-188)
Point of View, Propaganda, and
Fact / Non-fact
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Terminology
Questions often asked
Strategy for using point of view,
propaganda, and fact / non-fact
• Fact and opinion
• Real / Unreal
• Author’s purpose
(pages 189-191)
Sample Reading Passage
Growing Totally Tasty Tomatoes
(pages 193-198)
Tools for Writing Success
Model! Model! Model!
The more you model the correct way
to write, the more the students are
likely to comprehend and improve.
Always share samples of how the day’s
lesson is applies in a written example
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(page 201)
Conclusion: Part III