Module+Qs+Learning+Strategies

Lara Sokolowski Educ. 5100 Iris Model: Using Learning Strategies

1.) Suggest at least three ways that strategies can help students in the classroom.

a.) Goal setting

b.) Self Monitoring

c.) Self Reinforcement

2.) Compare the characteristics of strategic learners with those of non-strategic learners.

Characteristics of Strategic Learners

· Strategic learners are able to analyze a problem and develop a plan

· Able to organize multiple goals and switch flexibly from simple to more complicated goals

· Access their background knowledge and apply it to novel tasks

· Develop new organizational or procedural strategies as the task becomes more complex

· Use effective self-regulated strategies while completing a task

· Attribute high grades to their hard work and good study habits

· Review the task-oriented-goals and determine whether they have been met

Whereas Non Strategic Learners are:

· Unorganized, impulsive, unaware of where to begin an assignment

· Unaware of possible steps to break the problem into a manageable task, possibly due to the magnitude of the task

· Exhibit problems with memory

· Unable to focus on a task

· Lack persistence

· Experience feelings of frustration, failure, or anxiety

· Attribute failure to uncontrollable factors

3.) List the six research-validated stages of SRSD. What aspects of each would you emphasize as the most important?

a.) Develop Background Knowledge – The most important aspect is to access whether a student possesses the skills necessary for the strategy and then assisting the student with learning the necessary skill.

b.) Discuss It - The most important aspect is to explain to students that once they learn a strategy, they can use it during different kinds of activities and in different situations. Also, to emphasize the importance of student effort, motivation and self talk.

c.) Model It – The most important aspect is to expose students to the though processes used by skilled learners by modeling or showing the students how to perform the steps in the strategy.

d.) Memorize It – Memorizing both the steps of the strategy and what action is performed during each step so the students may become fluent.

e.) Support It – Collaboratively use the writing and self-regulation strategies with his students so they, in turn, can attain their goals.

f.) Establish Independent Practice – Monitor and support the students performance as needed and incorporate activities to all allow students to maintain their strategies.

4. Imagine you are a fifth-grade teacher. Mary Ann, a student in your class, understands why she should use an instructional strategy that you are teaching, but she is not yet ready to use the strategy independently. Explain how you would help prepare her to do so.

To help Mary Ann to be able to use the strategy independently I would provide her additional support through the following means:

a. One-on-One Support: I would work with her in a one-on-one situation in order to give her my complete attention. By doing so, I would target on the specific areas of the strategy that she is still struggling with about the strategy.

b. Small Group Instruction: I would include her in small groups that are teacher lead to provide her additional support to practice the strategy. I would include her in a group of her peers that are having similar struggles with the strategy.

c. Peer Pairing: I could also try using the technique of peer pairing to see if a student that has mastered the strategy would be able to assist Mary Ann comprehend and be able to implement the strategy.

5. You've followed along as Mr. Carter introduced the four self-regulation strategies in a way that was appropriate to the needs of his students. Can you describe an alternate way to introduce the self-regulation strategies?

Goal Setting: Have the students establish "mini-goals" for writing. This could include setting a goal for the number of paragraphs or details that are needed for a well written assignment.

Self Monitoring: To help self assess each student could complete a brief assessment after completing each part of the assignment. This could be done through a checklist.

Self Talk: As the students are writing have them ask themselves what they just completed, how do they feel about what they wrote, and what they need to do next.

Self Reinforcement: Instead of using positive statements, the students could reward themselves by taking a short break after each section is completed or have the students specifically note areas where they think they have improved.