Cognitive Strategy Instruction

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Cognitive Strategy Instruction

• EEX 3257
• Core Teaching Strategies
• University of FL

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Strategy Instruction

• Rationale For students to be successful in
  inclusive classrooms and in community settings,
  it is imperative that they are taught to use
  strategies that help them to successfully
  accomplish task demands within those environments.

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Strategy Instruction

• Strategy instruction is most meaningful when
  students see the connection between the strategy
  they are learning and the tasks they are (or will
  be) required to perform in general education
  classrooms.

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Strategy Instruction

• Students make the greatest and most lasting gains
  in learning and using strategies when they have
  opportunities to apply strategies in authentic
  (real world) situations.
• Strategy instruction teaches students HOW to
  solve problems and HOW to gather and use
  information.

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Where should strategy instruction take place?

• Considerations
• If the majority of students need instruction,
  then the general classroom is appropriate
• Requires a teacher skilled in teaching strategies
• Sufficient practice time must be available in the
  class schedule

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Which students benefit?

• All students benefit, but strategy instruction is
  especially effective for
• Students at-risk, not in special education
• Students with learning disabilities
• Students with emotional disorders
• Students with cognitive disabilities (mild or
  severe)
• Students with hearing impairments

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Definition of Strategy

• A set of responses organized to solve a problem
  (Swanson, 1993)
• An individuals planful approach to a task
• (Putnam, Deshler, and Schumaker, 1993)

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3 Concepts Associated with Strategy Instruction

• Cognition refers to a students ability to know
  what to do in order to complete a task
• Metacognition refers to a students ability to
  monitor his performance, and be flexible to
  change plans when the task is not being
  successfully completed
• Problem solving includes all of the following
  planning, reasoning, selecting relevant
  information, and monitoring performance

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A Misconception Explained

• Example
• Teaching students the steps in a mnemonic
  is not strategy instruction.
• However
• Teaching the steps AND teaching students how to
  use those steps proficiently and strategically is
  strategy instruction.

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Characteristics

• Strategy instruction requires explicit
  instruction
• Strategy instruction is intensive (daily) and
  extensive (minimum of 4 weeks)
• It requires extensive practice and feedback

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Characteristics Cont.

• Students are provided with information on the
  usefulness of the strategy
• Mastery is required
• Students must acquire the ability to use the
  strategy independently
• Students are taught to self-correct
• Students must practice strategy on controlled
  material (their reading level)

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1.  Pretest Commitment

• Select a strategy based on student need.
• Pretest students on a task.
• Get student buy-in for the new strategy.
• Link strategy to meaningful goals
• Establish logical linkage to earlier strategy and
  the benefits they gained.
• Describe different contexts (it could be used
  for)

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2.  Describe

• Describe the strategy (what each step stands
  for).
• Talk about how the steps are used by people who
  are proficient (experts) in use of that strategy.

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3.  Model

• Demonstrate skilled use of the strategy.
• Use think alouds along with verbalization of the
  steps.
• Model errors, self- correction, and positive self
  talk.

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4.  Verbal Practice

• Memorize the steps (mastery is required!).
• Mnemonics are recommended (keep working memory
  capacity in mind).
• Graphic strategies might not require verbal
  practice.

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5. Controlled Practice w/ feedback

• Students USE strategy  for the first time.
• EASY content (at or below current level).
• Feedback should progress from teacher-mediated to
  student-mediated.
• Rubrics could be used for self-evaluation (which
  is critical here!).
• Meet and reteach small groups of unsuccessful
  students.

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6. Advanced Practice w/ feedback

• Students progress to more advanced materials.
• Feedback continues to move toward more
  student-mediated.
• Student performance may decline at first because
  of more complex content.
• Mastery of strategy use is required at this
  stage.

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7.  Posttest

• Use an instrument similar to pretest to allow
  students to see progress.
• Show students results (powerful motivator).

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8.  Generalization

• GOALS
• Use of strategy in other settings.
• Students know when, where, and how to use
  strategy and they USE it!
• Promote strategy use in novel situations - extend
  beyond your classroom.

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Students Strategic Behaviors

• Goal setting leads to the development of
  strategies to achieve goals
• Knowing oneself (capabilities and preferences)
• Making choices (decision making)
• Identifying desired outcomes (product or
  performance goals)
• Planning to accomplish goals (process)