Question 1: Many students that I have worked with in the past in content-area courses often do not have the necessary fundamentals skills for access and progress in core content curriculum. Explicit instruction and implementation of learning strategies that target these essential skill. By strengthening these foundational skills with specific strategies, students are better prepared to engage independently and effectively with academic tasks across settings. SIM strategies provide numerous opportunities for students to master skills being taught. I have found that students can generalize skills when SIM is taught with fidelity.
Question 2: How do I change from a tutorial (assignment/homework based) model to a strategies model? Administrator, teachers, students and parents expect me to continue providing time for completing assignments and homework. Transitioning from a tutorial (assignment/homework-based) model to a strategies-based model requires ongoing communication with administrators, teachers, students, and parents. Often times, it is perceived that support means tutorial in core subjects. The purpose of a Learning Strategies is to build students’ long-term independence, develop meta-cognitive processes, and generalization of skills that promotes academic success. We have experienced significant difficulty transitioning from a tutorial model to a strategy instruction model, particularly at the high school level. As a department, we continue working to support this mindset shift among both teachers and administrators.
Question 3: How can strategy instruction support students’ success in the general education curriculum? Strategy instruction teaches learners with how to learn while connecting back to prior and future learning. Strategy instruction can support students’ success in the general education curriculum by teaching them how to learn, not just what to learn. With my experience in paraphrasing, this strategy could also be applied to teaching key phrases and vocabulary in the general education setting. The metacognitive process encourages students to think about meaning, monitor their understanding, and paraphrase in their own words. Over time, these skills can generalize across settings and content areas, allowing students to independently apply in core area content.
Question 4:How can I teach strategies to my students who are included full-time in general education classes? SIM strategies were designed to support instructional fidelity. I believe it is important to review student data collaboratively with general education teachers to clearly identify student skill gaps and instructional needs. Incorporating SIM strategies into a blended learning environment would provide an ideal opportunity for differentiated instruction. As students rotate through learning stations, targeted SIM strategies could be implemented based on identified SIM strategy.
Question 5: Will learning strategies work for all low achievers? Should I teach all of my students learning strategies? Research shows that explicitly teaching learning strategies is beneficial for students who struggle to access the general curriculum or have learning variabilities. Strategy instruction promotes student independence and active engagement in the learning process while also reducing cognitive load and improving long-term retention of skills and content. By explicitly teaching students how to learn, student become self-directed learners. Research has consistently shown that students with disabilities perform at significantly lower rates than their general education peers on state assessments and standardized measures (Ysseldyke et al., 1998). Difficulties with foundational academic skills, including writing, often contribute to lower overall academic performance. However, struggling writers are not limited to students with disabilities. Results from the National Assessment of Educational Progress (NAEP) writing assessments (USDE, 2002b) indicate that many elementary and secondary students experience challenges in writing, especially at grade level. The Strategic Instruction Model (SIM) Writing Strategies provide a comprehensive approach to writing instruction by systematically teaching the foundational and advanced skills students need to become successful writers. SIM instruction builds students’ writing abilities through explicit, scaffolded instruction in sentence construction, paragraph development, and self-monitoring strategies.
Question 7.
Why do strategies take so long to teach? Strategies from the Strategic Instruction Model require significant instructional time because they are designed to teach students to mastery levels. The eight-stage instructional process ensures that students are able to generalize the strategy and apply in core curriculum content. The eight stage process uses explicit instruction to teach specific strategies. Implementation of strategies includes use of modeling, guided practice, feedback, and gradual release of responsibility. Student variability and reteaching lessons may require more in-depth time. Some adaptations also need to be planned to meet students’ needs. With my experience in proficiency in sentence writing, I had to build in more scaffolds than recommended by SIM due to student being identified with a mild intellectual disability.
Question 8.
I know all about teaching strategies, but what’s different about the Strategic Instruction Model? A comprehensive approach to adolescent literacy incorporates evidence-based interventions designed to address the diverse academic and learning needs of students in grades 4–12. Explicit teacher directions and student materials are provided after SIM PD. Each strategy targets a specific skill area, helping students improve areas such as reading comprehension, writing, organization, memorization, and problem-solving. I personally appreciate the teacher’s manual because it provides explicit prompts and immediate feedback, along with progress monitoring through student performance charting and progress reports.
Question 11
How important is it to follow the teaching procedures in the manual? It is essential to follow the teaching procedures outlined in the manual, as the strategies were proven effective through evidence-based research when implemented with fidelity. The effectiveness of these strategies depends on explicit and systematic instruction. Because the critical instructional elements are already determined effective, teachers can focus on learning the procedures, grading, cue cards, learn by watching, learn by sharing, and learning by practicing. Ensuring that teachers follow the eight stage process is instrumental in building student mastery. Following the teaching procedures takes the guess work out of teaching. You can make your own with different examples, color coding specific sentences, etc.
Question 12
Under what conditions can I make adaptations in the teaching procedures and maybe even in the strategies? For teachers new to SIM, my recommendation would to to use the teacher led explicit instruction with fidelity. Teachers who are new to the Strategic Instruction Model™ (SIM) may not yet have the knowledge or instructional expertise needed to appropriately adapt or modify predetermined procedures. I would personally think after 2-3 years of implementation, adaptations could be made to SIM strategies. The fidelity of implementation determines the effectiveness of the strategies.
Question 13.
Are there ways I can help students learn content that supports the strategies I am teaching? SIM strategies can be applied across all core content areas to support student learning. For example, writing strategies help students develop stronger compound and complex sentences that improve performance in core classes and on standardized assessments. Paraphrasing strategies also strengthen reading comprehension by helping students break down, process, and restate information from sentences and paragraphs in their own words. The strategies I implemented help with sentence structure and reading comprehension that can be applied across all subjects.
Question 14.
We are wasting time teaching learning strategies. Why aren't we teaching basic skills to these students? Learning strategy instruction scaffolds learning through systematic and explicit teaching practices. Students may have missed foundational concepts. SIM strategy instruction incorporates thoughtful questioning throughout the instructional process so teachers can identify and monitor where students are in their understanding and identify specific skill gaps. Because students with learning disabilities often demonstrate varied academic and executive functioning needs, this process allows teachers to target instruction based on individual learning needs. Systematic instruction and repeated practice through modeling, discussion, guided practice, and independent application help students move toward mastery. As noted, “Systematic instruction is a way of organizing learning experiences so that both the teacher and the student follow and continuously review a dynamic plan related to how new content will be learned and how that new content relates to past and future learning.” Teaching students the thought processes behind strategies, combined with elaborative feedback, creates a repetitive learning process that supports students with executive functioning challenges and learning differences. Strategic Instruction Model, StrategramVolume 15 • Number 2 • The University of Kansas Center for Research on Learning • December 2002
Question 16.
How do I get administrative support to implement the learning strategies curriculum within my department, school, and/or district?
Administration in my district is required to complete a One Plan as part of the school renewal process. The One Plan typically requires district and school administrators to identify and target specific areas related to literacy, mathematics, and school climate by reviewing current student and school performance data. Literacy and math strategies are often prioritized because they are key areas connected to student achievement and overall school improvement efforts. “Center for Research on Learning researchers have found that the teachers who achieve the greatest gains with students are those whose instruction is consistently responsive, systematic, and intensive”. The eight-stage instructional process emphasizes ongoing assessment and continuous student feedback to promote mastery of skills and concepts. This helps ensure that students can generalize learned strategies across core academic areas. Through consistent monitoring, guided practice, and feedback, students build confidence and develop a toolbox of strategies they can apply independently in different learning situations.
Strategram | December 2002 In Focus are those whose instruction is consistently responsive, systematic, and intensive
Question 18.
Okay, I am ready to conquer the world. I want to implement these learning strategies! What are the essential steps I need to put in place to begin?
I believe it is important to review student data, including pretests and other assessments, to determine the most appropriate strategy instruction based on student needs. I began by re-reading the introduction and teaching manual for each strategy taught, including the Fundamentals of Sentence Writing, Proficiency in Sentence Writing, and Paraphrasing Strategy. During professional development, it is beneficial for the Professional Developer to highlight the most important instructional components within the manuals to support successful implementation. Ensuring that you have re-read is essential. It is also essential for the Professional Developer or instructional specialist to provide ongoing support with implementation, particularly with grading procedures and locating instructional resources. I found it helpful to go through each lesson at least three times, highlighting important information and preparing instructional examples before teaching the strategy. I frequently referenced the grading procedures to ensure accuracy and consistency. Ensuring that grading practices align with SIM criteria and point systems is also critical for fidelity of the strategy as well as monitoring student progress and mastery.
20. How does SIM™ professional development relate to my department, school and/or district initiatives? Working with principals and stakeholders this past school year, several instructional trends were identified, including students leaving writing responses unanswered or receiving scores of “0” and “1” on state assessments, as well as ongoing difficulties with reading and comprehending informational texts. A review of yearly data identified the need for explicit instruction in writing organization, sentence development, paraphrasing, and comprehension strategies that help students in grades 4 and above write and comprehend near or at grade-level. Our district goals are aligned with literacy and math achievement. In response to student performance data, Department of Exceptional Children developed an implementation and training plan focused on the Fundamentals of Sentence Writing, Proficiency in Sentence Writing, and Paragraph Writing strategies. As a department, we continue to provide teacher training, monitor instructional implementation, and review instructional steps to ensure fidelity.
Question 26
How can I embed learning strategy instruction into the general education curriculum? What adjustments could be made. In 2007, Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools warned that American students are not meeting basic writing standards. As this information may have been 20 years ago, the lack of systematic writing instruction is still evident today. Upon review in my district, many students with learning disabilities failed to answer the writing question on the end of the year state assessment. With proficiency in sentence writing, these strategies could easily be incorporated into daily bell work activities by having students write and revise a few sentences at a time. The expectation of independently writing complete sentences may need to be adjusted and scaffolded based on individual student needs and skill levels. The Paraphrasing Strategy could also be effectively integrated into classroom instruction by assigning targeted quotes or important details taken from grade-level texts and requiring students to paraphrase the information in their own words. Regular practice with paraphrasing can also support written expression, comprehension, skills needed for standardized assessments. SIM Supports for Writing in Gen Ed classrooms. Writing Volume 21 • Number 2 • February 2009 The University of Kansas Center for Research on Learning
Question 2: How do I change from a tutorial (assignment/homework based) model to a strategies model? Administrator, teachers, students and parents expect me to continue providing time for completing assignments and homework. Transitioning from a tutorial (assignment/homework-based) model to a strategies-based model requires ongoing communication with administrators, teachers, students, and parents. Often times, it is perceived that support means tutorial in core subjects. The purpose of a Learning Strategies is to build students’ long-term independence, develop meta-cognitive processes, and generalization of skills that promotes academic success. We have experienced significant difficulty transitioning from a tutorial model to a strategy instruction model, particularly at the high school level. As a department, we continue working to support this mindset shift among both teachers and administrators.
Question 3: How can strategy instruction support students’ success in the general education curriculum? Strategy instruction teaches learners with how to learn while connecting back to prior and future learning. Strategy instruction can support students’ success in the general education curriculum by teaching them how to learn, not just what to learn. With my experience in paraphrasing, this strategy could also be applied to teaching key phrases and vocabulary in the general education setting. The metacognitive process encourages students to think about meaning, monitor their understanding, and paraphrase in their own words. Over time, these skills can generalize across settings and content areas, allowing students to independently apply in core area content.
Question 4:How can I teach strategies to my students who are included full-time in general education classes? SIM strategies were designed to support instructional fidelity. I believe it is important to review student data collaboratively with general education teachers to clearly identify student skill gaps and instructional needs. Incorporating SIM strategies into a blended learning environment would provide an ideal opportunity for differentiated instruction. As students rotate through learning stations, targeted SIM strategies could be implemented based on identified SIM strategy.
Question 5: Will learning strategies work for all low achievers? Should I teach all of my students learning strategies? Research shows that explicitly teaching learning strategies is beneficial for students who struggle to access the general curriculum or have learning variabilities. Strategy instruction promotes student independence and active engagement in the learning process while also reducing cognitive load and improving long-term retention of skills and content. By explicitly teaching students how to learn, student become self-directed learners. Research has consistently shown that students with disabilities perform at significantly lower rates than their general education peers on state assessments and standardized measures (Ysseldyke et al., 1998). Difficulties with foundational academic skills, including writing, often contribute to lower overall academic performance. However, struggling writers are not limited to students with disabilities. Results from the National Assessment of Educational Progress (NAEP) writing assessments (USDE, 2002b) indicate that many elementary and secondary students experience challenges in writing, especially at grade level. The Strategic Instruction Model (SIM) Writing Strategies provide a comprehensive approach to writing instruction by systematically teaching the foundational and advanced skills students need to become successful writers. SIM instruction builds students’ writing abilities through explicit, scaffolded instruction in sentence construction, paragraph development, and self-monitoring strategies.
Question 7.
Why do strategies take so long to teach? Strategies from the Strategic Instruction Model require significant instructional time because they are designed to teach students to mastery levels. The eight-stage instructional process ensures that students are able to generalize the strategy and apply in core curriculum content. The eight stage process uses explicit instruction to teach specific strategies. Implementation of strategies includes use of modeling, guided practice, feedback, and gradual release of responsibility. Student variability and reteaching lessons may require more in-depth time. Some adaptations also need to be planned to meet students’ needs. With my experience in proficiency in sentence writing, I had to build in more scaffolds than recommended by SIM due to student being identified with a mild intellectual disability.
Question 8.
I know all about teaching strategies, but what’s different about the Strategic Instruction Model? A comprehensive approach to adolescent literacy incorporates evidence-based interventions designed to address the diverse academic and learning needs of students in grades 4–12. Explicit teacher directions and student materials are provided after SIM PD. Each strategy targets a specific skill area, helping students improve areas such as reading comprehension, writing, organization, memorization, and problem-solving. I personally appreciate the teacher’s manual because it provides explicit prompts and immediate feedback, along with progress monitoring through student performance charting and progress reports.
Question 11
How important is it to follow the teaching procedures in the manual? It is essential to follow the teaching procedures outlined in the manual, as the strategies were proven effective through evidence-based research when implemented with fidelity. The effectiveness of these strategies depends on explicit and systematic instruction. Because the critical instructional elements are already determined effective, teachers can focus on learning the procedures, grading, cue cards, learn by watching, learn by sharing, and learning by practicing. Ensuring that teachers follow the eight stage process is instrumental in building student mastery. Following the teaching procedures takes the guess work out of teaching. You can make your own with different examples, color coding specific sentences, etc.
Question 12
Under what conditions can I make adaptations in the teaching procedures and maybe even in the strategies? For teachers new to SIM, my recommendation would to to use the teacher led explicit instruction with fidelity. Teachers who are new to the Strategic Instruction Model™ (SIM) may not yet have the knowledge or instructional expertise needed to appropriately adapt or modify predetermined procedures. I would personally think after 2-3 years of implementation, adaptations could be made to SIM strategies. The fidelity of implementation determines the effectiveness of the strategies.
Question 13.
Are there ways I can help students learn content that supports the strategies I am teaching? SIM strategies can be applied across all core content areas to support student learning. For example, writing strategies help students develop stronger compound and complex sentences that improve performance in core classes and on standardized assessments. Paraphrasing strategies also strengthen reading comprehension by helping students break down, process, and restate information from sentences and paragraphs in their own words. The strategies I implemented help with sentence structure and reading comprehension that can be applied across all subjects.
Question 14.
We are wasting time teaching learning strategies. Why aren't we teaching basic skills to these students? Learning strategy instruction scaffolds learning through systematic and explicit teaching practices. Students may have missed foundational concepts. SIM strategy instruction incorporates thoughtful questioning throughout the instructional process so teachers can identify and monitor where students are in their understanding and identify specific skill gaps. Because students with learning disabilities often demonstrate varied academic and executive functioning needs, this process allows teachers to target instruction based on individual learning needs. Systematic instruction and repeated practice through modeling, discussion, guided practice, and independent application help students move toward mastery. As noted, “Systematic instruction is a way of organizing learning experiences so that both the teacher and the student follow and continuously review a dynamic plan related to how new content will be learned and how that new content relates to past and future learning.” Teaching students the thought processes behind strategies, combined with elaborative feedback, creates a repetitive learning process that supports students with executive functioning challenges and learning differences. Strategic Instruction Model, StrategramVolume 15 • Number 2 • The University of Kansas Center for Research on Learning • December 2002
Question 16.
How do I get administrative support to implement the learning strategies curriculum within my department, school, and/or district?
Administration in my district is required to complete a One Plan as part of the school renewal process. The One Plan typically requires district and school administrators to identify and target specific areas related to literacy, mathematics, and school climate by reviewing current student and school performance data. Literacy and math strategies are often prioritized because they are key areas connected to student achievement and overall school improvement efforts. “Center for Research on Learning researchers have found that the teachers who achieve the greatest gains with students are those whose instruction is consistently responsive, systematic, and intensive”. The eight-stage instructional process emphasizes ongoing assessment and continuous student feedback to promote mastery of skills and concepts. This helps ensure that students can generalize learned strategies across core academic areas. Through consistent monitoring, guided practice, and feedback, students build confidence and develop a toolbox of strategies they can apply independently in different learning situations.
Strategram | December 2002 In Focus are those whose instruction is consistently responsive, systematic, and intensive
Question 18.
Okay, I am ready to conquer the world. I want to implement these learning strategies! What are the essential steps I need to put in place to begin?
I believe it is important to review student data, including pretests and other assessments, to determine the most appropriate strategy instruction based on student needs. I began by re-reading the introduction and teaching manual for each strategy taught, including the Fundamentals of Sentence Writing, Proficiency in Sentence Writing, and Paraphrasing Strategy. During professional development, it is beneficial for the Professional Developer to highlight the most important instructional components within the manuals to support successful implementation. Ensuring that you have re-read is essential. It is also essential for the Professional Developer or instructional specialist to provide ongoing support with implementation, particularly with grading procedures and locating instructional resources. I found it helpful to go through each lesson at least three times, highlighting important information and preparing instructional examples before teaching the strategy. I frequently referenced the grading procedures to ensure accuracy and consistency. Ensuring that grading practices align with SIM criteria and point systems is also critical for fidelity of the strategy as well as monitoring student progress and mastery.
20. How does SIM™ professional development relate to my department, school and/or district initiatives? Working with principals and stakeholders this past school year, several instructional trends were identified, including students leaving writing responses unanswered or receiving scores of “0” and “1” on state assessments, as well as ongoing difficulties with reading and comprehending informational texts. A review of yearly data identified the need for explicit instruction in writing organization, sentence development, paraphrasing, and comprehension strategies that help students in grades 4 and above write and comprehend near or at grade-level. Our district goals are aligned with literacy and math achievement. In response to student performance data, Department of Exceptional Children developed an implementation and training plan focused on the Fundamentals of Sentence Writing, Proficiency in Sentence Writing, and Paragraph Writing strategies. As a department, we continue to provide teacher training, monitor instructional implementation, and review instructional steps to ensure fidelity.
Question 26
How can I embed learning strategy instruction into the general education curriculum? What adjustments could be made. In 2007, Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools warned that American students are not meeting basic writing standards. As this information may have been 20 years ago, the lack of systematic writing instruction is still evident today. Upon review in my district, many students with learning disabilities failed to answer the writing question on the end of the year state assessment. With proficiency in sentence writing, these strategies could easily be incorporated into daily bell work activities by having students write and revise a few sentences at a time. The expectation of independently writing complete sentences may need to be adjusted and scaffolded based on individual student needs and skill levels. The Paraphrasing Strategy could also be effectively integrated into classroom instruction by assigning targeted quotes or important details taken from grade-level texts and requiring students to paraphrase the information in their own words. Regular practice with paraphrasing can also support written expression, comprehension, skills needed for standardized assessments. SIM Supports for Writing in Gen Ed classrooms. Writing Volume 21 • Number 2 • February 2009 The University of Kansas Center for Research on Learning