Effective Reading and Writing
A Focus on Modeling by Kelley Regan and Sheri Berkeley
Effective Instruction: necessary instructional elements that make student learning effective for all students
Reading Strategies: Summarizing Strategies, Self Regulating Feedback,
Writing Strategies: SRSD (Self Regulated Strategy Development), STOP Model.
Think-Alouds: When teachers model cognitive strategies when attempting to solve a problem
Cognitive Learning Strategies Model: a) why they are learning said strategies b) how to use the strategies in situations c) what situations are likely to occur with this strategy.
Modeling in Instruction
Summary Strategies: the ability to paraphrase, restate, and summarize the reading
* Centered around two basic questions: Who is it about? What was happening?
Case Study: Mrs. Jones used three key questions to guide her: Be Specific, Did I model when to use the strategy and why? Be Explicit: Did I explicitly model how to use the strategy steps? Be Flexible: Did I model how to be flexible in strategy selection and application?
* Develop Background Knowledge
* Discuss It
* Model It: Graphic Organizers
* Memorize It
* Support It: Teacher guidance and assistance
* Independent Practice
Case Study: Mr. Mosby uses the SRSD and the STOP strategies in his classroom to assist his students in persuasive writing. Students who lack in the skills can utilize the STOP strategy (Suspend Judgement, Take a Side, Organize Ideas, and Plan more). He models this in his classroom using the same three key questions: Be Specific, Be Explicit, Be Flexible.
Verbalizing, writing, and developing a teachers thoughts in connection with your students.
* Showing the process of how you develop, utilize your strategies in a particular situation
* Helping students understand a normal thought process, asking guiding questions to self, self regulation
What ways can we utilize the SRSD method in our classroom? Is this model effective for instruction or learning?
Do you believe you would utilize these strategies in your own classroom? Why or Why not?