Region Center III Continuous Improvement and Professional Development presents Continuous Improvement Process (CIM)

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Region Center IIIContinuous Improvement and
Professional DevelopmentpresentsContinuous
Improvement Process (CIM) Plan-Do-Study-Act
(PDSA)Part III Success Strategies
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Presenter

• Dr. Peggy Petersen, Staff Developer

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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)

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Strategies Overview (continued)

• One of our secrets to success was
• applying elementary teaching practices
• at the intermediate and high school
• level.
• (page 137)

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Strategies Overview (continued)

• Teachers are more effective when they
• model thinking processes step by step.
• (page 137)

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Student Motivation

• Motivation is absolutely critical to
• student success.
• (page 139)

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Student Motivation (continued)

• Intrinsic motivation is essential.
• (page 139)

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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)

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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)

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Student Motivation (continued)

• Create a climate that says Were all in
• this together. Encourage student to
• congratulate their peers for successes.
• (page 142)

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Student Motivation (continued)

• School-Wide Participation
• Involve the entire campus in your
• motivation strategies.
• (page 147)

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Together Everyone Accomplishes More

• 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)

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Math Strategies

• 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)

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Math Strategies (continued)

• 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)

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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)

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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)

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Strategies for Reading

• Read! Read! Read!
• To extend your students reading skills,
  surround your student with a variety of reading
  materials
• (page 167)

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Think Aloud

• Model! Model! Model!
• Teachers must model thinking processes.
  Children learn by example
• (page 169)

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Think Aloud (continued)

• The key to the 8-Step Process is instruction.
  Central to the delivery of instruction is
  teaching student to thinkalso known as think
  alouds. The goal is to model thinking processes
  to the point that the process becomes natural.
• (page 169)

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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)
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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)

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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)

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Cues for Comprehension General Reading
Think-Aloud

• Before you begin reading exercise
• As you read exercise
• After reading exercise
• (pages 171-172)

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Cues for Comprehension Test-Taking Think-Aloud

• 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)

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Test-Taking Strategies for Reading Objectives

• PROVE-IT!
• Question________ Answer ______
• Information from the text
• What I already know

(page 177)
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Context Clues

• Signal words
• Questions often asked
• Strategy for using context clues
• (pages 179-180)

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Facts and Details

• Terminology
• Questions often asked
• Strategy for using facts and details
• (pages 181-182)

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Summarization

• Terminology
• Questions often asked
• Strategy for using summarization
• (pages 183-184)

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Relationships and Outcomes

• Terminology
• Questions often asked
• Strategy for using relationships and outcomes
• (pages 185-186)

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Inferences and Generalizations

• Terminology
• Strategy for using inferences and generalizations
• (pages 187-188)

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Point of View, Propaganda, and Fact / Non-fact

• Terminology
• Questions often asked
• Strategy for using point of view, propaganda, and
  fact / non-fact
• Fact and opinion
• Real / Unreal
• Authors purpose
• (pages 189-191)

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Sample Reading Passage

• Growing Totally Tasty Tomatoes
• (pages 193-198)

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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 days
• lesson is applies in a written example
• (page 201)

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Conclusion Part III