SAILS: What�s In It For You? What�s In It For Your Students? by 06jF4yg


									August 24, 2009

Sarah Thomason
     What’s in it for you?

Teach active, independent
Reach more of your students
Experience a teacher’s high

Have more of those “light bulb”
Grow in your profession
Participate in a big experiment
What’s in it for your students?
A more disciplined way to learn
Greater understanding of your
Better performance on tests
Reduction of test anxiety
Higher grades
         Students, Cont.
More course completers
More degree completers
Fewer tears
Progress toward goals
Happiness ripples
   “deliberate actions that
learners select and control to
   achieve desired goals or
        Definition 2
“behaviors and thoughts that a
    learner engages in during
 learning and that are intended
    to influence the learner’s
        encoding process”
           Definition 3
“specific actions taken by the learner
    to make learning easier, faster,
 more enjoyable, more self-directed,
       more effective, and more
   transferrable to new situations”
        Research Tidbits

Research in the 60’s and into the
 early 80’s focused on trying to
 identify one specific study
 system that was superior.
Research focus shifted toward a
    general investigation of
 “whether the performance of
   college students could be
   altered if they received an
  instructional intervention”.
“Important generalizations about
   studying and active learning
         have emerged.”
 Students need to know how to use the
 strategy and why using the strategy
 will help them.

 Strategy instruction needs to be

 Students need to apply the strategy to
 authentic tasks.
 Students need practice in using the

 Students need feedback.

 It “is best to teach students a limited
 number of validated strategies.”
 Six Learning Strategies
Two for read to understand

  1. Generating Questions
 2. Graphic Representations
        Two for listen actively
1. ??
2. ??
Two for organize for effectiveness
1. ??
2. ??
            What will you do?
1. Choose one of the 3 areas

2. Choose one of the 2 strategies

3.   Receive training in how and
     why to use the strategy

4.   Directly teach the strategy via modeling
5. Embed the strategy

6.    Use the rubric to assess a minimum of two
     tasks or assignments

7. Provide feedback to students
   and “scaffold” as appropriate

8. Submit composite scores
       Read to Understand Rubric
         Generating Questions
       Evaluates student’s ability to:

Identify the main idea and key
 supporting details
 Understand key vocabulary in the text
 Draw appropriate conclusions based
 upon the nature of the text
              (assess reading)
    Evaluates student’s ability to:

Generate Questions
       (assess work product)
  Example Passage

     by Bill McCarty

The Knoxville News Sentinel

     October 10, 1992
        Generate Questions
After reading “Mr. Junes,” create some questions
 that relate to the story. Consider using the
 following words to start your questions. Be
 sure to include “why” and/or “how” questions.

     Who              What             When
     Where            Why              How

   Write both your questions and your
       Who is Mr. Junes?
Mr. Junes is a man of modest means
  who has lived a life of self-sacrifice.
 He was happy as a child, enjoying life
on a farm, until his father died and he
  had to go to work in the city to help
 support his family. From age 14 until
he retired, he continued to work in the
              “grimy” city.
  Why does Mr. Junes run the ad
        about the dog?
He is a man with principles, honest and
 filled with a sense of right and wrong. He
 dearly wants to keep the dog, but he knows
 the dog’s rightful owner would want him
 back. Just as he did his duty to support his
 family by working a job he did not enjoy,
 he will do his duty to the dog’s owner, too.
    Feedback: My Questions
 Why does the writer refer to the man as
 “the stranger”?

To depersonalize him. Make us identify
 with Mr. Junes as the “good guy.”
What was the dog’s dilemma?

The dog recognized two owners and
 did not know which one to go to.
Why does the writer tell us the stranger
looks at the dog and at Mr. Junes?

    He wants us to recognize the
 stranger recognizes the emotions of
    both the dog and of Mr. Junes.
Why does the stranger say, “Here,
Chief; here Chief” quietly?

  By using a fake name and a non-
   authoritative tone to make it as
  easy as possible for the dog to pick
               Mr. Junes.
  What does “Try Tennessee “
Tennessee is the dog’s name. The
 stranger is communicating this
 important information to Mr. Junes
 in a way that leaves no way for Mr.
 Junes to return the dog.
What does the word “his” in the
last sentence add to the essay?

“His” recognizes the final resolution
 of the conflict. The dog belongs to
  Mr. Junes, and Mr. Junes and the
     dog stand on “their” porch.

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