the intersection of technology tools and cognitive strategies: improving content area instruction...
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The Intersection of Technology Tools and Cognitive Strategies: Improving Content Area Instruction for Students with Mild Disabilities. Cynthia Okolo Michigan State University [email protected]. Cognitive Strategy Instruction. Been around a long time Skills versus strategies - PowerPoint PPT PresentationTRANSCRIPT
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The Intersection of Technology Tools and Cognitive Strategies: Improving Content Area Instruction for Students with Mild Disabilities
Cynthia OkoloMichigan State University
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Cognitive Strategy Instruction
• Been around a long time• Skills versus strategies • Students with disabilities may not be strategic learners
• Strong evidence for efficacy
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Cognitive Strategy Instruction
• Strategies help students make use of what they know
• Still need to learn content
• Still need to learn skills
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What is Cognitive Strategy Instruction?
Cognitive strategy instruction (CSI) e.g., Robert Reid,
University of Nebraska Learning strategies instruction e.g., Strategic Instruction Model (UK), Self-regulated strategy development
(SRSD) e.g., SRSD in writing
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What is Cognitive Strategy Instruction?
More than a recipeKabobs
Set of principles + set of instructional practices
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Principles of Cognitive Strategy Instruction
Strategy is like a heuristic, a set of steps How do I do this? What steps do I follow? In what order
Helps the implicit become explicit Interactive, dialogic Students take ownership of their learning
self-regulation generalization flexible use and adaptation
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Hamburger Strategy
This is a set of steps, but not a strategy
Top of bun: Topic Sentence
Meat: Supports (related to your topic sentence)
Condiments: Expansions: analysis, interpretation, explanation, insight
Bottom bun: Concluding sentence
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Practices of Cognitive Strategy Instruction
Develop background knowledge, reason for learning, motivation
Describe/discuss strategy and steps Model the strategy
Heart of strategy instruction
Memorize steps Guided practice (skill appropriate) Independent practice (age appropriate) Generalization
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Examples of Strategy Instruction
Watch and discuss an example: Strategies for Reading FluencyUtah Center for Reading an
d Literacy
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Examples of Technology-Based Strategy Instruction
Discuss CAST Strategy TutorDiscuss SOAR
Carolyn Harper Knox, Ph.D.541-346-3543 voice mail541-346-6226 fax
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TASK X STRATEGY
ACADEMIC TASK
SELF-REGULATION CONTENT KNOWLEDGE
COGNITIVE STRATEGY
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Technology is Not Always the Best Approach
Sometimes good old pencil and paper works best
Consider affordances and constraints
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Studying facts and vocabulary
Mastering a set of information requires a large amount of focused practice Can take upwards of 24 times to reach 80% accuracy May be more for kids with learning difficulties/disabilities
New learning does not happen quickly, requires practice spread out over time Small set of information at a time Spaced practice Review Build on existing knowledge networks
Increments in learning start out large then taper off
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Study Tools for Study Strategies
StudyHive (basic flashcard program) http://studyhive.com/
Cramberry: http://www.cramberry.net/ (self-quiz)
Sometimes technology tools model cognitive strategies HeadMagnet: http://headmagnet.com/
“Explore” option to see how the tool works Quizlet: http://quizlet.com
http://quizlet.com/demo-video.php (see Speak It option)
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Study Strategy Steps Prioritize
Take the first step—any step
Identify resources to help you
Schedule blocks of study time and breaks Use free time wisely Postpone distractions
Study space
Review Weekly Before class After class http://www.studygs.net/timman.htm
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Before Reading Strategies
Brainstorming PreP: PreReading Plan
Setting a goal for reading Skimming, scan, predict
SQ3R Reciprocal teaching
K-W-L Know, what to know, learn(ed)
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Example: Survey Survey
the title, headings, and subheadings captions under pictures, charts, graphs or maps review questions or teacher-made study guides introductory and concluding paragraphs summary
Question while you are surveying: Turn the title, headings, and/or subheadings into questions Read questions at the end of the chapters or after each subheading Ask yourself,
"What did my instructor say about this chapter or subject when it was assigned?"
Ask yourself, "What do I already know about this subject?”
http://www.studygs.net/texred2.htm
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Concept Mapping
Inspiration/webspiration Bubbl.us Mindomo Popplet Freemind
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During Reading Access to print
e.g., text to speech, large print
Predicting Questioning and clarifying
Vocabulary (online dictionaries, translation tools) Unfamiliar concepts (linking, searching)
Locating important ideas Notetaking Annotating Bookmarking Highlighting
Social networking (asking others, discussing)
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Diigo
Free application available on web toolbar: http://www.diigo.com http://www.diigo.com/about http://www.diigo.com/learn_more
Ideas for using Diigo in education: http://www.slideshare.net/cliotech/diigo-in-education-presentation
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What Strategies Do Students Need to Use Diigo?
Finding and evaluating information Identifying important information
Main ideas Details
Monitoring comprehension Annotating Finding additional information
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After Reading
Reducing/reorganizing Summarizing Timeline Concept Map
Expanding Studying Communicating
Writing Presenting
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Project PAL
Integrating a strategy for reading text into WYNN http://www.freedomscientific.com/lsg/product
s/wynn_demo.asp
Strategy makes use of WYNN tools WYNN tools support the strategy Strategy helps kids understand and learn
from text
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PREPARE Strategy
Preview Set goals for reading Ask specific, color-coded questions
Read Examine
Look through text to meet goals or answer questions
Pick what’s important Highlight (color coded to questions)
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PREPARE
Arrange Highlighted text is extracted by color Students can arrange topically
Reduce Write a summary Create notecards for study or to support writing
Explain Supported writing for different types of text (e.g.,
narrative, expository)
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PREPARE Features
Student can access all WYNN tools from all strategy steps
Choice Student can skip strategy steps
But teacher can override Student can go back and forth between
strategy steps
All directions and prompts are editable Can use local language of instruction
Accompanied by professional development materials
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Organizing Information
Ideas Materials
Reading Notes Pictures Resources
Collaborating Searching & Tagging features
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Evernote Evernote.com: evernote.com Web, desktop, mobile
http://www.evernote.com/about/learn_more/ http://www.evernote.com/about/video/#5Ag_rlQL4IM|2|1
Trunk Study Blue
Mobile Evernote Peek:
http://www.youtube.com/watch?v=vqVjruCt6yg&feature=player_embedded
http://itunes.apple.com/us/app/evernote-peek/id442151267?mt=8
Chrome and Firefox extensions, clip from browser Evernote web clipping
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Other Uses of Evernote
Share electronic copies of notes Research web sites & clip pages directly from browser. Create to-do lists, jot down random thoughts, leave
voice memos Keep notes organized for different classes in one
place. Use as index cards while writing a research paper. Post reminders of upcoming events
http://teachweb2.wikispaces.com/EVERNOTE
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What Strategies Do Students Need to Take
Advantage of Evernote? How to organize
Classes Activities Tagging Media types—best ways to represent ideas
How to create tags How to search and choose information from
the web When and how to collaborate
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References1. Byrne, R. Free Technology for Teachers. http:/
/www.freetech4teachers.com/2011/06/77-web-resources-for-teacher-to-explore.html?
2. CAST Strategy Tutor: http://cst.cast.org/cst/PAGE,help
3. Conley, M. W. (2008). Cognitive strategy instruction for adolescents: What we know about the promise, what we don’t know about the potential. Harvard Educational Review
4. Harris, K. R., Schmidt, T., & Graham, S. (1997). Strategies for composition and self-regulation in the writing process. LD Online: www.ldonline.org/article/6207
5. Novak, J. D., & Canas, A. J. The theory underlying concept maps and how to use them. http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm
6. Reading Rockets: http://www.readingrockets.org/blog/42207/
7. Project SOAR: http://cate.uoregon.edu:9400/
8. Special Connections: Cognitive Strategies: http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=instruction§ion=main&subsection=cs/main
9. Study Guides and strategies: http://www.studygs.net/index.htm
10. University of Kansas Learning Strategies Overview: www.kucrl.org/sim/brochures/LSoverview.pdf
11. Utah Center for Reading and Literacy: http://www.ucrl.utah.edu/pro-dev/instruction/lesson1_01.html