Cognitive Strategy

Instruction
EEX3257
CoreTeachingStrategies
UniversityofFL

Strategy Instruction
Rationale: For students to be successful in
inclusive classrooms and in community
settings, it is imperative that they are taught to
use strategies that help them to successfully
accomplish task demands within those
environments.

Strategy Instruction
Strategy instruction is most meaningful
when students see the connection
between the strategy they are learning
and the tasks they are (or will be)
required to perform in general
education classrooms.

Strategy Instruction
Students make the greatest and most
lasting gains in learning and using
strategies when they have opportunities
to apply strategies in authentic (real
world) situations.
Strategy instruction teaches students
HOW to solve problems and HOW to
gather and use information.

Where should strategy

instruction take place?
Considerations:
If the majority of students need
instruction, then the general classroom
is appropriate
Requires a teacher skilled in teaching
strategies
Sufficient practice time must be
available in the class schedule

Which students benefit?

All students benefit, but strategy instruction is
especially effective for:
Students at-risk, not in special education
Students with learning disabilities
Students with emotional disorders
Students with cognitive disabilities (mild or
severe)
Students with hearing impairments

Definition of Strategy
A set of responses organized to solve a
problem (Swanson, 1993)
An individuals planful approach to a task
(Putnam, Deshler, and Schumaker, 1993)

3 Concepts Associated with

Strategy Instruction
(1) Cognition: refers to a students ability to know what
to do in order to complete a task
(2) Metacognition: refers to a students ability to
monitor his performance, and be flexible to change
plans when the task is not being successfully
completed
(3) Problem solving: includes all of the following:
planning, reasoning, selecting relevant information,
and monitoring performance

A Misconception Explained
Example:
Teaching students the steps in a
mnemonic is not strategy instruction.
However:
Teaching the steps AND teaching
students how to use those steps
proficiently and strategically is strategy
instruction.

Characteristics
Strategy instruction requires explicit
instruction
Strategy instruction is intensive (daily)
and extensive (minimum of 4 weeks)
It requires extensive practice and
feedback

Characteristics Cont.
Students are provided with information
on the usefulness of the strategy
Mastery is required
Students must acquire the ability to use
the strategy independently
Students are taught to self-correct
Students must practice strategy on
controlled material (their reading level)

1.Pretest&Commitment
Selectastrategybasedonstudentneed.
Preteststudentsonatask.
Getstudentbuyinforthenewstrategy.
Linkstrategytomeaningfulgoals
Establishlogicallinkagetoearlierstrategyandthe
benefitstheygained.
Describedifferentcontexts(itcouldbeusedfor)

2.Describe
Describethestrategy(what
eachstepstandsfor).
Talkabouthowthesteps
areusedbypeoplewhoare
proficient(experts)inuse
ofthatstrategy.

3.Model
Demonstrateskilleduse
ofthestrategy.
Usethinkaloudsalong
withverbalizationofthe
steps.
Modelerrors,self
correction,andpositive
selftalk.

4.VerbalPractice
Memorizethesteps
(masteryisrequired!).
Mnemonicsare
recommended(keepworking
memorycapacityinmind).
Graphicstrategiesmightnot
requireverbalpractice.

5.ControlledPractice
w/feedback
StudentsUSEstrategyforthe
firsttime.
EASYcontent(atorbelow
currentlevel).
Feedbackshouldprogressfrom
teachermediatedtostudent
mediated.
Rubricscouldbeusedforself
evaluation(whichiscritical
here!).
Meetandreteachsmallgroups
ofunsuccessfulstudents.

6.AdvancedPractice
w/feedback
Studentsprogresstomore
advancedmaterials.
Feedbackcontinuesto
movetowardmore
studentmediated.
Studentperformancemay
declineatfirstbecauseof
morecomplexcontent.
Masteryofstrategyuseis
requiredatthisstage.

7.Posttest
Useaninstrument
similartopretestto
allowstudentstosee
progress.
Showstudentsresults
(powerfulmotivator).

8.Generalization
GOALS:
Useofstrategyinother
settings.
Studentsknowwhen,
where,andhowtouse
strategyandtheyUSEit!
Promotestrategyusein
novelsituationsextend
beyondyourclassroom.

Students Strategic Behaviors

Goal setting: leads to the development of
strategies to achieve goals
Knowing oneself (capabilities and
preferences)
Making choices (decision making)
Identifying desired outcomes (product or
performance goals)
Planning to accomplish goals (process)