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SRSD: Self-Regulation Strategy Development

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on 7 March 2014

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Transcript of SRSD: Self-Regulation Strategy Development

History of SRSD
Self-regulated Strategy Development began around 20 years ago with Karen Harris and Steve Graham. They started with the premise that all children, especially those with difficulties, would benefit from an integrated instructional approach.
Goals of SRSD
1) Assist students in developing knowledge about writing and the skills and strategies involved.

2) Support students in ongoing development of the abilities needed to monitor and manage their own writing
Generating and organizing writing content
Advanced planning and dictation
Revising using feedback
Revising both for mechanics & substance

3) Promoting children's development of positive attitudes about writing and themselves as writers; we want our students to be effective and knowledgeable writers.

Stages of SRSD Instruction:
Why Early Intervention?
In previous courses, we've learned all about reading and writing failure and the effects it as on our students

Reading and writing failure begins in Kindergarten and it becomes increasingly difficult to remediate each year thereafter

When children start to fail early on, their natural defense is to begin hating the subject matter in which they are experiencing difficulties

When experiencing an intense dislike of writing, writing quality begins to deteriorate

SRSD helps to combat: doubts, failures, and learned helplessness
SRSD: Self-Regulated Strategy Development
SRSD: The Point
Students will know the benefits of SRSD in writing instruction, the POW + TREE method, the six stages to SRSD

Students will understand how to incorporate SRSD into the classroom, increase student progress in terms of writing, and recognize these stages can be used throughout a variety of subject areas

Students will be able to complete and do the steps of the process correctly as to increase teaching success as well as student success and apply this knowledge in other areas of teaching
SRSD integrates findings from researchers and educators who have focused on cognitive development and learning, those who have focused on behavior, and those who have emphasized the role of affect in learning and development
A general guideline; they can be reordered combined, revisited, modified to meet student and teacher needs.
These stages are designed to be recursive so that if a concept is not mastered, students and teachers can revisit it or continue that stage as they move onto others.

1) Develop background knowledge: Goal is to insure that students will successfully understand, learn, and apply the strategy, and therefore teachers must first assess to see where students are at and what skills they have or lack to learn the chosen strategy

2)Discuss it: Talk about the importance of being a good writer; explain to students the need to be able to communicate with others and communicate well. Illustrate to the class that we'll be utilizing a new strategy in order to build our skills and abilities in terms of writing.

By: Taylor Hill and Courtney Parlin
3) Model it: Model the strategy using think-aloud, self-talk, and self-instruction as you walk through the steps. Model the strategy more than once with various sample texts.

4) Memorize It: Using the mnemonic to help students become familiar with steps in a strategy (examples: POW + TREE, WWW, there are several)

5) Support it: Use the strategy as often as possible, in as many ways as possible. Learners can rely on charts and checklists too, as they learn the strategy and make it their own.

6) Independent Performance: Learners come to use the strategy independently across a variety of tasks.
Possible Mnemonic:

1) W W W
Who is the main character? Who else?
When does the story take place?
Where does the story take place?

2) WHAT x 2
What does the main character do or want to do? What do the other characters want to do?
What happens to the main character? What happens to the other characters?

3) HOW x 2
How does the story end?
How does the main character feel, the other characters?

Harris, K., Graham, S., & Mason, L. (2014). Self-regulated strategy development in writing: Story and opinion essay writing for students with disabilities or severe difficulties in the early elementary grades.
National Center on Accelerating Student Learning
. Retrieved from http://kc.vanderbilt.edu/casl/srsd.html

Harris, K., Graham, S., & Mason, L. (2014).
Pow + tree
. Retrieved from http://kc.vanderbilt.edu/casl/powtree.html

Harris, K., Schmidt, T. and Graham, S. (2014). Strategies for composition and self-regulation in the writing process.
LD Topics: LD OnLine
. Retrieved from: http://www.ldonline.org/article/6207/

Santangelo, T., Harris, K. R., & Graham, S. (2008). Using self-regulated strategy development to support students who have "trubol giting thangs into werds".
Remedial and Special Education
, 29(2), 78-89. Retrieved from http://rse.sagepub.com/content/29/2/78

Savrock, J. 2014. Students who struggle with writing can benefit from self-regulation strategies.
College of Education
. Retrieved at: https://www.ed.psu.edu/educ/news/news-items-folder/research-struggle-writing

TEAL Center Staff. (2011). Self-regulated strategy development.
Teaching Excellence in Adult Literacy
, 1-4.

(2012) Proceedings from:
Target: Texas guide for effective teaching self-regulated strategy development. Texas statewide leadership for autism, Texas
What is SRSD?
SRSD: Self-Regulated Strategy Development is an instructional approach designed to help students learn, use, and adopt the strategies used by skilled writers.
Aids young writers in
mastering higher level cognitive process related to writing
monitoring their use of effective writing strategies
developing positive attitudes about the writing processes
identifying themselves as competent writers
SRSD leads to improvement in: quality of writing, knowledge of the writing process, approaches to writing, and self-efficacy.
P: Pick My Idea
O: Organize My Notes
W: Write and Say More
T: Topic Sentence
R: Reasons (3 or more)
E: Explain
E: Ending
Full transcript