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SIOP Component #4: Strategies

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Elizabeth Delgado

on 31 October 2013

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Transcript of SIOP Component #4: Strategies

SIOP Component #4: Strategies
Learning Strategies
Youtube Video
Learning Strategies

Metacognitive Strategies:

Metacognition is the process of purposefully monitoring our thinking (Thinking about your thinking)
use of metacognition strategies implies awareness, reflection, & interaction

Cognitive Strategies:
help students organize information they're expected to learn through self regulated learning
directly related to individual learning tasks

Social-Affective Strategies:
the social & affective influences on learning
enhance learning through interaction with others (group discussions, cooperative learning groups)


Scaffolding Techniques

-Includes the prompting, questioning, & elaboration to facilitate students’ movement to higher levels of language proficiency, comprehension, and thinking.

- These include the direct instruction that you are providing for the students; the hands on activities that the students are involved in.
Vygotsky’s ZPD: the difference between what the child can do independently and what he/she can do with assistance. A gradual release of responsibility:

Emphasize role of personal choice
Motivate students’ use of strategies by showing how they help to improve comprehension
Importance of activating prior knowledge and make text- to- self connections
Mentally model how to think aloud
Provide balance between guided and independent practice

Scaffolding Techniques - Verbal & Instructional
Zone of Proximal Development
When teachers use prompting, questioning, and elaboration to facilitate students' movement to higher levels of language proficiency, comprehension, and thinking.

Using think alouds
Reinforcing contextual definitions
Providing correct pronunciation by repeating students’ responses
Slowing speech, increasing pauses, & speaking in phrases

Scaffolding model: Teach-Model-Practice-Apply with increasing independence

Explicit teaching, modeling, & practice opportunities with others
One-on-one teaching , coaching, & modeling
Small group instruction practicing a novel strategy with another more experienced student
Partnering or grouping students for reading activities, the more experiences readers can help to assist those students with less experience.

Metacognitive Strategies
1.) matching thinking & problem solving strategies to particular learning situations

2.) clarifying purposes for learning

3.) monitoring one's own comprehension through self questioning

4.) taking corrective action if understanding fails

Asking questions like:
" Was this activity hard or easy?"
"WHY was it hard or easy?"
"WHAT can I do to understand what I'm doing?"

Social/Affective Strategies
* learning can be enhanced when people interact with each other to clarify a confusing point

* Continuum of strategies during teaching-learning process:
- teacher centered (lecture/demonstration)

- teacher assisted (brainstorming/discovery learning)
- peer assisted (peer tutoring/role playing)

- student centered (graphic organizers/selective underlining)

Cognitive Strategies
* used by learners when mentally or physically manipulating material

* used to apply a specific technique to a learning task

- previewing a story prior to reading
- establishing purpose for reading
- making personal connections to what is happening in a story
- taking notes during a lecture
- completing a graphic organizer
- creating a semantic map
High Order Questioning
Bloom's Taxonomy

DOK Model
Depth of Knowledge

Strategic Thinking
Extended Thinking
High Order Questioning
Recall -
identify, label, illustrate, recite
- infer, categorize, predict, interpret, compare
Strategic Thinking
- develop a logical argument, critique, cite evidence, investigate
Extended Thinking
- design, connect, synthesize, analyze, create prove, apply concepts
Need to be taught through explicit instruction, careful modeling, & scaffolding
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