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Copy of New SIM Overview

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Stephanie Steckerl

on 6 March 2013

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Transcript of Copy of New SIM Overview

SIM Content Area Instruction Six million out of 22 million of America's middle and high school are struggling readers. 70% read "below proficiency" Only 1 out of 4 are proficient readers. 40% lack the literacy skills employers seek. One of five college freshmen must take a remedial reading course. 1/3 of high school graduates are not ready for college-level English
composition courses. Insufficient literacy attainment translates to
reduced earning as adults. About 45% of all job growth between
2004 and 2014 will require high-level literacy skills. About the CRL Founded in 1978, their mission is to dramatically improve the performance of adolescent students through research-based interventions. Most low-achieving students can learn to function independently in mainstream settings.
The role of the support-class teacher is to teach low-achieving students strategies that will enable them to be independent learners and performers. Goals: The role of the content teacher is to deliver subject-matter information in a manner that can be understood and remembered by all students. The Data . . .
(Don Deshler, Professor of Special Education and Director for Research on Learning) Challenges . . . SIM Overview SIM - Strategic Instruction Model
a strategic way of teaching and learning

Success for ALL Students What is "Content Literacy" Vocabulary Clarification: Teens in trouble Thinking activity:
What can CNG to do promote success in literacy? What is SIM? STRATEGIC
a strategic way of teaching and learning! The Content Literacy Continuum:
A framework for organizing school-wide literacy efforts at the middle, junior, and high school levels. Building blocks of content literacy LANGUAGE SKILLS STRATEGIES SUBJECT MATTER HIGHER ORDER is the door to content acquisition. Content Enhancement Routines http://clc.kucrl.org/video/adolescent-learning-and-literacy-in-the-content-areas/ Content Enhancement Routines Tools for teachers to use in partnership with students to promote mastery of critical content and enhance background information necessary for literacy. Building blocks of content literacy SKILLS STRATEGIES SUBJECT MATTER HIGHER ORDER 1. Enhanced content instruction - ALL students 2. Embedded strategy instruction - All Students 3. Intensive strategy instruction 4. Intensive basic skill instruction 5. Therapeutic intervention LANGUAGE University of Kansas Center for Research on Learning 2006 Planning Routines The focus is on helping teachers plan for diverse groups of students through a process of
for the purpose of creating and implementing powerful:

Courses University of Kansas Center for Research on Learning 2006 How well does Content
Enhancement really work? In each study, students gained an average of at least 10 to 20 percentage points on tests or tasks that required students to demonstrate learning. University of Kansas Center for Research on Learning 2006 Components of
Enhanced Content Instruction Planning

Routines University of Kansas Center for Research on Learning 2006 Teaching Routines Focus on helping a teacher inform, guide, and involve students in ways that will promote content learning through the use of

Teaching Devices

Linking Steps

Cue-Do-Review Sequence Student Success Learning Strategies Curriculum Content Enhancement Routines SIM SIM Completes, Not Competes Content Literacy
The listening, speaking, reading, writing and thinking skills and strategies required to learn in each of the academic disciplines What do you mean strategic?

We mean.....
Thinking about how we choose to deliver critical content so that we do the most good for the most students. Explicit sets of steps students can follow to successfully approach common learning challenges

LS instruction focuses on:
helping students become active learners
how to learn
how to use strategies to solve problems and be successful SIM Learning Strategies (LS) SIM Completes, Not Competes High Literacy (Langer, 1999)

beyond basic reading and writing skills

the ability to use language, content, and reasoning appropriate for particular situations and disciplines

the ability to engage in thoughtful reading, writing, and discussion about content in the classroom Explore Learning Strategies as a means of reaching underperforming, low-skilled students.
Develop a plan to implement Learning Strategies (FUSION)
Offer support class in MS and HS 2012-13? Offer professional development in Content Enhancement Routines to teachers
Provide consistent sustained long-term coaching
Build a Professional Learning Community (PLC) around the instructional core of SIM Suggestions for Implementing SIM At CNG . . . Guide the teacher in ways to:
present the device effectively
Involve the learner in using the device
elicit the learner’s prior knowledge
focus attention on learning Explicit Linking Steps Summarize the key idea
What connections can you make to programs at Colegio Nuevo Granada?
What is confusing? Three Minute Pause
studying and remembering information
improving assignment and test performance effectively interacting with others
math What Learning Needs do Learning Strategies address? read longer works of fiction and be able to discuss (beyond) plots and themes.
understand and use specialized vocabulary and symbols in order to read content-area materials in history, science, and mathematics.
find, comprehend, interpret, and assess the validity of information found in the media, on the Internet, and in print sources. Adolescents must be able to: 1978 — Federal grant to research effective interventions for adolescents with LD
1983 — Established network of professional developers
1990’s — Researched tools for teachers to enhance content for ALL students
2000’s — NCLB approved secondary intervention program; implemented throughout schools in the U.S. Some History on KUCRL and SIM:
The listening, speaking, reading, writing and thinking skills and strategies required to learn in each of the academic disciplines Content Literacy Content Enhancement Teaching Routines

Generalization – applying a strategy to content area classes

Integration- embedding multiple strategies into content area classes

The Bigger
Making connections and

“HALO” students
High achieving
Average achieving
Low achieving
Other achieving designed to help ALL students access and be engaged with content.

works for students on ALL levels: Strategic Instruction Model (SIM) appropriate for intensive strategy courses, while some are appropriate for all content courses to address the achievement gap by allowing ALL students to access and be engaged with content. works on a variety of levels, assisting students who are several years behind grade level AND students who are at and above grade level. SIM’s Role: Explicit Strategic Instruction
Standard set of procedures
Rigorous field-testing
Professional development and support materials Components: SIM Foundations Founded in 1978, their mission is to ...dramatically improve the performance of students considered to be at-risk for school failure through research-based interventions..
About KU-CRL “The Concept Diagram helped me get caught up with the class.” Anne,12th grade “This (FRAME) helped me a lot with writing my essay.” David, 12th grade “It (Unit Organizer) keeps us informed and organized.” Rista, 12th grade

Student Responses to
SIM Content Enhancement Routines Tools for teachers to use in partnership with students to promote mastery of critical content and enhance background information necessary for literacy. Content Enhancement Routines The Challenge for Teachers: Content Time 2000 1980 1960 KUCRL – University of Kansas Center For Research on Learning consists of six divisions that study problems in education and work to place solutions that make a difference into the hands of educators, learners, employers, and policy makers
SIM: 30 Years of Research SIM Content Enhancement Routines
(CERs) Learning Strategies Curriculum
(FUSION) Student Success One thing going around in my head…

Three important things I want to remember….

Four things that square up with my thinking…. Focus/Reflect on your learning! Grades will be based on the CNG 4-Point Scale. Assignments will be divided into the following categories and linked with specific 10th grade English Benchmarks:
Writing 40%
Quizzes/Exams 30%
Homework 20%
Presentations/Participation 10%

*Late work will be accepted, but is highly discouraged. Assignments turned in late will entail additional work to be considered for full credit.

*Plagiarism or cheating will result in a zero for that assignment with possibility of additional consequences.
Required Materials:
*Blue or Black Pen OR Pencil
*Binder Paper
*Class texts and hand outs
*SIR Book 2011-12
What are key factors in creating effective critical responses to texts in discussion and in writing?
What are key factors in using effective quote insertions?
Explain and give examples of how a writer’s style connects to his or her message.
Who and what influences our identity? Why we are who we are?
What does it means to be human – the struggles we face, the values we hold, and both challenges to and the triumphs of the human spirit?
Examine the reasons behind and the consequences of social and racial inequality for individuals and societies.
What situations challenge the human spirit on a universal level?
When and where do we see the human spirit triumph despite these challenges? Give examples from class texts.
Analyze the universal human struggles as witnessed in our class texts. Examining identity and the human experience.
Using effective reading, writing, vocabulary and discussion strategies & skills.
Articulating the connection between author style and purpose in class texts. English Pre-AP 10: Identity and Humanity Grading Policy: is
about Course Questions: This Course: alee@cng.edu
Room H301, Block 6
Room H300
Course Organizer Teacher: Ms. Lee
Full transcript