Implementing
Cognitive Strategy Instruction & Developing
Self-Regulated Learners
Cognitive Strategy
Instruction is a very broad subject but
here you will find an overview of the
process and practical tips. For more in
depth study references
are provided.
CSI is a tool intended to help students
develop the necessary skills to be self-regulated
learners.
Our purpose is
to introduce and explain the Self-Regulated
Strategy Development (SRSD) model of implementation,
as well as provide the foundational basis
for its effectiveness. Information presented
will include:
1. The steps (how you do it).
2. The purpose behind each step (why
you do it).
We should stress that the instructional
process is what determines the effectiveness
of strategy instruction.
Definition
of a Strategy
When discussing strategies it is helpful
to dissect the definition. Strategies
are:
Goals directed
and consciously controllable process that
facilitate performance.
The key parts are:
Goals directed
– intended to perform a definite
function.
Consciously controllable processes
– directly manipulable and statable:
“This how I am doing_____ and this
is why______.” This is essential,
if the strategy is to be self-regulated.
It would not be possible to regulate something
that was not conscious.
Facilitate performance - strategies
are processes that when matched to task
requirements, improve performance. You
can do things better, easier, and quicker
when you use a strategy.
In essence, a strategy
is simply a tool used to accomplish a
task. A strategy concentrates and enhances
effort. Just as using a lever allows us
to move heavy objects more easily, so
strategies allow for enhanced performance
of academic tasks.
Most of us use strategies continually,
without even realizing it. Strategies
are so integrated into everyday life that
we are usually not even aware that we
are using them. Common strategies include:
•Adults
write themselves notes
•Children are taught a familiar
spelling strategy “i” before
“e” except after “c”
Strategic approaches to tasks separate
poor learners from more effective learners.
While the use of strategies is common
among successful learners the opposite
is true for struggling learners and in
particular students with learning disabilities.
These students may not develop effective
strategies, or may use ineffective or
inappropriate strategies.
Strategies run the gamut from simple to
highly complex. Educators need to look
critically at any instructional strategy
before they choose to implement it, weighing
both pros and cons of the strategy. All
this may make strategies sound complicated,
but that’s not necessarily the case.
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CSI
Research Based
Unlike many other educational
techniques, Cognitive Strategy Instruction
is founded on a broad base of research
that has validated its effectiveness.
The research clearly proves the effectiveness
of Strategies Instruction. This research
has been conducted in “real”
classrooms with “real” students
over 20 years.
CSI has been used across a wide variety
of curriculum areas such as: Reading –
Decoding, Reading Comprehension, Vocabulary,
Writing, Spelling, Math, Study Skills,
and other Content areas.
CSI is in the forefront of current educational
practices, largely because of its extensive
research based. Choosing instructional
strategies can sometimes be like a shot
in the dark. There are many different
reasons why certain strategies and curriculums
are chosen:
•It’s
what the district has chosen
•It’s what another teacher/administrator/college
professor recommended
•It seemed to work for Mrs. Smith’s
class
•It has pretty pictures
However, we would stress that the focus
should not be on the strategies themselves,
but rather on the implementation process.
Even an effective strategy will fail to
produce results if it is improperly implemented.
Implementing a strategy should be viewed
as a “process.” This process
should be evolutionary and dynamic.
The “process” of implementation,
the SRSD model, is also based on validated
methods. Each step involved in the “process”
of implementation is based on research
findings and current best practices.
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Model
of Implementation
The implementation
model that we use follows is based on
Harris and Graham’s
(1996) Self-Regulated Strategy Development
model. The goal of SRSD is
to make the use of strategies habitual,
flexible, and automatic. This can take
a lot of time, practice, and effort.
The SRSD model is very
comprehensive. This ensures that crucial
steps are not overlooked. Following a
model such as SRSD has two
major advantages:
- First, it gives you
can instructional template to follow.
You know how to teach the strategy in
a step-by-step fashion.
- Second, strategy
instruction involves a major time and
effort commitment. Therefore approaches
that have been validated provide more
of a cost/benefit balance.
The instructional model is a serious consideration
when implementing strategy instruction.
Not only could a model prove to be ineffective,
it could also prove to be detrimental
to students.
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Students
With Learning Disabilities
Cognitive Strategy Instruction
is effective for a variety of learners,
but particularly students with learning
disabilities. Students with learning disabilities
often do not develop the types of strategies
necessary to successfully attack tasks.
One critical aspect of strategy instruction
is to appreciate that children with learning
disabilities have problems that go beyond
academics, and that these problems can
adversely affect academic performance.
The Self-Regulated Strategy Development
model stresses the need to provide students
with essential metacognitive knowledge
of the strategies. Students must understand
how a strategy works and why each step
in the strategy is performed. The Self-Regulated
Strategy Development model enables students
to understand the process of the strategy.
Research shows that students who are actively
involved in the education process have
better retention, motivation and overall
attitudes towards learning. Many struggling
learners may never develop strategies,
will use ineffective or immature strategies,
or fail to employ strategies all together.
Strategy instruction can dramatically
increase student performance.
CSI is flexible and can be used in combination
with different self-regulation techniques.
These techniques would need to be taught
explicitly and combined in the modeling,
memorizing, supporting, and independent
performance stages. They would need to
be incorporated into most of the process.
Self-regulation can prove to be an effective
way for students to monitor their own
progress and see their improvements. It
will take a significant investment of
time and effort in order to increase student
performance to a level, where they are
metacognitive and self-regulating.
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The
Self-Regulated Strategy Development Model
We
chose to present the SRSD
model of implementation because of
its thoroughness and flexibility. The
model is well developed and sequential,
yet it allows teachers to use their own
professional judgment when employing it.
The stages of implementation are set up
to ensure that all necessary areas are
fully addressed. However, the stages are
flexible and may be reordered or combined
as deemed appropriate or necessary by
the teacher.
The stages are intended to be recursive
and should be revisited to ensure mastery.
This is part of the flexibility of this
model. Stages can and should be revisited
as part of the instructional process.
Revisiting stages will not only help with
mastery, it will also allow students to
rethink and develop metacognitive skills.
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Stage
1: Develop and Activate Background Knowledge
Developing background
knowledge sometimes seems so obvious that
it is often overlooked. Struggling learners
may lack essential background knowledge
or preskills necessary to successfully
complete a task or use a strategy. In
many instances, what knowledge a student
does have is often fragmented. Students
must have mastered prerequisite skills
to effectively use a strategy.
While developing background knowledge
it is necessary to initially define the
basic skills needed to perform the strategy,
and to make certain that the students
understand the terms used in the strategy.
In order for students to understand the
strategy they need to understand its most
basic components.
The best way to identify the basic terms
and skills necessary for the strategy
is to do a task
analysis. The task analysis will help
teachers to determine whether or not students
possess the prerequisite skills necessary
perform the strategy.
After the task analysis is complete there
are many ways that teachers can check
students skills. These include observing
student performance, using curriculum-based
measures, or simply asking students. Often,
instructors will already possess knowledge
of student pre-skills. Skill deficits
should be addressed prior to introducing
the new strategy.
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Stage
2: Discuss the Strategy
Discussion
of the strategy is a more involved process
than merely going through the steps of
a strategy. A major goal of strategy instruction
is to bring students to the point where
they are self-regulated. In order for
this goal to be achieved, students need
to be actively involved and allowed ownership
in the process.
Teachers will need to “sell”
the strategy and get students to “buy
in.” Having the students believe
in what they are learning will enable
them to be more actively involved, which
is the first step in self-regulation.
If a student does not want to use a strategy
it is fair to assume that they will not.
Teachers need to be excited, committed
and energized so that students will be
too.
The use of the strategy should be an easy
“sell”, it will result in improved
academic performance. Provide students
with examples of how this strategy or
other strategies have improved student
performance in the past, and even how
strategies have helped you in the past.
This may not be enough; you will most
likely need to find what motivates your
particular students. For example: getting
work done so that they can go outside
for recess, no homework, making parents
proud, impressing friends, or making the
honor roll.
During this stage it is appropriate for
the teachers to explain the benefits of
using the strategy; discussing and even
providing examples of current performance.
Teachers should ask students questions,
and ask them how confident they feel in
the particular subject or skill being
discussed. Then explain how learning the
strategy can improve their performance.
The final part of this stage is introducing
students to the steps of the strategy.
Strategy steps should be explained one-by-one.
Typically this is where teachers begin,
but the SRSD model has allowed much of
the ground work has already be laid at
this point.
Throughout this process teachers should
be monitoring their students’ understanding.
Part of this process is to work in cooperation
with the students and in doing so you
must make sure that they are keeping up
and understanding what is being explained.
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Stage
3: Model the
Strategy
Purpose of modeling is to expose students
to the thought processes of a skilled
learner. Good modeling goes well beyond
merely presenting the steps in a strategy.
It provides students with the “why”
and “how” of various strategy
steps. It also demonstrates that student
effort is essential, and shows that strategy
use results in better performance.
By modeling, a teacher can show not only
what to do, but what to think as well.
This process is called a ‘think aloud’.
A think aloud goes beyond just listing
the steps in a strategy. While this is
useful, it is insufficient. Students need
to see the the metacognitive process involved
in understanding and using the strategy.
By the teacher expressing their thought
process while using the strategy the student
is able to see how a successful learner
uses the strategy and thinks through it.
The process
involved in a think aloud is much
more complex than it may initially seem.
For expert learners making the covert
overt is extremely difficult and requires
a significant amount of practice and preparation.
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Stage
4: Memorize the Strategy
It is critical that the students commit
the strategy steps to memory. Memorizing
the steps is crucial, because we want
students to be able to focus on the task
not on remembering the steps of the strategy.
Students have a limited amount of cognitive
processing capacity, and if that capacity
is consumed with remembering the steps
of the strategy it will be difficult or
impossible to focus on the task itself.
Memorizing the strategy steps is something
that we should not just work on once or
twice; we need to be constantly reinforcing
the memorization of the strategy steps,
and in various contexts so that it becomes
second nature to students.
There are many ways to help students memorize
the steps of the strategy; the key is
repetition and variation. The more practice
they get in a variety of settings and
situations the more successful they will
be at memorizing the strategy.
A teacher could use different activities
or games to teach memorization of the
strategy: for example, they could use
round-robin activities or ball-toss game.
Memorizing a strategy goes well beyond
parroting back the steps of the strategy.
Students need to know and understand what
is involved with each step in the process.
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Stage
5: Support
the Strategy
Supporting the strategy is arguably the
most important step in the SRSD implementation
process. Supporting the strategy is done
by using a process called scaffolding.
Scaffolding involves teachers initially
performing all or most of a task, while
increasingly shifting responsibility of
performance to the student. This like
the scaffolding used when constructing
a building, provides support. Teachers
need to provide that support to students
when using the strategy. With scaffolding,
it is possible for a gradual transfer
of strategy performance from teacher to
student. Students need to be given adequate
time and support to master the strategy.
The process of scaffolding is analogous
to teaching a child to ride a bike: When
teaching a child to ride a bike, first
you put on training wheels, and let them
practice with a lot of support from the
training wheels. Then, you move the training
wheels up, for less support and more practice
balancing and riding a little bit more
independently. Next, you would take the
training wheels off and run behind the
child holding the seat. Eventually, you
would completely let go and let the child
independently with out any support, just
your supervision.
In the supporting stage of the SRSD implementation
model teachers need to provide whatever
support students need to move from current
performance to independent use of the
strategy. Teachers and students work together
to master the performance of a strategy.
Teachers need to be aware of child’s
capabilities and their needs in order
to achieve an improved level of performance.
Supporting the strategy may include:
- Working collaboratively on tasks while
gradually fading help
- Putting students into small groups
- Remodeling the strategy
- Prompting the particular use of a
step
- Providing corrective feedback
Collaboration between teachers and students
is extremely important in the SRSD process.
Collaboration gives the teacher an opportunity
to check for student understanding and
fill in any necessary information the
student may be lacking. It also gives
the teacher another opportunity to make
sure that the students possess the skills
necessary to complete the task successfully.
If necessary, teachers may need to go
back and teach some pre-skills. This is
part of the flexibility of the SRSD model.
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Stage
6: Independent Performance
It is important to remember, the goal
of strategy instruction is not for the
student to use the strategy explicitly
as taught, but for improved academic performance.
Often, students may adapt the strategy
to meet their needs. This is an acceptable
part of the model as long as the teacher
is confident the strategy is still successful
in completing the task.
Independent performance does not mean
that a teacher’s job is done. Teachers
must still monitor students’ use
of the strategy to ensure they are using
the strategy properly.
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Evaluating instruction
should always be part of any curriculum.
With current educational initiatives such
as state standards and competency tests,
accountability is in the forefront of
education.
Evaluation and assessment is necessary
to know whether or not learning has occurred.
CSI facilitates meaningful assessment;
the interactive, collaborative nature
of the process allows teachers to easily
assess changes in students’ cognition,
affect, and performance.
Considerations
When Evaluating Cognitive
Strategy Instruction
At a minimum,
teachers should know:
- If students are actually using the
strategy
- Whether or not its use has had a positive
effect on performance
- If students see the strategy as being
valuable and manageable
The teacher’s instruction also needs
to be evaluated. Evaluating and adjusting
their own performance is one of the few
factors that teachers can have complete
control over. Teachers need to make sure
that they are effective at all stages
of implementation. It may be necessary
to go back and do some re-teaching of
stages and strategy steps.
Teachers must also consider and assess
how students actually use the strategy
as students will often modify the strategy.
Modifications can mean that the student
is aware of their own strengths and weaknesses
and has modified the strategy to better
suit their needs. These modifications
may still achieve the desired outcome
of increased academic performance while
others may need to be reconsidered. Teachers
should observe students while they use
the strategy to determine if they are
still effective.
Teachers need to make sure that students
are aware of opportunities to use the
strategies in different situations, and
encourage them to do so.
Teacher can promote the strategy by doing
things such as having students periodically
explain how and why they use or would
use the strategy, having them keep a record
of the times they use a strategy, or how
they modify it for other tasks, and reward
them for doing so.
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Student
Generalizations
It is also important to assess students’
use of the strategy over time and in new
situations. Do not assume that students
will continue to use a particular strategy
or successfully adapt it to new situations.
Teachers should actively promote the use
of the strategy with their students, as
well as, with their colleagues. Students
will not automatically generalize strategies
in different situations; they must be
programmed to do so.
When evaluating the strategy instruction
process, teachers should collaborate with
their colleagues, get feedback, and find
out if the students are utilizing the
strategy in other content areas in a successful
manner. A strategy will not be completely
successful if students do not generalize
it and use it in various, appropriate,
situations. To promote the strategy use,
other content area teachers need to be
made aware of the strategy steps and how
the strategy works. This will enable them
to use the same kind of language and prompt
the students to use the strategy when
appropriate.
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Ways
of Evaluating
Evaluating student performance can be
done in traditional fashions such as,
tests, worksheets, written products, or
other such curriculum-based measures.
The use of can curriculum-based measures
provides certain advantages. They can
be used to determine a baseline prior
to strategy intervention, and can then
be used to show the effectiveness of the
strategy after implementation. This is
an excellent way for students to see the
value of using strategies.
There are however alternatives to the
traditional forms of assessment that can
be equally effective. For example:
Involve students
as Co-Evaluators
- Increases students sense of ownership
- Reinforces progress
- Provides a practical way to reduce
a teacher’s load
- Teachers can gain valuable insight
into their progress and readiness for
advancement
Involving students as co-evaluators can
give you a better idea of how the student
feels about the strategy, and their performance
using the strategy. This is also an excellent
way for students to see for themselves
the difference that the strategy has made
on their academic performance.
Utilize Portfolio
Assessment Procedures
- Portfolios are an excellent way for
both teachers and students to monitor
progress
- Portfolios offer reflective self evaluation
- Students learn that development is
as important as achievement
Portfolios are part of the shift in education.
In today’s society students need
to provide products of the learning. Using
these “products” can be an excellent
way to show students their own progress
and how the use of the strategy has enhanced
their academic performance.
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Practical
Considerations and Tips
When implementing strategy instruction
there are a few practical considerations
that should be thought out:
CSI
– requires time and effort
- CSI may require substantial time investment
- Sometimes it is necessary to “loop
back”
- Once the strategy is taught is should
not be forgot
This is not just something that can be
done in “two weeks and move on.”
Even if the strategy is simple and can
be implemented quickly it will be likely
that you will need to do some re-teaching,
review and modeling periodically. This
will require a commitment from both teacher
and student.
In CSI “Small
is Golden”
Teachers should use only a few strategies
and support their use over a prolonged
period of time. Better to teach a small
number of strategies well over a long
period of time than try to teach a large
number less extensively.
We suggest considering the following tips.
- Take it slow
- Take advantage of strategies students
have already developed
- Collaborate with other teachers and
your students
Taking it slow will help ensure that all
stages have been well addressed. Teachers
should be open to change and understand
that sometimes even if things don’t
go as planned they can still be extremely
successful.
Conclusion
Teachers who
use CSI construct powerful new knowledge
about what works for students
Although this can be a demanding process,
it is an exciting one that we hope you
will try. Good Luck! Be excited, now you
have something that you can use!
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