IRIS+Using+Learning+Strategies

> > > Strategic learners are able to: > Non-strategic learners tend to be:
 * 1) Suggest at least three ways that strategies can help students in the classroom.
 * Able to analyze a problem and develop a plan
 * Able to organize multiple goals and switch flexibly from simple to more complicated goals
 * Access their background knowledge and apply it to novel tasks
 * 1) Compare the characteristics of strategic learners with those of non-strategic learners.
 * Able to analyze a problem and develop a plan
 * Able to organize multiple goals and switch flexibly from simple to more complicated goals
 * Access their background knowledge and apply it to novel tasks
 * Develop new organizational or procedural strategies as the task becomes more complex
 * Use effective self-regulated strategies while completing a task
 * Attribute high grades to their hard work and good study habits
 * Unorganized, impulsive, unaware of where to begin an assignment
 * Unaware of possible steps to break the problem into a manageable task, possibly due to the magnitude of the task
 * Exhibit problems with memory
 * Unable to focus on a task
 * Lack persistence
 * Experience feelings of frustration, failure, or anxiety
 * Attribute failure to uncontrollable factors (e.g., luck, teacher's instructional style)

> I believe that establishing independent practice is the most important because it is the culmination of everything taught so far. Without being able to independently self-regulate, a student will not be able to achieve what is expected and therefore this is the most important aspect. > > > A strategy may have to be modeled several times before a student is prepared to use it. I would also respond to any negativity by MaryAnn with positive self-talk and lots of encouragement. >
 * 1) List the six research-validated stages of SRSD. What aspects of each would you emphasize as the most important?
 * Develop Background Knowledge
 * Discuss It
 * Model It
 * Memorize It
 * Support It
 * Establish Independent Practice
 * 1) Imagine you are a fifth-grade teacher. Mary Ann, a student in your class, understands why she should use an instructional strategy that you are teaching, but she is not yet ready to use the strategy independently. Explain how you would help prepare her to do so.