Region Center III Continuous Improvement and Professional Development presents Continuous Improvement Process (CIM) & Plan-Do-Study-Act (PDSA) Part III:

Region Center IIIRegion Center IIIContinuous Improvement and Continuous Improvement and

Professional DevelopmentProfessional Developmentpresentspresents

Continuous Improvement Process Continuous Improvement Process (CIM)(CIM)

& & Plan-Do-Study-Act (PDSA)Plan-Do-Study-Act (PDSA)

Part III: Success StrategiesPart III: Success Strategies

Presenter:Presenter:

Dr. Peggy Petersen, Staff DeveloperDr. Peggy Petersen, Staff Developer

Strategies OverviewStrategies Overview

One of the principal goals of strategy One of the principal goals of strategy training is to alter students’ beliefs about training is to alter students’ beliefs about themselves by teaching them that their themselves by teaching them that their failures can be attributed to the lack of failures can be attributed to the lack of effective strategies rather than to the lack of effective strategies rather than to the lack of ability or laziness. ability or laziness.

-B.F. Jones, -B.F. Jones, Strategic Teaching and Learning: cognitive Instruction in the Content AreasStrategic Teaching and Learning: cognitive Instruction in the Content Areas

(page 137)(page 137)

Strategies Overview (continued)Strategies Overview (continued)

One of our “secrets to success” was One of our “secrets to success” was

applying elementary teaching applying elementary teaching practicespractices

at the intermediate and high school at the intermediate and high school

level.level.


Strategies Overview (continued)Strategies Overview (continued)

Teachers are more effective when they Teachers are more effective when they

model thinking processes step by step.model thinking processes step by step.


Student MotivationStudent Motivation

Motivation is absolutely critical to Motivation is absolutely critical to

student success.student success.


Student Motivation (continued)Student Motivation (continued)

Intrinsic motivation is essential. Intrinsic motivation is essential.



Test TalksTest Talks

Arrange a test-talk day where Arrange a test-talk day where

teachers, counselors, principals, and teachers, counselors, principals, and

administrators talk to student administrators talk to student

individually regarding their test scores individually regarding their test scores

from the previous year.from the previous year.



Celebrate:Celebrate:

Create climate where any and all Create climate where any and all

successes are celebrated. This might successes are celebrated. This might

coming the form of a simple comment, coming the form of a simple comment,

like “Give me a high-five” or “Way to like “Give me a high-five” or “Way to

go,” or as something more tangible, go,” or as something more tangible,

like candy, lunch or stickers.like candy, lunch or stickers.(page 142)(page 142)


Create a climate that says “We’re all in Create a climate that says “We’re all in

this together.” Encourage student to this together.” Encourage student to

congratulate their peers for successes.congratulate their peers for successes.



School-Wide ParticipationSchool-Wide Participation

Involve the entire campus in your Involve the entire campus in your

motivation strategies.motivation strategies.


TTogether ogether EEveryone veryone AAccomplishes ccomplishes MMoreore

Meet with cafeteria staff, custodial Meet with cafeteria staff, custodial staff, physical education staff and staff, physical education staff and others to share the state standards others to share the state standards objectives and ways they can help objectives and ways they can help the children learn these objectives. the children learn these objectives. Remember, we are all responsible for Remember, we are all responsible for getting the students ready for the getting the students ready for the state standards test!state standards test!


Math StrategiesMath Strategies

Model! Model! Model!Model! Model! Model! The overhead projector can be your The overhead projector can be your

best friendbest friend Relate the concept being taught to real Relate the concept being taught to real

lifelife Provide the necessary math vocabularyProvide the necessary math vocabulary Develop a district or campus list by Develop a district or campus list by

grade levelgrade level(page 153)(page 153)

Math Strategies (continued)Math Strategies (continued)

To help maintain and re-teach concepts / To help maintain and re-teach concepts / targets already addressed, accumulate a targets already addressed, accumulate a bank of math questionsbank of math questions

Ask students to create some math Ask students to create some math problems like the ones they just solvedproblems like the ones they just solved

Integrate math in other content areasIntegrate math in other content areas Students must show their workStudents must show their work Use graphic organizersUse graphic organizers Story problems with a twist…Story problems with a twist…


Math Think Aloud: Math Think Aloud: Story Problem AnalysisStory Problem Analysis

1. Whisper and read the problem1. Whisper and read the problem2. Make a mental picture of what is 2. Make a mental picture of what is

being readbeing read3. Make a mental picture of what is 3. Make a mental picture of what is

being readbeing read4. Re-whisper read the problem and 4. Re-whisper read the problem and

highlight signal wordshighlight signal words


Math Think Aloud (continued)Math Think Aloud (continued)

4. Re-whisper read the problem and 4. Re-whisper read the problem and

eliminate unnecessary informationeliminate unnecessary information

5. Determine what operation or 5. Determine what operation or

operation you will be using to solve operation you will be using to solve

the problemthe problem

6. Re-whisper read the problem and 6. Re-whisper read the problem and

solve at least two times to checksolve at least two times to check

7. Evaluate the solution7. Evaluate the solution(pages 162-163)(pages 162-163)

Strategies for ReadingStrategies for Reading

Read! Read! Read! Read! Read! Read!

To extend your students’ reading To extend your students’ reading skills, surround your student with a skills, surround your student with a variety of reading materialsvariety of reading materials


Think AloudThink Aloud

Model! Model! Model!Model! Model! Model!

Teachers must model thinking Teachers must model thinking processes. Children learn by exampleprocesses. Children learn by example


Think Aloud (continued)Think Aloud (continued)

The key to the 8-Step Process is The key to the 8-Step Process is instruction. Central to the delivery of instruction. Central to the delivery of instruction is teaching student to instruction is teaching student to think…also known as “think alouds.” think…also known as “think alouds.” The goal is to model thinking The goal is to model thinking processes to the point that the processes to the point that the process becomes natural.process becomes natural.


Think Aloud Process:Think Aloud Process:

Teacher models comprehension thinking processes while reading a variety of texts.Student observes.

Teacher guides the students through the process while reading a variety of texts and a thinking process prompt sheet.

Student participates.

Students apply thinking processes independently using a prompt sheet.Students work independently.

Students naturally apply successful reading comprehension strategies.Student adopts process as own.



Teaching students to follow certain Teaching students to follow certain

thinking processes should being in the thinking processes should being in the

lower grade levels. Kindergarten lower grade levels. Kindergarten

teachers can model simple techniques teachers can model simple techniques

while reading aloud to students. while reading aloud to students.

Similar, but more complex “thinking Similar, but more complex “thinking

aloud strategies can be applied in aloud strategies can be applied in

the upper grades.the upper grades.(page 170)(page 170)


Meet as a campus or district tot Meet as a campus or district tot

develop a generic reading think aloud develop a generic reading think aloud

prompt sheet to guide teachers from prompt sheet to guide teachers from

Pre-K to grade 12.Pre-K to grade 12.


Cues for Comprehension: General Cues for Comprehension: General Reading Think-AloudReading Think-Aloud

Before you begin reading exerciseBefore you begin reading exercise ““As you read” exerciseAs you read” exercise After reading exerciseAfter reading exercise

(pages 171-172)(pages 171-172)

Cues for Comprehension: Test-Cues for Comprehension: Test-Taking Think-AloudTaking Think-Aloud

Look at the format of the passageLook at the format of the passage Whisper read the title and subtitlesWhisper read the title and subtitles Carefully study any charts, graphs, illustrations, and/or diagramsCarefully study any charts, graphs, illustrations, and/or diagrams Using prior knowledgeUsing prior knowledge Whisper read the questions, carefully circling key words making sure Whisper read the questions, carefully circling key words making sure

you understand the questionyou understand the question Beginning with the title, whisper read the passage. Beginning with the title, whisper read the passage. Re-whisper read the question and answer and answer choicesRe-whisper read the question and answer and answer choices Return to the passage and underline the answer or clues that Return to the passage and underline the answer or clues that

support the answersupport the answer Eliminate wrong answers and bubble in the correct answer. Record Eliminate wrong answers and bubble in the correct answer. Record

the number of the paragraph in which the answer / clues are found. the number of the paragraph in which the answer / clues are found. Remember you have to prove your answer.Remember you have to prove your answer.

Repeat steps 7-9 for the remainder of the questions.Repeat steps 7-9 for the remainder of the questions. Check to make sure all questions are answered reasonably.Check to make sure all questions are answered reasonably.

(pages 173-176)(pages 173-176)

Test-Taking Strategies for Reading Test-Taking Strategies for Reading ObjectivesObjectives

PROVE-IT!PROVE-IT!

Question:________Question:________ Answer: ______Answer: ______

Information from the text:Information from the text:

““What I already know”What I already know”

(page 177)

Context CluesContext Clues

Signal wordsSignal words Questions often askedQuestions often asked Strategy for using context cluesStrategy for using context clues

(pages 179-180)(pages 179-180)

Facts and DetailsFacts and Details

TerminologyTerminology Questions often askedQuestions often asked Strategy for using facts and detailsStrategy for using facts and details

(pages 181-182)(pages 181-182)

SummarizationSummarization

TerminologyTerminology Questions often askedQuestions often asked Strategy for using summarizationStrategy for using summarization

(pages 183-184)(pages 183-184)

Relationships and OutcomesRelationships and Outcomes TerminologyTerminology Questions often askedQuestions often asked Strategy for using relationships and Strategy for using relationships and

outcomesoutcomes

(pages 185-186)(pages 185-186)

Inferences and GeneralizationsInferences and Generalizations

TerminologyTerminology Strategy for using inferences and Strategy for using inferences and

generalizationsgeneralizations

(pages 187-188)(pages 187-188)

Point of View, Propaganda, and Point of View, Propaganda, and Fact / Non-factFact / Non-fact

TerminologyTerminology Questions often askedQuestions often asked Strategy for using point of view, Strategy for using point of view,

propaganda, and fact / non-factpropaganda, and fact / non-fact• Fact and opinionFact and opinion• Real / UnrealReal / Unreal• Author’s purposeAuthor’s purpose

(pages 189-191)(pages 189-191)

Sample Reading PassageSample Reading Passage

Growing Totally Tasty TomatoesGrowing Totally Tasty Tomatoes

(pages 193-198)(pages 193-198)

Tools for Writing SuccessTools for Writing Success

Model! Model! Model!Model! Model! Model!

The more you model the correct way The more you model the correct way

to write, the more the students are to write, the more the students are

likely to comprehend and improve. likely to comprehend and improve.

Always share samples of how the day’s Always share samples of how the day’s

lesson is applies in a written examplelesson is applies in a written example


Conclusion: Part IIIConclusion: Part III

Region Center III Continuous Improvement and Professional Development presents Continuous Improvement Process (CIM) & Plan-Do-Study-Act (PDSA) Part III:

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