A FRAMEWORK FOR COLLABORATIVE INTERVENTION THROUGH THE CURRICULUM "PATHWAYS TO LEARNING" -^
The design of this collaborative intervention model is based on the premise of the following Language-Learning Pathways (LLP):
1. Preparation/Organization
* the process by which external and internal organizers are used to prepare for learning, in order to retrieve knowledge, and to seek understanding. * involves such thinking skills as focusing, attending, gathering, naming
2. Classification/Categorization
* the process of arranging information according to similarities or attributes to establish the relationship between ideas which can lead to concept formation
* involves such thinking skills as comparing, classifying, categorizing, charting
3. Association
* the process by which mental connections are formed to assist in recall, to construct associative relationships, and to generate ideas for the purpose of elaboration
* involves such thinking skills as explaining, predicting, synthesizing, comparing
4. Sequencing
* the process of ordering information as a result of analysis
* involves such thinking skills as analyzing, ordering information to aid comprehension and retrieval, arranging relationships
5. Self-Questioning
* the process which functions 1) at a basic level of self-instruction by which decisions can be made, or 2) at a higher level to evaluate the "big picture' in order to extend meaning to new situations
* involves such thinking skills as hypothesizing, predicting, judging, and imagining
PREPARATION/ORGANIZATION PATHWAY TO LEARNING
TEACHER'S EXTERNAL ORGANIZERS:
* defines tasks/objectives
* provides study guides
* explains classroom rules, routines and procedures
* eliminates distractions
* explains expectations
* uses graphic organizers
* establishes and uses student's prior knowledge
* encourages and requires active participation
* observes student behavior
* models and teaches organizational skills related to course material
* uses a variety of teaching models
* provides oral clarification and written directions for assignments
* posts assignments in the classroom and on the web site
* uses supplemental readings, technology, etc. to prepare for new information
* reviews text/material layout and features and how to use them
* follows the scope and sequence of the graded course of study
* provides visuals (overhead, power point, handouts, outline, etc.) of key points
* plans effective physical arrangement for learning
TEACHER'S INTERNAL ORGANIZERS :
* activates prior knowledge
* introduces and reviews new vocabulary and terms
* integrates ideas from past lessons
* organizes ideas/concepts from whole to part
* demonstrates pre-listening, pre-reading and pre-writing strategies
* presents material for the variety of learning styles within the class
STUDENT'S EXTERNAL ORGANIZERS:
* uses a plan book to record assignments, tests, projects
* creates an effective study environment
* plans study time
* establishes eye contact with speakers
* stays on task and eliminates self-distractions
* takes notes from readings and during class lectures and discussions
* brings necessary materials to class
* maintains a system for organizing class notes, tests, handouts, etc.
* checks the teacher's web site regularly
* understands and follows the class routine and scripts
* observes data and information presented
* uses brainstorming to gather information needed for completing tasks
STUDENT'S INTERNAL ORGANIZERS:
* uses pre-listening, pre-reading, pre-writing strategies
* understands steps to solve problem
* identifies and recalls key terms, people, events, ideas from content presented
* understands the organizational style of the teacher and the material
* seeks to understand the purpose for tasks assigned
* establishes and works towards goals
* creates organizational systems for learning new material
CLASSIFICATION/CATEGORIZATION PATHWAY TO LEARNING
TEACHER'S CLASSIFICATION/CATEGORIZATION STRATEGIES:
* presents information using various formats/outlines
* organizes information by grouping ideas
* uses comparisons to link relationships between ideas
* bridges words, terms, people, places to concepts
* illustrates ideas
* classifies metaphors
* makes clear distinctions through comparisons
* creates charts to show the arrangement of information
* demonstrates ways to classify information presented for analysis ** (see below)
STUDENT'S STRATEGIES FOR CLASSIFICATION/CATEGORIZATION:
* records topics in notes
* groups ideas under headings within notes
* categorizes vocabulary words (part of speech, function, or **see below)
* uses mapping or webbing techniques to understand relationships
* understands and applies signal words (see table of contents for list)
* arranges material for the purpose of analysis
* uses compare and contrast guides to classify and then analyze material
* looks for and classifies information by using methods below **
** INFORMATION MAY BE CLASSIFIED OR CATEGORIZED IN A VARIETY OF WAYS
HERE ARE JUST A FEW:
TOPIC FROM GENERAL TO SPECIFIC FUNCTION
ATTRIBUTES OR CHARACTERISTICS FROM CONCRETE TO ABSTRACT
SIGNAL WORDS LOCATION CAUSE AND EFFECT
TIME AND EVENT COMPARE AND CONTRAST PART OF SPEECH
PROBLEM AND SOLUTION STRUCTURE AND COMPOSITION
PREFIX OR SUFFIX ENDINGS
ASSOCIATION PATHWAY TO LEARNING
Association is the key to memory. Association is the process by which mental connections are formed to assist recall, to construct associative relationships, and to generate ideas for the purpose of expanding ideas.
TEACHER'S ASSOCIATION STRATEGIES USED IN THE CLASSROOM:
* uses brainstorming
* links concepts to examples
* relates stories or events to ideas or themes
* shows relationships by analogies
* explains multiple meanings
* associates people with events, time, or places
* relates new information presented with previously learned material
* creates opportunities to make predictions
* provides time for practice to build connections
* demonstrates and models memory strategies
STUDENT'S ASSOCIATION STRATEGIES TO MAKE CONNECTIONS:
* uses a variety of memory strategies to assist recall (see table of contents)
* includes examples from reading or lectures
* links answers to questions
* uses webbing to form connections
* develops multiple meanings
* links information using all of the senses
* compares class notes to reading assignments
* bridges content across the curriculum
SEQUENCING PATHWAY FOR LEARNING
Sequencing is the process of ordering information as a result of analysis. Such thinking skills as analyzing, ordering and organizing information aid comprehension and retrieval of information. When you take notes, write papers, solve math problems (just to name a few) your sequencing skills need to be used.
TEACHER'S SEQUENCING SKILLS TO OBSERVE:
* uses outlines and a syllabus
* gives directions for assignments and projects
* arranges information in flow charts
* uses time lines
* uses signal words to transition from one idea to another
* uses chaining or numbers the steps in a process
* sequences relationships (if-then, cause-effect)
* uses problem-solution teaching presentation
* asks for specific order of operation or process to follow to complete tasks
STUDENT'S SEQUENCING STRATEGIES TO ENHANCE LEARNING:
* creates webs, outlines, or maps ideas
* numbers ideas, characteristics, or steps
* explains or infers patterns of organization from material presented
* uses syntactic chunking (breaking complex sentences into parts) to improve
comprehension
* uses effective note-taking system
* highlights key steps in a process to solve a problem
* discovers relationships by ordering information
* infers routines and predicts outcomes
* reorders or manipulates material to see what is needed to complete the task
SELF-QUESTIONING PATHWAY TO LEARNING
Self-questioning is the process which functions at various levels. One level is self-instruction by which decisions are made based upon the questions you ask yourself. At a higher level you evaluate by self-questioning the "big picture" in order to extend meaning to new situations. You will use thinking skills such as hypothesizing, predicting, judging, and imaging.
TEACHER'S SELF-QUESTIONING BEHAVIORS TO OBSERVE:
* asks a variety of questions
* offers choices for evaluation of work
* evaluates their teaching style and effectiveness
* imagines and predicts behavior
* creates opportunities for students to self-question and self-evaluate
* thinks aloud
* models good problem-solving skills
* explains test formats and questioning style
* allows students to create questions for tests
* models how to evaluate test performance and to better prepare for the next one
STUDENT'S SELF-QUESTIONING STRATEGIES TO ENHANCE LEARNING:
* creates questions for clarification
* self-questions while reading, speaking, listening, and writing
* evaluates and monitors classroom behavior
* generalizes concepts
* predicts outcomes for behaviors (his and others)
* judges the speaker's message
* creates practice tests/questions
* seeks answers to important questions
* predicts questions to be asked on tests, during lectures and from readings
* judges the importance of notes/material covered and plans accordingly
* analyzes concepts/details missed on tests
* applies test-taking strategies