|
 Promise
Beyond LD
While it's true that Strategy Instruction
enjoys a solid research base, to date most of the studies to support
its use have focused on the academic outcomes of students with LD.
Still, the positive impact on this group of learners has not gone
unnoticed by researchers and educators working with other student
populations.
For example, Braille versions of many SIM strategies
have been developed, providing students with visual impairments
an opportunity to participate alongside their non-impaired peers
in many general education settings. In addition to empowering these
students both socially and academically, Braille SIM routines also
serve to equip teachers with additional tools designed to reach
them. Joyce Russo, a teacher who has spent over 10 years working
with visually impaired students, has noticed that SIM strategies
have been well received by her students: "They loved it. They
really got into working with SCORE Skills." Russo has also
recognized a difference in the way she is now able to teach: "There
was a real frustration there. A lot of the time you felt like you
were just tutoring students instead of giving them skills they could
take back to the classroom" (Phelps, 2001).
Similarly, SRSD (and strategy instruction more
generally) has been extended for practical use with a wide range
of learning populations, including those with mental retardation,
brain injuries, and Asperger Syndrome. Even English Language Learners,
who have increasingly found themselves placed in special education
environments to remediate English skills, have experienced success
with tailored strategy instruction. In the following sections you'll
find examples of how the principles of strategy instruction have
been extended and adapted to meet the special needs of these learners.
CALLA: Cognitive Academic Language Learning
Approach
The Cognitive Academic Language Learning
Approach (CALLA) was developed by Anna Uhl Chamot and J.
Michael O'Malley (1994) at George Washington University. CALLA
is a method of strategy instruction for teaching second and foreign
language learners essential language knowledge as well as effective
learning strategies that allow students to independently regulate
their own learning. CALLA's primary goals are to guide students
in:
- valuing their own prior knowledge and cultural
experiences, and relating this knowledge to academic learning
in a new language and culture;
- learning the content knowledge and the language
skills that are most important for their future academic success;
- developing language awareness and critical literacy;
- selecting and using appropriate learning strategies
and study skills that will develop academic knowledge and processes;
- developing abilities to work successfully with
others in a social context;
- earning through hands-on, inquiry-based, and
cooperative learning tasks;
- increasing motivation for academic learning
and confidence in their ability to be successful in school; and
- evaluating their own learning and planning how
to become more effective and independent learners.
For more information on CALLA:
http://www.gwu.edu/~calla/
The SODA Strategy
Children diagnosed with Asperger Syndrome have
particular difficulty engaging in appropriate play and conversational
routines with others. The SODA Strategy is a step-by-step strategy
designed to lead these children through successful social interactions
both inside and outside of the classroom.
 |
Stop
Provides a framework for students to evaluate the setting.
1. What activity is taking place here?
2. Who are the participants?
3. Where should I go to observe?
|
 |
Observe
Prompts students to be aware of social cues used by others.
1. What are the people doing?
2. What are the people saying?
3. What nonverbal cues are they using?
|
 |
Deliberate
Helps students develop a plan for what to do or say.
1. With whom would I like to talk?
2. What would I like to say?
3. How would I know if others would like to visit with me?
|
 |
Act
Encourages students to act on the plan and engage successfully
with others.
1. Approach person with whom you’d
like to visit.
2. Say, "Hello, how are you?"
3. Look for cues that this person would like to visit longer
or would like to end this conversation.
|
Adapted from: Bock, M. A. (2001). SODA strategy:
Enhancing the social interaction skills of youngsters with Asperger
Syndrome. Intervention in School and Clinic, 36,
272-278.
-------------------------------------------------
1
| 2
| 3
| 4
| 5
| 6
| 7 | 8
The Power of
Strategy Instruction:
-Introduction
-Early
Studies of the Good Learner
-Spotlight
on the Sim Model
-SIM
Content Literacy Continuum: A Working Example
-Spotlight
on SRSD for Writing
-Combining
Strategy Instruction with Direct Instruction
-Promise Beyond LD
-CALLA: Cognitive Academic Language Learning
Approach
-The SODA Strategy
-Conclusion
-References
|
