|
Once the strategy has been selected the SIM involves 6 main steps:
- Pretest learners and encourage them to become interested in learning
the strategy. Practitioners should determine how much the learners might
already know about using the strategy and secure learner commitment to
learning the strategy from top to bottom. It is important to explain to
learners what strategy they are going to learn and how it can help them
with whatever skill is being addressed through the strategy.
- Describe the strategy. Give a clear explanation of the strategy, the various
steps, as well as some of the benefits of learning the strategy. Identify real
assignments or tasks where learners can apply the strategy. Ask learners if
they can think of other work where the strategy might be useful.
- Model the strategy. Modeling the strategy for learners is an essential part
of strategy instruction. In this stage, practitioners use the strategy to help
demonstrate a relevant classroom assignment or authentic task.
Practitioners should talk aloud as they work so that learners can observe
how a person thinks and what a person does while using the strategy,
including: deciding which strategy to use to perform the task at hand;
working through the task using that strategy; monitoring performance (i.e.
is the strategy being applied correctly and is it helping the learner
complete the work well?); revising one's strategic approach; and making
positive self-statements.
- Practice the strategy. Provide repeated opportunities to practice the
strategy. The more learners and practitioners work together to use the
strategy, the more learners will internalize the strategy. Initial practice
may be largely practitioner directed, with practitioners continuing to
model appropriate ways of thinking about the task at hand and deciding
(with increasing student direction) which strategy or action is needed to
work through whatever problems arise in completing the task.
- Provide feedback. Providing feedback to learners on their strategy use is a
critical part of helping them learn how to use a strategy effectively and
how to change what they are doing when a particular approach is not
working. Much of the feedback can be offered as learners become
involved both in thinking aloud about the task and about strategy use in
the modeling and practice steps described above. It is also important to
provide opportunities for students to reflect upon their approach to and
completion of the task. What aspects of the task did they complete well?
What aspects were difficult? Did any problems arise, and what did they
do to solve the problems? What might they do differently the next time
they have to complete a similar task? It may be valuable to incorporate
these questions into a self-evaluation checklist for the learners' reference.
- Promote generalization. It is important for learners to apply the strategy
in various situations and to other tasks. This transfer is often not
automatic for adults with learning disabilities. Consistent, guided practice
at generalizing the use of strategies in various settings and when
completing various tasks is therefore vital for adults with learning
disabilities. 18 It would be beneficial for practitioners and learners to
document the demonstrated success of using the generalizing strategy, so
that it is not only learned, but also confirmed at the same time.
|