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The steps outlined in the SIM are not linear. Quite often a practitioner may
model the strategy, encourage the learner to practice providing feedback and
go back to modeling the strategy again to help the learner utilize the strategy
more effectively. In addition, the modeling phase of the SIM can be a process
within itself. The transfer from modeling to having the learner practice will
most likely be gradual, with the practitioner providing less and less support
as the learner practices more with the strategy. The following example
highlights the movement within the model.
| INSTRUCTION STEPS |
EXAMPLE |
| Discuss |
With the learner, discuss the strategy steps, which you
have written down and kept visible for reference. |
| Self-instruct |
Have the learner explain in their own words the purpose
and how to do the strategy. |
| Practice |
With the learner, simultaneously apply the strategy steps
to the materials they are currently using while stating the
steps (referring to the visual cues, if necessary). |
| Provide Feedback |
Both the learner and the practitioner provide feedback -
what is working, what isn't, can revisions be made, or do
we look at a different strategy? (continue the steps if
they're working!) |
| Practice |
Encourage the learner to apply the strategy to another
problem while stating the steps; watch the learner and
provide corrective feedback as needed. |
| Practice |
Ask the learner to apply the strategy to another problem
without stating the steps; provide corrective feedback as
needed. Make sure the learner has mastered the strategy
before moving on.19 |
To help facilitate the generalization of a strategy, practitioners can model and
discuss how it can be used in other academic and nonacademic settings.
Controlled practice activities enable learners to become proficient strategy
users of materials they are comfortable with and capable of performing. Once
they are comfortable using the strategy independently, have learners use the
strategy with material they want to learn. This practice is often referred to as
"Scaffolding." When building a house, workers often use wooden supports
and braces to keep the structure in place, until the bricks are placed to keep it
in place on its own. The same principles apply when teaching strategies to
learners. The practitioners provide the scaffolding and gradually remove it as
learners work towards using the strategy independently. The number of
practice steps may vary depending on the needs of the learners.
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