THE SIX STAGES OF THE SRSD MODEL
Stage 3: Modeling the Strategy
Modeling is one of the most crucial components of strategy instruction. Modeling plays a critical role in strategy instruction because modeling is the means to provide students with the metacognitive knowledge of strategy performance. Good modeling allows the student to see an “expert” learner employing the strategy. A critical part of modeling is the “think aloud” process, where teachers or students verbalize their thought processes as they model strategy performance. Modeling increases students’ knowledge of the steps of the strategy and improves their cognitive and metacognitive knowledge of the strategy through exposure to the way a skilled learner implements and regulates strategy use. Figure 3.1 shows an example of a think-aloud that was developed for the 4 B’s strat-egy (a subtraction stratstrat-egy) introduced in Chapter 2. Note that a good “think aloud” goes well beyond merely presenting the process—it provides students with the “why” and the
“how” of various strategy steps (i.e., the metacognitive knowledge and self-regulation processes associated with the performance of steps). This is critical. Research clearly shows that without this knowledge students will not fully benefit from the strategy. Note that good modeling serves to teach students that using a strategy requires effort. It also addresses attributions (e.g., “OK, that was easy. I can do this!”), and stresses the value of strategy use––using the strategy results in better performance.
We have found that modeling is one of the more difficult components of the strat-egy instruction process for teachers. Constructing a good think-aloud is more complex than it may initially seem. The reason for this is twofold. First, there is a tendency for teachers to simply repeat the steps of a strategy or task. We call this “skill stepping.”
This isn’t a bad practice, but it’s not sufficient, especially for students with LD, because skill stepping doesn’t provide students with the metacognitive knowledge they need.
Figure 3.2 shows an example of skill stepping, along with how the same task might be modeled using a think-aloud. The second reason teachers have problems with model-ing is that for skilled learners, modelmodel-ing involves makmodel-ing covert automatic processes overt. That is to say, when you model, you have to think about things you don’t
nor-mally think about. For example, in the Figure 3.2 example most of us would not even be conscious that we checked the sign to determine what operation we would use, and starting at the right is done automatically. Learning to be aware of and verbalize these automatic, unconscious processes may be difficult at first for some teachers.
There are several ways to make the process of creating good think-alouds easier.
One of the tools teachers can use is a “metacognitive task breakdown.” This is a straightforward process. For each step in the task, identify metacognitive knowledge
46 –28
All right, what do I need to do here? Well, I know this is a two-digit by two-digit sub-traction problem, because each number has two digits, and I see the “minus” sign. So, what will I need to remember to do this problem? I will need to remember my basic subtraction facts, place value, and the steps for completing a two-digit by two-digit subtraction problem.
Hmm . . . sometimes I have problems remembering the steps in a two-digit by two-digit sub-traction problem, especially if there’s regrouping. I know that getting the steps in the right order is important, because if I don’t get them in the right order I might get the wrong answer. How will I remember the steps? Oh, I know. Ms. Chaffin taught us a strategy the other day to help us remember the steps. It was the 4 B’s strategy; Begin, Bigger, Borrow, and Basic facts. OK, I can do this, all I need to do is follow my strategy and try my hardest. Let’s see, the first B stood for “Begin in the 1’s column.” That’s simple. I know where the 1’s col-umn is. The 1’s colcol-umn is the one farthest to the right. That’s right, with math problems we start in the right column; if I don’t I might not get the values right. Great, what’s next? Oh yeah, the next step is “Bigger? Which number is bigger, the bottom or the top?” I know that 8 is bigger than 6, because I know my number values. OK, 8 is bigger and it’s on the bottom.
Now what? The next step in my 4 B’s strategy is “Borrow? If the bottom number is bigger I must borrow.” Well, since the bottom number is bigger I will need to borrow. Borrow?!? How do I do that? Well, I know if I don’t have enough money to buy something that I want I can just borrow some money from my sister, but I need to make sure I keep track of how much I borrow so I can pay her back. Borrowing in subtraction is kind of like that. If the number in my 1’s column isn’t big enough I can just borrow from the 10’s column, and I will need to keep track of what I borrow so I don’t change the value of the original number. OK, so that means I borrow a 10 from the 10’s column, and move it over to the 1’s column to make it bigger; that makes 16, but since I borrowed a 10 from the 10’s column I am taking 1 of my 4 10’s, so I only have 3 left. I need to make sure I change that. OK, so now what do I need to do? Well, the last step in my strategy is “Basic Facts. I need to remember to use my math facts!” Wow, I’m up to the last step; now all I need to do is subtract. I’ll start with my 1’s col-umn (16 – 8 = 8). I need to put that answer in my 1’s answer colcol-umn because I just sub-tracted the 1’s column. Now, I need to go to the 10’s column, I know to do that because I know my place value, and the 10’s column is right next to the 1’s column. OK, I have the 4 crossed out, and I wrote 3 above that. I need to remember to use the 3 because I changed that value when I borrowed to subtract the 1’s column. All right, so 3 – 2 = 1; I need to put 1 in my 10’s answer column. So that gives me an answer of 18. Yeah!!! I did it! My strategy really helped me remember all the steps in a two-digit by two-digit subtraction problem.
FIGURE 3.1. Example of a think-aloud.
or self-regulation processes by asking yourself “why,” “how,” and “what for” ques-tions.
1. Why am I doing this step in the task?
2. How did I know to do it?
3. What are the important actions, cues, or questions?
4. What knowledge do I need?
Jot down your answers to the questions as you go through the task. Sometimes you may need to go over your answers and apply the same process. Try this process with simple tasks like math problems or simple everyday tasks (e.g., making a peanut butter and jelly sandwich). With practice the metacognitive knowledge implicit in academic tasks will be identified readily, and it will be much easier to produce good think-alouds. Another way to get metacognitive information is to ask students who are effec-tive at a task to talk themselves through the how and why of the steps in the task.
Skill steps for two-digit addition Think-aloud First I’ll add the 1’s column.
Now I’ll write the 5 and carry the 1.
Now I’ll add the numbers in the 10’s column.
Finally, I’ll write the answer.
What is it I have to do? OK, this is a 2-digit addition problem; I know it’s addition because of the “+” sign. That tells me to add. I know how to do this! I need to
remember to follow the steps in my strategy and remember my basic facts.
First I need to start in the 1’s column and add those. If I don’t start at the 1’s column I’ll get the wrong answer!
The 1’s are on the right-hand side. I’ll make a little mark to help me remember.
OK, I’m ready to add the first two numbers. Did I get a two-digit number? Because if I do I need to carry the 10’s digit to the next column, to the 10’s column. Yep, 15 has two digits. I need to remember to write the numbers down correctly too. I only write one digit down under the line.
The one I write down is the 5 ’cause that’s the digit in the 1’s column. I need to be careful to write the 5 down under the 1’s column. If I don’t I can get my numbers messed up and get the wrong answer. Now what do I do with the 1?
Oh, yes, I have to carry that number. I’ll write it down above the 10’s column of the problem. That way I’ll remember that I’ve carried.
Now, what do I do next? I know, I need to add all the 10’s digits that I have, the two in the original problem, and the one that I carried. I’m almost done, now all I need to do is write down the answer. I need to remember to keep my numbers lined up. I’ll write them carefully. I knew I could do it. I took my time, used my strategy, and tried hard, and I got the right answer.
FIGURE 3.2. Skill steps and modeling for adding 26 + 19.