Stage 3: Modeling the Strategy
Modeling the strategy is one of the most critical stages of strategy instruction. This is where the student is exposed to the thought processes of an expert learner. Through repeated exposure and practice, students gain metacognitive knowledge of the strat-egy, which allows them to profit maximally from using it. In our example, we use a wall chart (see Figure 4.2) to serve as a visual aid and help guide the modeling process.
Cue cards or handouts matching the wall chart can also provide students with their own personal reminder of the strategy steps. During the modeling process the teacher uses a “think-aloud” to demonstrate the use of the strategy and expose students to the thought processes of a skilled learner. The purpose of this is to instill metacognitive knowledge of the strategy. A think-aloud can be done using an outline of important points. Think-alouds are not easy for some teachers who are just beginning to use strat-egy instruction. Many teachers may find it helpful to make a detailed outline, or even write out their complete think-aloud at first. Writing out a think-aloud can help teach-ers organize their ideas, and can also help them to remember the think-aloud. Here is an example of a think-aloud for the SCROL strategy using a science text about ears and how our ears work.
“OK. What is it I have to do? I need to read this article about ‘How You Hear.’
To be a more effective reader I can use the SCROL strategy. Just to make sure I remember all the steps I will use the wall chart or my cue card to help me.
First is S. That stands for ‘Survey the headings and subheadings.’ That is sim-ple enough; I can do that. Let’s see. . . . How do I identify the headings? Well, headings are usually in bold and at the beginning of a section. I knew that because most of our textbooks are broken up that way. OK, while I am looking at the headings and subheadings I need to ask myself a couple of questions:
‘What do I already know about this topic?’ and ‘What information might the writer present?’
“OK, the first heading is ‘The Outer Ear.’ I just watched a show on Discov-ery about the way our ears work . . . cool. I bet that is what this is about. I know that there are a couple different parts of the ear. How do I know that? I know that because that’s what the show explained. The outer ear is one of those parts. OK, the subheading under that is ‘The Middle Ear.’ Yeah, that’s right—outer ear, middle ear . . . what is the other one? I can’t remember, but I do remember that the middle ear has some bones in it; they have funny names. I bet the next heading will tell me what the other part of the ear is.
Let’s see, ‘The Inner Ear.’ . . . Yep, that’s it. I remember the inner ear helps us with balance. The last heading is . . . ‘Keeping Your Balance.’ Look at that, I was right. Cool, I already know a lot about this. If I keep using the strategy this will be a piece of cake.
“What is the next step? S . . . C. C stands for ‘Connect.’ I need to ask myself how these headings relate to one another and write down the key words from the headings that might provide connections between them. All right, well, they are all about the ear. I think I should probably write down the
title first since that’s what the whole article is about . . . ‘How do you Hear?’
Then I think probably, ‘Outer, ‘Middle,’ ‘Inner,’ and ‘Balance,’ since those are the other major headings, and they all have to do with the ear, and how we hear. All right, what is next? S . . . C . . . R. R is for ‘Read the text.’ This is the part that I used to start with. OK, as I read I need to remember to look for words and phrases that express important information about the headings.
The strategy says to mark the text—usually in my textbook I can’t, but my teacher said I could this time because this is just a photocopy and it’s mine to keep.
“Let see. I also need to stop every once in a while to make sure that I understand the major ideas and supporting details. If I don’t understand then I need to reread. First paragraph—[Reads the paragraph.]—I will mark that ears are organs, I think that is important, and ears collect sound waves and change them into signals that our brain can understand. I would mark that the ear is made up of three different parts, but I already know that. I already have it written down. Second paragraph—[Reads the paragraph.]—I will mark ‘ear flap,’ ‘ear canal,’ ‘ear drum,’ and ‘membrane’ because they seem to be impor-tant terms. I know that because they are defined and explained. This whole paragraph is important.
[Teacher repeats the process with remaining paragraphs.]
“OK. Where am I now? Step 4 is O, which stands for ‘Outline.’ I know how to outline; we went over this. If I need to I can use the wall chart as an example. My outline needs to include headings, major ideas, and supporting details. When I am writing my headings I should try and outline them with-out looking back at the text. If I can remember it now I will have a much better chance at remembering it later. Let see, my first heading is the title—’How do you hear?’—I remember that the ear is an organ made up of three different parts, listed below. The ear converts sound vibrations to signals that the brain can understand. Outer—the outer ear has an ear flap and ear canal. Middle—
the eardrum is made up of a sheet of skin, and three bones: the hammer, anvil, and stirrup. The stirrup vibrates the oval membrane. Inner—the cochlea looks like a snail and has fluid and tiny hairs that vibrate when the oval window vibrates and that sends signals to the brain; then there is the vestibule and semicircular canals. Balance—the semicircular canals are filled with fluid and hairs that move with the movements of the head and send messages to our brain and help us balance. The vestibule has two sacs filled with fluid and chalky stuff that is pulled down by gravity and lets our brain know what posi-tion our body is in. The last step—I am almost finished!—L. L stands for ‘Look back.’ Now I need to check my memory, and look back to see if what I out-lined was accurate. If I did write down something wrong, now is the time to change it. Since I marked my text this should be easy. Let’s see. . . . Wow, I really remembered well. I worded some things differently, but I have the same information. YIPPEE!!!!”
Stage 4: Memorizing the Strategy
In this stage students begin committing the steps of the strategy to memory. Memoriza-tion can continue into Stage 5. Memorizing the strategy steps is crucial. The idea is to reduce the demands on working memory. Teachers need to plan and prepare activities and monitor their effectiveness. For example, planning for the class to make their own cue cards would be a way to get students actively engaged with the strategy steps.
Note that in this case the “SCROL” is a mnemonic that can help memorization.
Memorization Activities
Reciting the SCROL Steps with a Partner. Students will be paired up and recite the stages with a partner, explaining what needs to be done at each stage. Students use the mnemonic chart to check answers. A student who struggles will be matched with a peer who can help with memorization of the strategy.
Making Cue Cards. Students will make their own cue cards with the strategy steps on them. The cue card will have the mnemonic SCROL on it, and the major parts of the strategy, as well as the prompting questions. Students will be able to use these to ensure that all steps of the strategy are completed. They will also be able to use the cards for classes in various content areas to assist them with their reading comprehension.
Memory Circle. Students will be asked to form a circle around one person. The per-son in the middle calls out letters in the mnemonic, SCROL, and points to someone.
That person has 5 seconds to accurately state what the letter stands for. If the student chosen doesn’t get done within the 5 seconds then he or she goes to the middle.
Besides the various structured activities, students will be prompted during various times of the day to recite different steps in the SCROL strategy. Students need to under-stand the significance of memorizing the strategy and should be exposed to it as much as possible.
Stage 5: Supporting the Strategy
In this stage, the teacher and students work together and practice using the strategy until the students are able to perform the strategy fluently and independently. This is a critical part of the strategy instruction process; students need to be given adequate time and support to master the strategy. Just as a scaffolding around a building is gradually removed when the building is strong enough to stand on its own, the teacher gradually transfers strategy performance to student. There are two major pitfall for teachers at this stage. First, teachers may confuse memorization of the strategy steps (from Stage 4) with facility in the use of a strategy. This is analogous to expecting someone who can name the parts of an airplane to be able to fly one. Second, teachers may be under pres-sure to “cover ground” and get through the curriculum. Thus, they may be tempted to end this stage as soon as students begin to demonstrate some success. This is a mistake,
because students need extensive practice before they master the use of a strategy. Unless the strategy is taught to mastery, students are unlikely to maintain its use. We provide examples of how a strategy can be supported through content, task, and material scaf-folding.
Content Scaffolding
Students will be given short passages to practice the strategy. The texts will be relevant to the curriculum being introduced. The teacher and students will then go over the pas-sage using the SCROL strategy. The teacher will direct the process, and the students will provide answers to teacher-directed questions (e.g., “What are some headings and subheadings?” “What do you think they are talking about here?” “Are there any keywords that provide connections between them?”).
Material Scaffolding
Students will be provided with mnemonic prompt cards to be taken to various content-area classes with them. Initially, they will list the steps of the strategy and describe what to do at each step. Over time these cards will provide less direction, first fading the descriptions, and eventually fading the mnemonic and steps altogether. At this point students should have reached mastery of the strategy and be able to work inde-pendently.
Task Scaffolding
During collaborative practice the teacher will prompt students to name the step that should be performed, and then the teacher will describe the step and model its use. In subsequent lessons the teacher will ask the student to name all the steps in the SCROL strategy and describe the step to be performed, and then the teacher will model the step. Finally, the student will name, describe, and model the steps of the SCROL strat-egy.
The students will set individual goals with the teacher for reaching mastery of the strategy. These goals will help guide them to independent performance. If students are having difficulty reaching their goal, it may be necessary to reassess the situation.
Reteaching the strategy or clarifying uncertainties may be necessary. In other cases, readjusting the goal may be in order for the student to be successful.
Students need to show mastery of the strategy steps, as well as the ability to use the strategy with text. Each student needs to be able to demonstrate the use of the strat-egy by doing his or her own think-aloud. When students have successfully demon-strated their use of the strategy they are ready to move on to independent practice.
Stage 6: Independent Performance
During this final stage, students will be given a variety of texts along with their content-specific textbooks. They will be required to use the strategy and turn in their
notes for teacher review. The teacher’s role has now changed; the main focus of the teacher is to monitor whether the students are using the strategy correctly and consis-tently, and to evaluate their performance. The teacher will intervene only when stu-dents need clarification or reteaching if their performance is declining. Remember that evaluation of students’ performance is crucial. The goal of strategy instruction is that students’ academic performance should improve. Evaluations do not need be compli-cated; they can be as simple as grades. The important thing is to be clear that academic performance is improving. More involved forms of evaluation, such as portfolios, may provide more diagnostic information as well as academic improvement. Portfolios are a good way to see trends in students’ performance, and determine any areas of deficit.
Students may modify or personalize the strategy for their own use. This is fine as long as they are still successful. Students may also use the strategy more automatically, making it appear as if they skipped steps or altered the strategy. Remember that at this point what matters is that the students can be successful at reading the given text, tak-ing accurate notes, and recalltak-ing important information. If modifications to the strategy make the strategy less useful, or inappropriate, then reteaching of the strategy is in order. Additionally, even when students are initially successful, it will be helpful to give booster sessions over time.