This document discusses Self-Regulated Strategy Development (SRSD), an instructional approach for teaching writing. SRSD follows a 6-stage model where students are explicitly taught writing strategies and how to self-regulate the writing process. In the initial stages, instruction is supportive as students learn strategies, set goals, and practice collaboratively. Later stages focus on independent writing as support is faded. The approach aims to help students learn, use, and adopt the strategies of skilled writers across all grade levels and content areas.
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As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
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Slides for a workshop delivered at LILAC (Librarians' Information Literacy Annual Conference) in Limerick March 29-31 2010. Workshop leaders were scheduled to be Chris Powis (University of Northampton, UK) and Jo Webb (De Montfort University, UK), but session was actually led by Amanda Poulton (Also de Montfort University).
English language learning (ELL) students face many challenges to academic achievement. Not
only must they learn academic English, but they must also learn content subject matter and
skills. In addition, ELL students are now expected to meet many of the same national and
state standards and assessments as native English speakers. Learning strategies instruction
can help students meet these goals.
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3. Questions to think about while you’re
learning this topic:
Define high-quality writing. What does
that look like in your classroom?
What is SRSD?
How can you use SRSD in your
classroom?
Can this strategy be used across all
grade levels and in all content areas?
How?
4. SRSD
The Self-Regulated Strategy Development approach is
designed to help students learn, use, and adopt the strategies
used by skilled writers. This approach integrates all aspects of
authentic writing skills into writing instruction.
Quoted from http://www.thinksrsd.com/self-regulated-strategy-development/
What does Self-Regulated Strategy Development look like in a
classroom? Self-Regulated Strategy Development follows a 6
stage gradual release of responsibility model. Students first
receive explicit supportive instruction in how to carry out each
phase of the writing process, with a community-centered and
meaning-based approach to writing instruction. Children
progressing through these stages become increasingly
independent writers.
5. OStage 1: Activate and Develop
Background Knowledge
• Build enthusiasm for genre
• Develop background knowledge (and
pre-skills)
• Read and discuss models
• Teach genre vocabulary
6. Stage 2: Discuss
It
• Teach strategy (mnemonics)
• Map out models with graphic organizers
• Review and repair poor models, together
then alone
• Establish benefits of strategy use
• Explore when / where to use strategy
(generalization)
7. OStage 3: Model It
• Introduce self-talk
• Introduce focused model think alouds
• Students personalize and record self-statements
• Introduce collaborative writes
• Practice self and peer scoring with
scales
• Begin graphing
• Introduce goal setting
8. OStage 4: Memorize It
• Internalize strategy via
mnemonics
• Internalize personalized self-statements
9. Stage 5:
Collaborative
Practice
Continue
collaborative
writing
experiences
Support
students’
strategy use,
fading support
when ready
Support self-regulation,
fading
support when
ready
Provide
feedback
on writing
and self-regulation
Fade
prompting
strategy use
and self-regulation
10. OStage 6: Independent Use
• Students use strategies and self-regulate
independently
• Fade overt self-instruction to covert
(“in your head”)
• Ensure transfer and buy in to
strategies and self-regulation
