HIGH-LEVERAGE PRACTICES IN Self-contained EBD and Alternative Education CLASSROOMS
Learning How to Learn: Giving Students the Strategies to Learn Independently
Episode Description
Key Points and Takeaways
Jonathon Barberio, MA, LPCA
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Students with learning differences often don’t naturally employ learning strategies to boost their academic performance the way their typically developing peers do, which is why these strategies need to be explicitly taught. A key point to understand is that learning strategies aren't just step-by-step instructions. Instead, they serve as tools, or heuristics, that guide students in using higher-order thinking or applying complex skills. As Rosenshine and Meister described, these strategies facilitate learning rather than dictate every move.
When students use strategies, they’re engaging in a dual-layer process of problem-solving. First, they apply a cognitive strategy to a task, such as predicting outcomes, summarizing information, or making sense of context. On a higher level, metacognitive strategies kick in—they help students monitor their own performance, self-regulate, and make decisions about the effectiveness of the approach they’re using. The goal is to turn students into proficient problem-solvers, enabling them to self-monitor, identify problem areas, create solutions, and assess their own success. In essence, teaching students these cognitive strategies is about teaching them how to learn.
These strategies are highly versatile and can be applied across various subjects and skill areas. Whether it's using strategic reading techniques, employing models for writing like the self-regulated strategy development (SRSD), or solving math problems with schema-based instruction, the core idea remains the same. Even strategies focused on memory retention, such as mnemonic devices, or self-management techniques like self-monitoring, serve to empower students to take control of their learning.
The most effective way to teach these strategies is through explicit instruction. This involves highly structured lessons where teachers model the use of the strategy, guiding students through practice, monitoring their progress, and providing feedback. During the modeling phase, teachers don’t just demonstrate the task; they think aloud, showing students how skilled problem solvers approach and process tasks. This think-aloud technique also strengthens students’ metacognitive abilities by teaching them to reflect on their own thought processes as they work through challenges. This combination of strategy use and metacognitive development is what ultimately helps students become more independent and effective learners.
Cognitive and metacognitive strategies are powerful tools designed to help students become more self-directed and independent in their learning. While some students might naturally figure out strategies on their own, students with learning differences often need direct, explicit instruction to learn these strategies. This is where teachers play a critical role—by teaching not only the strategies themselves but also when and how to apply them. When teachers explicitly teach these strategies through modeling and guided practice, it's been shown to be highly effective for students with learning differences across various content areas.
It's essential that teachers carefully select the strategies they introduce. This isn't just about picking any strategy; it’s about using data and working collaboratively with colleagues to choose the approaches that will be most impactful for each student. The goal is to ensure that students are set up for success and that these strategies become a natural part of their learning process.
One of the key components of this instruction is feedback. Teachers need to provide students with regular feedback on how they’re using these strategies, reinforcing their application over time and across different learning settings. This helps to cement the use of strategies, ensuring that students continue to benefit from them in the long term. In short, teaching strategies effectively isn't just about the initial lesson—it's about guiding students to internalize and apply these tools, giving them the skills they need to thrive in their education independently.
Teachers who effectively teach cognitive and metacognitive strategies play a crucial role in helping students become self-directed and independent learners. They are particularly adept at recognizing learning or behavioral difficulties and use cognitive strategy instruction as a tool to empower students. One of the key things these teachers do is draw from data-informed practices that are already proven to address specific student needs. Instead of reinventing the wheel, they use strategies that have been shown to work, adjusting them to fit the individual learner.
Task analysis is another vital aspect of their approach. By breaking down goals into smaller, achievable steps, these educators create a clear path for students to follow. They then teach this process explicitly, ensuring that students understand not just what to do, but how to get there. For tasks that require self-regulation—things like setting goals, self-monitoring, and using positive reinforcement—teachers provide direct instruction, guiding students in developing these essential skills.
Strategic instruction models, such as the Self-Regulated Strategy Development or the Strategic Instruction Model, are frequently used by these teachers to boost student memory and information recall. Through these models, they deliver highly structured lessons that break down strategies into manageable chunks. Teachers often demonstrate the steps using think-alouds, a method where they verbalize their own thought process to show how effective problem solvers navigate tasks. This modeling of "inner language" is critical for students to learn how to monitor their own strategy use.
Moreover, teachers ensure students have plenty of practice with the strategy in different contexts and over time. This variety helps students generalize the strategy to new situations, which is key for long-term success. Monitoring student use of strategies is an ongoing process, where teachers check for fidelity and assess whether any modifications the student has made might affect the strategy’s effectiveness. This careful balance of explicit instruction, practice, and feedback helps ensure that students not only learn strategies but also apply them independently and effectively across different learning environments.
For school leaders, supporting teachers in effectively implementing strategies is a critical aspect of fostering student success. One of the key responsibilities is to ensure that educators have access to ongoing professional development, instruction, or coaching in a variety of strategies that can be applied across different educational settings. This equips teachers with a broader toolkit to address the wide range of their students' needs, helping them implement these strategies in ways that enhance learning outcomes.
It's also important for school leaders to actively monitor how teachers are selecting and using these strategies, ensuring that they align with both the students' needs and the grade-level curriculum. Feedback here is vital. By providing targeted guidance, leaders can help teachers refine their approach, making sure the strategies chosen are the best fit for the challenges at hand.
Additionally, staying on top of the latest research is essential. School leaders should not only keep educators informed about new strategies emerging from research but also ensure that the necessary supports are in place to help teachers successfully implement these innovative approaches in their classrooms. This kind of proactive leadership creates a dynamic learning environment where both teachers and students can thrive.
Cognitive and metacognitive strategy instruction covers a variety of techniques aimed at transforming students into self-directed and independent learners. The effectiveness of these strategies has been well-documented across numerous studies and different content areas, demonstrating their value for students with various types of learning differences. When these strategies are taught explicitly, using clear modeling and guided practice, they significantly enhance students' ability to manage their own learning processes. This approach not only supports academic growth but also builds essential skills that help students navigate and succeed in their educational journeys.