Stages for Implementing self-regulated strategies
Research is based on Harris and Graham’s Self-Regulated Strategy Development model (1996). The goal is to make the use of strategies habitual, flexible, and automatic. These are metacognitive strategies. Students must be able to understand how and why the strategy works and be able to articulate what they are doing and why.
Stage 1: Develop background knowledge of student by conducting a task analysis to determine where the student is struggling and to ensure the student has the pre-requisite skills to implement the strategy.
Stage 2: Discuss the strategy with the student. Teachers need to “sell” the strategy and it’s benefits. Then introduce the steps one at a time.
Stage 3: Teachers must Model the strategy. Most importantly, teachers need to expose students to the thought process.
Stage 4: Students must Memorize the strategy. Checklists and mnemonic devices are beneficial for students at the beginning of this step.
Stage 5: Support the strategy. During this stage teachers must work collaboratively with the students through scaffolding, remodeling the steps, prompting, and tailoring the strategy to the student.
Stage 6: Independent Performance: Students are using the strategy without supports. They can explain what they are doing and why.
Stage 7: Generalization through Monitoring: Students have generalized the strategy. Teachers have assessed and monitored to be sure that the strategy has made learning better, easier, and quicker for the student.
Stage 1: Develop background knowledge of student by conducting a task analysis to determine where the student is struggling and to ensure the student has the pre-requisite skills to implement the strategy.
Stage 2: Discuss the strategy with the student. Teachers need to “sell” the strategy and it’s benefits. Then introduce the steps one at a time.
Stage 3: Teachers must Model the strategy. Most importantly, teachers need to expose students to the thought process.
Stage 4: Students must Memorize the strategy. Checklists and mnemonic devices are beneficial for students at the beginning of this step.
Stage 5: Support the strategy. During this stage teachers must work collaboratively with the students through scaffolding, remodeling the steps, prompting, and tailoring the strategy to the student.
Stage 6: Independent Performance: Students are using the strategy without supports. They can explain what they are doing and why.
Stage 7: Generalization through Monitoring: Students have generalized the strategy. Teachers have assessed and monitored to be sure that the strategy has made learning better, easier, and quicker for the student.