Integrative Strategy Instruction: A Potential Model for Teaching Content Area Subjects to Adolescents with Learning Disabilities

Ellis, Edwin S.

doi:10.1177/002221949302600602

Cited by 58 publications

(45 citation statements)

References 41 publications

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“…Many intervention programs have been made to teach students to plan, implement, and evaluate strategic approaches to learning reading and problem solving (e.g., Montague, 1992;Paris & aka, 1989;Vauras, Lehtinen, Kinnunen, & Salonen, 1992). According to Ellis (1993), the interactive strategy instruction model provides teachers with a set of instructional routines and devices that enhance students' understanding and remembering of subject matter in a given content area, as well as improving their performance on academic tasks. The aim is to teach explicitly the use of powerful information skills, such as metacognition, strategies, and self-motivation strategies.…”

Section: Aimingfor Expert-like Strategiesmentioning

confidence: 99%

New models of teacher-student interaction: A critical review

Järvelä

1996

Eur J Psychol Educ

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The two instructional models, cognitive apprenticeship and reciprocal teaching, introduced in this article, have attracted wide attention among researchers. Although many empirical experiments using these models have been carried out in different settings with good results, there is still no evidence about the situational conditions or the ability a/the individual students to benefit from different methods. In this article empirical experiments based on these two models are reviewed and critically evaluated in an attempt to determine whether the main principies of the models applied to the practice fulfill the general theoretical expectations upon which they are based. IntroductionCriticism of present-day education emphasizes the fact that the higher order cognitive skills such as learning and thinking strategies, problem solving skills and well-organized complex structures of knowledge are not adequately developed by the conventional forms of teaching (Brandsford & Vye, 1989; Resnick, 1989). It has also been suggested that traditional teaching in schools has not always been able to develop knowledge and skills which students could apply outside of school situations (Brown, Collins, & Duguid, 1989). Many studies have demonstrated that knowledge acquired at school remains bound to the surface features of problems as they appear in textbooks and classroom presentations. While schools have been successful in conveying large bodies of unorganized conceptual and factual knowledge as well as mechanical algorithmic skills, too little attention is paid to the processes that experts engage in to acquire or to use their knowledge in carrying out complex or realistic tasks. Paying attention to the previous considerations, the goal of this article is to focus on new cognitive models of teacher-student interaction. The specific purpose is to introduce the theoretical principles of the models.veview experiments involving new models in order to show the ways of implementing them, and to evaluate whether the methods applied in practice fulfill the theoretical expectations on which they are based. Developing the new models of teacher-student interaction: Theoretical assumptions Learning theory based viewsRecent work on the application of cognitive psychology and sociocultural approach on learning and development has produced new concepts in the study of instruction. Cognitive

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Section: Aimingfor Expert-like Strategiesmentioning

confidence: 99%

New models of teacher-student interaction: A critical review

Järvelä

1996

Eur J Psychol Educ

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“…Much evidence indicates that students with disabilities lack these skills, which are critical for learning, solving problems, and completing tasks independently in general education classrooms. These skills may be taught in a separate setting by a teacher of students with disabilities or, as Ellis (1993) has proposed, as part of an Integrated Strategy Model that combines classroom content and general strategy in-3 struction. In the latter model, the general and special education teachers teach these skills collaboratively.…”

Section: Secondary Curricular Content Needs For Students With Mild DImentioning

confidence: 99%

“…4. Learning strategies programs (Deshler, Schumaker, Lenz, & Ellis, 1984;Ellis, 1993). This approach is not designed to teach specific content but, rather, focuses on teaching students skills related to "how to learn."…”

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confidence: 99%

Secondary Inclusion Programs for Students with Mild Disabilities

Cole¹,

McLeskey²

2017

focusXchild

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The movement toward more inclusive school programs has resulted in increasing numbers of students with mild disabilities (learning disabilities, mild mental retardation, and behavior disorders) who are educated in general education classroom settings (Es pin & Foegen, 1996;Guterman, 1995;Scanlon, Deshler, & Schumaker, 1996;Smith, Polloway, Patton, & Dowdy, 1995). Although the effectiveness of inclusive school programs has remained controversial (Fuchs & Fuchs, 1994;McLeskey & Waldron, 1995;Zigmond et al., 1995), the movement toward these programs seems to be continuing unabated.Until recently, much of the emphasis in the professional literature regarding inclusion focused on programs in elementary schools. Many of the efficacy studies that have been used to support inclusion have been conducted in elementary schools, and the model programs that have been described have primarily been elementary programs (Affleck, Madge, Adams, & Lowenbraun, 1988;Banerji & Dailey, 1995;Bear & Proctor, 1990;Zigmond, et al., 1995). Indeed, it seems likely that many more inclusion programs have been developed in elementary schools, and secondary schools have been much slower in moving toward developing and implementing these programs. BARRIERS TO DEVELOPMENT OF SECONDARY INCLUSIVE SCHOOL PROGRAMSMany possible reasons exist as to why inclusive programs have developed more slowly at the secondary level when compared to elementary schools. These barriers to program development likely have contributed to the perceived resistance toward inclusive programs on the part of teachers and administrators in secondary schools. These barriers include the following: 1. At the secondary level, teachers emphasize complex curricular material; at the elementary level they teach basic academic and social skills. 2. There is a larger gap between the skill level of students and classroom demands at the secondary level. Students with disabilities at the secondary level lack the basic academic skills, as well as learning skills/strategies necessary for success (Rieth & Polsgrove, 1994;Schumaker & Deshler, 1988;Zigmond, 1990 tent such as mathematics across a range of skill levels, but they also must provide instruction related to careers/vocations, functional living skills, survival skills, transition from high school to a variety of settings, and so forth. 4. Secondary classrooms tend to be teacher-centered, in which instruction is most often didactic, directed to large groups, and infrequently differentiated for varying student needs. This results in teachers spending small amounts of time with large numbers of students each day, and limited contact with any single student (Schumaker & Deshler, 1988). 5. Teachers at the secondary level are trained as content specialists. Some cannot or are not inclined to make adaptations for students with disabilities who do not master the curricular content. In addition, teachers may be frustrated by the limited, slow progress that students with disabilities make in their classes (Smith, Polloway, Patton, & Dowdy, 1995)...

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“…Specifically, in most approaches, a set of strategies used by proficient learners is outlined and then conveyed to less proficient learners, most often by direct instruction (e.g., Borkowski & Muthukrishna, 1992;Ellis, 1993;Pressley et al, 1987;Schumaker & Deshler, 1984). Research has shown that students' task performance generally improves following strategy instruction.…”

Section: Problems With Current Instructional Modelsmentioning

confidence: 99%

In Search of the Architect of Learning

Butler

1998

J Learn Disabil

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In this article, I accept Stone's invitation to reevaluate the metaphor of scaffolding, building on his helpful analysis. Specifically, I identify what has been appealing about the scaffolding metaphor by describing how, as an intervention researcher working with students with learning disabilities, I have used the metaphor to describe a specific instructional approach in my own research. Then, I revisit and critique scaffolding as an instructional metaphor. I also comment on Stone's assertion that a more explicit description of communicative interchanges is required to more clearly describe instructional scaffolding. Finally, I conclude that the scaffolding metaphor is fundamentally flawed and advance an alternative view that may more successfully promote correspondence between instructional activities and our emerging vision of the dynamics of teaching and learning.

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Integrative Strategy Instruction: A Potential Model for Teaching Content Area Subjects to Adolescents with Learning Disabilities

Cited by 58 publications

References 41 publications

New models of teacher-student interaction: A critical review

New models of teacher-student interaction: A critical review

Secondary Inclusion Programs for Students with Mild Disabilities

In Search of the Architect of Learning

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