Video by Title: SK-SU

Go to: A B C D-E F-G H I J-K-L M N-O-P Q-R S-Si Sk-Su T U V-W-X-Y-Z

Video By Title: Sk - Su

SMARTER Writing: Differentiating Instruction in the Writing Strategies Curriculum - Atallah, Schumaker

2019 SIMposium

During this session, we will propose several scenarios on the realities of today’s schools and then how teachers might approach writing strategy instruction using all the writing strategy programs in creative ways within these scenarios. Additionally, this session will explore the possibility of sequencing professional development for teachers in the writing strategies in order to allow them to differentiate their instruction while still maintaining the integrity of the strategies and strategic instruction. An overall framework called “SMARTER Writing” will be presented. Also, a plan for providing a series of professional development workshops with engaging and meaningful activities will be shared, and all suggestions and feedback will be greatly appreciated from those attending this session.
Ideas for Grading Students Learning the Theme Writing Strategy By Anita Friede
SMARTER and Writing Strategies - Adapted from Keith Lenz
SMARTER Writing ppt - Schumaker and Atallah
Fundamentals of Theme Writing Day 1 (Overview of PW, Fundamentals of Theme Writing, SW Overview)
Proficiency in Theme Wriring Day 2 (Finishing Fundamentals, Invormative Writing and Exploring the Star Writer)
Proficiency in Theme Writing Day 3 (Sentence Writing, Paragraph Writing and Persuasive &I Argumentative
Fundamentals of Theme Writing Day 4 (Star Writer and Narrative Writing)

SMARTER- The Instructional Cycle that Energizes Collaboration - Gillam, Graner 2017

Video

First 30 Days Activity,

Tool for Integration of CER and LS

Social/Emotional Skill Instruction - Vernon, Washburn

2019 SIMposium

NO VIDEO

Sue's Powerpoint

The advantages of developing cohesive learning communities in the classroom are numerous, thus the goal of all teachers (HLP for General Educators #1-3, 5, & 7-10 and HLP in Special Education #7 & 9). However, questions related to how to build a strong, emotionally safe environment conducive to learning and maintaining a supportive culture remain unanswered for many. Social/emotional skills instruction and community-building strategies are central to creating a respectful classroom culture.

During this session, three easy-to-use, research-based programs and a brief overview of the research will be discussed:

• The Talking Together Program focuses on teaching important social/emotional skills and concepts that help students feel supported, connected, and engaged in learning.

• The SCORE Skills Strategy provides a set of fundamental skills for cooperative groups and enables students to work together pleasantly and productively.

• The Socially Wise Program provides computer-based instruction in skills that are basic to communication and are typical

Session Topics:

Learning Strategies

Social Emotional Learning

Handouts

Handouts:

Sue's PowerPoint

Social Emotional SIM Learning Tools and HLPs (High Leverage Practices) - Vernon, Washburn

2019 SIMposium

Watch Video Presentation Participant, Presentation Presenters

The advantages of developing cohesive learning communities in the classroom are numerous. Questions, however, related to how to build a strong, emotionally safe environment conducive to learning and maintain a supportive culture may be unanswered for many. Social/emotional skills instruction and community-building strategies are central to creating a respectful classroom culture. Three easy-to-use, research-based programs will be discussed. The Talking Together program focuses on teaching important social/emotional skills and concepts that help students feel supported, connected, and engaged in learning. The SCORE Skills for Cooperative Groups is a class wide instructional program designed to teach fundamental skills to facilitate group interaction and enable students to work together pleasantly and productively. The Socially Wise Program provides computer-based instruction in skills that are basic to communication and are typically listed as areas of skill deficits for youth with social-adjustment issues. A brief overview of the research related to the three programs will be discussed.

Social Media For, In, and About the Classroom - Jana Craig-Hare, Amber Rowland, Marilyn Ault (01:18:48)
2015 SIM Conference

VIDEO LINK
This session will share what we’re learning about using social media in education through findings of a NSF-supported exploratory research grant. Researchers at the Center for Research on Learning, along with classroom teachers and students, have partnered together to explore the opportunities provided through social media (including Twitter, Facebook, Wordpress, Skype, Google docs, and Blackboard). While our focus has been to enhance the practice of scientific argumentation in high school Biology classes, findings can be generalized to teachers and students in all grade levels and content areas. In this session, we’ll share how social media supports professional learning for teachers and academic learning for students. In addition, we’ll discuss what we’re learning about classrooms that use social media to foster academic interactions. Join this session to discuss implications for platform usage, digital citizenship, providing authentic learning experiences in classrooms, and more!

Socially Wise and The Commas Strategy Programs - Sue Vernon, Jean Schumaker (00:46:20)
2006 SIM Conference title 2

VIDEO LINK
This session will discuss and demonstrate two interactive multimedia CD programs for at-risk students. The Commas Strategies Program enables students to use six comma rules. The Socially Wise Program provides social skills instruction designed to provide to youth alternatives to behaviors that result in formal and informal reprimands from authority.

Some Routine Rules for Shrinking and Expanding CE Devices - Jan Bulgren, Keith Lenz (01:13:21)
2013 SIM Conference

VIDEO LINK
Over the past 30 years, we have had hundreds of questions about whether it was ok to change the physical format of the devices included in the CER guidebooks. Textbook authors have sent us examples of completed and uncompleted devices asking for permission to include them in their textbooks. Many SIM professional developers have called about various digital alterations as well as the use and distribution of renegade CER devices.The increasing use and popularity of GIST has also made the modification of CER devices even easier. In this session, we want to share with you: (a) a variety of adaptations and changes that we have made in CER devices over the years, (b) some general guidelines that we have tried to follow as we have finalized the final device designs that ultimately made it into the guidebooks, (c) the research that we are aware of that supports some of our decisions, and (d) show you some changes to some of the current CER devices that have been proposed to respond to how CER is being used with the common core standards, embedded strategy instruction, and requests from SIM PDers to respond to real world teaching challenges. We encourage you to bring examples of device changes and extensions that you have found useful or bring samples that were total failures, so we can give homage to the power of learning from nonexamples!
Handouts:
Cue_Do_Review_Text.doc
Figure_of_Cue-Do-Review_Phases_v12010.doc
Course_Organizer_and_CCSS.ppt
Some_Routine_Rules_for_SEAM_CER.doc

Speaking with Power - Sue Vernon, Educational Consultant (01:13:02)
2011 SIM Conference

VIDEO LINK
This presentation will focus on an overview of the Speaking with Power series of interactive multimedia (IM) programs for teaching at risk students in sixth through ninth grades oral communication strategies to help them meet standards in English/language arts. Sue will describe and demonstrate the IM format and the programs that have been developed end field tested. The programs provide instruction for clearly and concisely presenting content in narrative, informative, and persuasive speeches. The self-paced instruction in communication strategies can be used to enhance expressive language, to provide additional practice to ensure that students achieve mastery in oral communication skills at a developmentally appropriate time, or as a remediation tool.

Speaking with Power and Socially Wise - Sue Vernon (00:41:42)

VIDEO LINK
2013 SIM Conference This presentation will focus on an overview of four interactive multimedia (IM) programs developed for at-risk students. The programs feature youth actors and include interactive instructional lessons with vignettes of examples and non-examples of skills and strategies, interactive flash cards, mnemonic devices, quick quizzes, interactive modules and games, color graphics, animation, video segments, audio effects and descriptive text! The Speaking with Power series is designed to teach students in grades 6 through 9 oral communication strategies to help them meet standards in English/Language Arts. The programs provide instruction for clearly and concisely presenting content in narrative, informative, and persuasive speeches. The self-paced instruction in communication strategies can be used to enhance expressive language, to provide additional practice to ensure that students achieve mastery in oral communication skills at a developmentally appropriate time, or as a remediation tool. The Socially Wise Program is designed for teaching social skills to at-risk adolescents. The program provides self-paced instruction in skills that are basic to communication, are important when dealing with authority figures and peers, and are typically listed as areas of skill deficits for youth with social-adjustment issues. AND satisfaction ratings indicate students like the instruction! The IM format and the programs that have been developed and field tested will be described and demonstrated in this presentation, and the results of the research will be discussed.

Speaking with Power and Socially Wise Interactive CD Programs (01;13:17)
2012 SIM Conference

NVIDEO LINK
This presentation will provide an overview of four interactive multimedia (IM) programs developed for at risk students. The programs feature youth actors and include interactive instructional lessons with vignettes of examples and non-examples of skills and strategies, interactive flash cards, mnemonic devices, quick quizzes, interactive modules and games, color graphics, animation, video segments, audio effects and descriptive text. The Speaking with Power series is designed to teach students in grades six through nine oral communication strategies to help them meet standards in English/language arts the programs provide instruction for clearly and concisely presenting content in narrative, informative, and persuasive speeches. The self-paced instruction in communication strategies can be used to enhance expressive language, to provide additional practice to ensure that students achieve mastery in oral communication skills at a developmentally appropriate time, or as a remediation tool. The Socially Wise Program is designed for teaching social skills to at risk adolescents. The program provides self-paced instruction in skills that are basic to communication, are important when dealing with authority figures and peers and are typically listed as areas of skill deficits for youth with social adjustment issues. Satisfaction ratings indicate students like the instruction. Vernon will describe and demonstrate the IM format and the programs that have been developed and field tested and will discuss the results of the research.ew accordion content

Specialty Frames for Teaching Vocabulary - Ed Ellis (00:56:27)
SIM Conference 2013

VIDEO LINK
The same cognitive strategies for elaborating information that work so well for enhancing reading comprehension (e.g., summarizing, analyzing, asking and answering questions, comparing, predicting, drawing inferences, categorizing, and making knowledge connections) are also powerful vocabulary learning strategies. This session focuses on (a) the Framing Vocabulary software featuring frames specifically designed to facilitate use of these strategies when learning new vocabulary, (b) instructional routines for using them, and (c) preservice and in-service professional development resources for supporting their fidelity implementation.
Handouts:
BigIdeasVocabFraming powerpoint
Concise Definitions Workshop powerpoint
Elaborated Definitions Wkshp powerpoint (too big to upload ppt)
Framing Vocab HO#2
Framing Vocab SIM Flyer
Tips on Selecting Vocabulary
Tips on Teaching Vocabulary
Tips on Vocabulary Frames
SIM_PD_Options.pdf

Spotlight on Cue - Jocelyn Washburn (00:02:54)

VIDEO

Step One to Installing SIM in your School: A SIM Overview - Jocelyn Washburn

2021 SIMposium

Watch Session Video

This session will include an overview of SIM and KUCRL’s Adaptive Professional Learning Model, a comprehensive and collaborative learning model, including evidence-based professional development practices, blended models for instructional coaching, and infrastructure support for all elements of professional learning and successful implementation. Additionally, participants will review SIMposium sessions to decide logical next steps towards exploring and installing SIM in their school or district. While this session is intended for participants who are new to SIM, others who are interested in engaging in dialogue about launching a school initiative focused on SIM are also invited to attend.

Learner Objectives:

Gain an overview of SIM instructional tools and interventions Consider the components and features of comprehensive, adaptive, and collaborative professional learning to support SIM implementation Engage in dialogue about how SIM assists educators meet their school and classroom goals

Follow-up resources:

Presentation slides

Exploring and Planning Questions

Strategic Intervention to Cope with Underachievement in India and the Far East - Lalitha Ramanujan (00:53:21)
2014 SIM Conference

VIDEO LINK
Presentation

Learning to learn independently is a universal criterion for any school going child. Effective learning tools are a must for keeping on par in school. Is this true for all? We as mediators are fully aware that this is a dilemma for students who fall under the bracket of learning differences. A tool to help an underachiever, irrespective of race, religion or place, is an asset. A parent or teacher often feels disabled when the needs of the student is unfilled. In India and the Far East, students face the challenge to learn and understand the content in a language other than their own. Strategic Instruction Model interventions tools have alleviated the inadequacy of “teaching disability”.

Strategic Math: Addition and Subtraction with Regrouping - Bradley Kaffar, St. Cloud State University (01:09:17)
2011 SIM Conference

VIDEO LINK
If you have been waiting for strategies for solving addition and subtraction problems that require regrouping, your wait is over! This session will cover two instructional programs for solving multi-digit math problems that require regrouping. Participants will learn about the new math strategies taught in both programs, the instructional sequence, the materials that are provided in the instructor's manuals and the research. Because the instructional methods follow the same concerete-representational-abstract sequence found in the other programs in the Strategic Math Series, participants familiar with those programs will have a leg up in terms of understanding these new programs.
Handouts:
RENAME Addition
RENAME Subtraction
SMS_Level_2_RENAME powerpoint
Strategic Math Series: Part 1: Examining Components of Effective Math Instruction
Strategic Math Series: Part 2 - Programming for Effective Teaching of Basic Math Facts
Strategic Math Series: Part 3 - Instructional Procedures and Field Test Results

Strategic Math: Addition and Subtraction with Regrouping - Bradley Kaffar, St. Cloud State University, St. Cloud MN (01:15:23)
2012 SIM Conference

VIDEO LINK
If you are someone who has been waiting for strategies for solving addition and subtraction problems that require regrouping, your wait is finally over! This session will cover two instructional programs for solving multi-digit math problems that require regrouping. Participants will learn about the new math strategy taught in both programs, the instructional sequence, the materials that are provided in the new instructor's manuals and the the research. Since the instructional methods follow the same concrete-represenational-abstract sequence found in the other programs in the Strategic Math Series, participants familiar with those programs will have a leg up in terms of understanding these programs.
Handouts:
Strategic Math Level 2 powerpoint
Strategic Math Series: Part 1: Examining Components of Effective Math Instruction
Strategic Math Series: Part 2 - Programming for Effective Teaching of Basic Math Facts
Strategic Math Series: Part 3 - Instructional Procedures and Field Test Results

Strategic Tutoring for Parents and Others - Mike Hock, Tonya Eberhardt

2021 SIMposium

Watch Video

Even before COVID, educators have known that tutoring is by far the most effective solution for students struggling in reading and mathematics (see Neitzel et al., 2021; Pellegrini et al., 2021). Many educators are currently working to design strategies that can help students regain their footing and move as quickly as possible toward grade-level performance and one-to-on and small group tutoring is among the core strategies. For many educators, it is the top core strategy to achieve this. While the cost of tutoring can be prohibitive, when tutors and parents are given the tools and training to effectively tutor students, the benefits can far outweigh the cost. This guide and professional development can help schools engage parents by teaching parents effective strategies for tutoring their children at home. Additionally, this guide can be a primer for professional development for in-school tutors – whether they are paraprofessionals, retired teachers or volunteers. In this session, we will describe a new tutoring manual that is a simplified version of the CRL Strategic Tutoring model created to make the strategies accessible for parents and tutors. Participant feedback on the usability and feasibility of the program will be requested.

Session PPT download

(Links to an external site.)

Assessing Phase: https://mediahub.ku.edu/media/t/1_l8rel3bi (Links to an external site.)

Co-Constructing Phase: https://mediahub.ku.edu/media/t/1_svae65bd (Links to an external site.)

Teaching Phase: https://mediahub.ku.edu/media/t/1_8e0m3ek5 (Links to an external site.)

Transferring Phase: https://mediahub.ku.edu/media/t/1_tq9cgsp3

Learner Objectives:

To briefly highlight the key features of the new Strategic Tutoring for Parents and Tutors manual; To introduce participants to the Strategic Tutoring for Parents and Tutors program; To introduce the phases of the Strategic Tutoring for Parents and Tutors; and To provide feedback to developers on the usability and feasibility of Strategic Tutoring for Parents and Tutors.

Strategy Instruction Via Computer - Paula Lancaster, Jean Schumaker (00:59:53)
2009 SIM Conference

VIDEO LINK
Paula will present two electronic programs: Word Smith, a program for teaching students the meaning of prefixes, suffixes and roots, and Word Sleuth, a program for teaching students to use the Word Mapping Strategy to predict the meaning of words. Jean will present her work on the strategic instruction of writing mechanics via computer. Her presentation will focus on the Capitalization, Commas, and Other Punctuation electronic programs.

Stratellite #14 (July 2000) Overview for Administrators - Don Deshler (1:22:03)

VIDEO LINK

Strengthen Your SIM Core - Patty Graner (1:00:18)
2010 SIM Conference Strand

VIDEO LINK
Just as the Mercury Seven accepted the danger of space flight, SIM Professional Developers have accepted the responsibility of offering a comprehensive, sustained, and intensive approach to improving educators' effectiveness in raising student achievement --as challenging as any launch into space, some would argue. This session will provide to professional developers, especially novice professional developers, opportunities to explore the array of tools and information available to them to carry out their mission.

Presentation

Key Sources on Adolescent Literacy

NSDC Standards SIM Core Starfleet Log

Strengthening Student Reasoning with the Scientific Argumentation Routine - Creneti

2018 KUCRL Learning Conference

Watch Video

Handouts:

Comparison Table: Theory/Law,

CERs and 5 E's,

Concept Diagram Like Terms,

FRAME: Parts of all CERs,

Participant Agenda,

session presentation

STRUCTURE Your Reading - Barb Ehren, University of Central Florida, Orlando, Melissa Malani, Speech Language Pathologist, Orlando, FL (01:17:39)
2012 SIM Conference

VIDEO LINK
For the past few years, the SIM Network has been exploring disciplinary literacy and the specific demands that the literacies of science, history, math and literature place on adolescents learning subject matter. Our approaches to literacy intervention need to be sensitive to these demands. STRUCTURE Your Reading (SYR) is a "strateroutine" within SIM that helps students engage in strategic reading, or activating metacognitive processes before, during and after reading. The current version of SYR is being expanded to address the disciplinary literacy requirements we now realize are an essential part of content acquisition. A discipline-specific approach to SYR was used in a recent sturdy of reading in middle school social studies classes with both print and digital text, demonstrating significant gains in the acquisition of content information. In this session, participants will review the data generated in this study and examine the disciplinary literacy component of SYR.
Handouts:
KU 2012 SYR Ehren Malani
STRUCTURE your Reading
SYR profile

STRUCTURE Your Reading - Barbara Ehren, University of Central Florida(01:43:54)
2008 SIM Conference

VIDEO LINK
STRUCTURE Your Reading is a strategic reading approach that has been under development over the past six years. It is called a "strateroutine" because it begins as a teaching routine and develops into a strategy. Students learn what they need to do before, during and after reading to improve their reading comprehension. It is designed for a variety of implementation scenarios, including collaboration among reading and content teachers and among general and special educators. A variety of studies have been conducted to test its effectiveness in improving reading comprehension. This session launches the publication of the guidebook.

STRUCTURE your Reading - Barb Ehren (02:03:26)
2009 SIM Conference

VIDEO LINK
SYR is a strategic reading approach. It is called a "strateroutine" because it begins as a teaching routine and developers into a strategy. Students learn what they need to do before, during and after reading to improve their reading comprehension. It is designed for a variety of implementation scenarios, including collaboration among reading and content teachers and among general and special educators. A variety of studies have been conducted to test its effectiveness in improving reading comprehensions.
Handouts:

Student Engagement and Learning Through a Blended Learning Model

Watch VIdeo

presentation pdf

Subject/Verb Agreement Webinar- Dr. Vicki Reed (01:00:04)

VIDEO LINK
On February 5, 2016 Dr. Vicki Reed, a professor in the Department of Communication Sciences and Disorders at James Madison University in Virginia, conducted a webinar to discuss issues raised on the listserv around a Subject-Verb agreement question. View the webinar and learn from Dr. Reed as she unpacks the language issues related to dialect, language differences, ‘code switching’ and cultural identity.
About Dr. Reed: Because of her reputation in the field of child and adolescent language disorders and implications for literacy, Dr. Reed has been asked to serve as one of seven international experts in the area of exceptional children and speech-language pathology. She has been a tremendous contributing partner with the center in Virginia and, with this webinar, beyond. We are fortunate to have her as a voice and consultant in the Virginia SPDG.

Successful English Language Arts Instruction witj Formative Assessement Through Enhanced Learning Maps - Lyon and Feryok