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Error Monitoring Strategy Error Monitoring Strategy. Presented to the Secondary Literacy Council by Dr. Jean C. Faieta TAC Consultant Intermediate Unit #5 April 6, 2011. The Error Monitoring Strategy. - PowerPoint PPT Presentation
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University of Kansas Center for Research on Learning 2006
Error Monitoring Strategy
Error Monitoring StrategyPresented to the Secondary Literacy Council by
Dr. Jean C. Faieta TAC Consultant Intermediate Unit #5
April 6, 2011
The Error Monitoring Strategy
The Learning Strategy Series
2006The University of KansasCenter for Research on LearningLawrence, Kansas
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University of Kansas Center for Research on Learning 2006
Pertinent Setting Demands• Students must hand in relatively error-free written
products to their teachers.– paragraphs– book reports– themes/research papers– answers to chapter questions– essay answers on tests
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University of Kansas Center for Research on Learning 2006
Purpose of the Strategy• To teach students to detect and correct the
majority of errors in their writing.• To teach students to be aware of the appearance
of their completed products.
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University of Kansas Center for Research on Learning 2006
Steps of the Strategy• Require students to:
– integrate the Sentence Writing Strategy (and the Paragraph Writing Strategy) with a strategy for detecting and correcting four types of mechanical errors:
• Capitalization• Overall Appearance• Punctuation• Spelling
– utilize resources to aid in this process– make a rough draft and a final draft of their work– reread the final draft as a final check
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University of Kansas Center for Research on Learning 2006
Rationales Behind the Error Monitoring Strategy
• Students often have no awareness of the appearance of their products. Instruction in this strategy makes them aware of the appearance and the impression it makes on others.
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University of Kansas Center for Research on Learning 2006
Rationales Behind the Error Monitoring Strategy
• Students often do not check their work. This is one behavior that characterizes low achievers. Instruction in this strategy makes them focus on the importance of checking work.
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University of Kansas Center for Research on Learning 2006
Rationales Behind the Error Monitoring Strategy
• Student often do not know how to check their work. The Error Monitoring Strategy gives them a simple approach to the checking task.
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University of Kansas Center for Research on Learning 2006
Error Monitoring Results
First Draft Final Draft
Pretest
Posttest
1 error inevery 5 words
1 error inevery 4 words
1 error inevery 3 words
1 error inevery 33 words
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University of Kansas Center for Research on Learning 2006
Learning Strategies Curriculum
Acquisition
– Word Identification
– Paraphrasing
– Self-Questioning
– Visual Imagery
– Interpreting Visual Aids
– Multipass
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University of Kansas Center for Research on Learning 2006
Learning Strategies Curriculum
Storage
– First-Letter Mnemonic
– Paired Associates
– Listening and Notetaking
– LINCS
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University of Kansas Center for Research on Learning 2006
Learning Strategies Curriculum
Expression and Demonstration of Competence
– Sentences
– Paragraphs
– Error Monitoring
– Themes
– Assignment Completion
– Test Taking
– InSPECT
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University of Kansas Center for Research on Learning 2006
Go to Another Strategy
Go to AnotherStrategy
YES
NO
Pretest & Make CommitmentsStage 1:
Stage 2:
Stage 3:
Stage 4:
Stage 5:
Stage 6:
Stage 7:
Stage 8:
Describe
Model
Verbal Practice
Controlled Practice
Advanced Practice
Posttest & Make Commitments
NO
YES
Mastery?
NO
YES
NO
YES
GeneralizationOrientationActivationAdaptation
Maintenance
NO
YES
NO
YES
Mastery?
Mastery?
Mastery?
Mastery?
Mastery?
INSTRUCTIONAL SEQUENCE
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University of Kansas Center for Research on Learning 2006
Selecting Students for the Error Monitoring Strategy
1. Students must be able to spell a majority of words.
2. Students must have mastered at least simple and compound sentences (Parts I & II of the Sentence Writing Strategy) and preferably all four sentence types.
3. Students must know how to find the correct spelling of words in the dictionary.
4. Students must read at the fourth-grade level or above.
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University of Kansas Center for Research on Learning 2006
Error Monitoring StrategyInstructor's Manual Contents
Introduction
Instructional Steps
Appendix A: Evaluation Guidelines
Appendix B: Instructional Materials
Appendix C: Controlled Practice Lessons
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University of Kansas Center for Research on Learning 2006
Error Monitoring StrategyInstructor's Manual Contents
Instructional Steps– Pretest & obtain commitment to learn– Describe– Model– Verbal rehearsal– Controlled practice and feedback– Grade - Appropriate practice and feedback– Posttest & obtain commitment to generalize– Generalization
• Phase 1:Orientation• Phase 2:Activation• Phase 3:Maintenance
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University of Kansas Center for Research on Learning 2006
Error Monitoring Strategy Student Folder Contents
Front Cover:
– Error Monitoring Progress Chart– Controlled Practice Progress Chart
Back Cover:
– Envelope– Formula Card– Sentence Checklist– Paragraph Checklist
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University of Kansas Center for Research on Learning 2006
Error Monitoring Strategy Student Folder Contents
Eventual Contents:
– Cue Cards– Tests– Controlled Practice Attempts– Grade Appropriate Practice Attempts– Generalization Attempts
• Activation• Maintenance
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University of Kansas Center for Research on Learning 2006
Error Monitoring StrategyTopic List
• Where I'd like to be
• What I want to be
• Who I want to be
• How I want to live
• Where I Want to Live
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University of Kansas Center for Research on Learning 2006
The Most CommonMistakes in Writing
Capitalization
Overall Appearance
Punctuation
Spelling
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University of Kansas Center for Research on Learning 2006
Proper Nouns
John, Susan, Tom, Bill, Kathy, Peggy
New York City
Sears
Proper NounThe name that belongs to one person, place, thing, or a special group of persons or things.
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University of Kansas Center for Research on Learning 2006
Common Nouns
teenagers
city
store
Common NounAny other noun representing a person, place, thing, quality, or idea.
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University of Kansas Center for Research on Learning 2006
Capitalization Questions1. Have I capitalized the first word of the sentence?
2. Have I capitalized all of the proper nouns in the sentence?
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University of Kansas Center for Research on Learning 2006
Overall Appearance Questions1. Is my handwriting easy to read, on the line, and
not crowded?
2. Are my words and sentences spaced right?
3. Did I indent and write close to the margins?
4. Are there any messy errors?
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University of Kansas Center for Research on Learning 2006
Punctuation Questions
1. Did I use the right punctuation mark at the end of each sentence? (period, question mark, exclamation point)
2. Did I use commas and semicolons where necessary? (compound, complex, compound-complex sentences, items in a series)
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University of Kansas Center for Research on Learning 2006
Spelling Questions1. Does it look right?
2. Can I sound it out?
3. Have I used the dictionary?
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University of Kansas Center for Research on Learning 2006
Steps for Error Monitoring• Write on every other line using "PENS"• Read the paper for meaning• Interrogate yourself using the "COPS" questions• Take the paper to someone for help• Execute a final copy• Reread your paper
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University of Kansas Center for Research on Learning 2006
The "COPS" Questions1. Have I capitalized the first word and proper nouns?
2. Have I made any handwriting, margin, messy, or spacing errors?
3. Have I used end punctuation, commas, and semicolons correctly?
4. Do the words look like they're spelled right, can I sound them out, or should I use the dictionary?
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University of Kansas Center for Research on Learning 2006
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University of Kansas Center for Research on Learning 2006
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University of Kansas Center for Research on Learning 2006
Student's Name
Attempts
Steps 1 2 3 4 5 6
Write on every other line using PENSRead for meaningInterrogate yourself using the COPS questionsTake the paper to someoneExecute a final copyReread your paper
TotalPercentage Correct % % % % % %
Date
COPS Questions
Capitalize first wordCapitalize proper nounsHandwriting errorsSpacing errorsMargin errorsMessy errorsCommas & semicolonsLook rightSound it outUse dictionary
TotalPercentage Correct % % % % % %
Date
ERROR MONITORINGVERBAL REHEARSAL CHECKLIST
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University of Kansas Center for Research on Learning 2006
Name:
Controlled Practice
Date Lesson No. Date Lesson No.
Grade-appropriate Practice
Date Topic/Assignment
Error Monitoring StrategyAssignment Sheet
(Steps 5 & 6)
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University of Kansas Center for Research on Learning 2006
CONTROLLED PRACTICE SCORE SHEET
Error Detection:
Nonerrors
Errors not detected
Percentage of = errors detected
Error Correction:
Percentage of = errors corrected
Student's Name:Lesson No.:
Nonerrors
Errors not corrected
Total Errors
Mastery = No more than 1nonerror in each category
Mastery = 90% or above
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X 10020 20= %=
Total Errors
Mastery = No more than 1nonerror in each category
Mastery = 90% or above
20
X 10020 20
= %=
C O P S
C O P S
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University of Kansas Center for Research on Learning 2006
100
90
80
70
60
50
40
30
20
10
0
Name:
Error Monitoring ControlledPractice Progress Chart
A B C D E F G HPractice Attempts
- Percentage of errors detected- Percentage of errors corrected- MasteryM
Perc
ent o
f Err
ors
M
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University of Kansas Center for Research on Learning 2006
Name:
Sentence Structure Errors
Paragraph Errors
Capitalization Errors
Overall Appearances Errors
Punctuation Errors
Spelling Errors
Other Errors
Error Monitoring StrategyIndividual Analysis
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University of Kansas Center for Research on Learning 2006
Practice Sample
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University of Kansas Center for Research on Learning 2006
Student's Name:
Date:
Pretest: Practice: Posttest:
Activation: Maintenance:
Error Monitoring Score Sheet
Writing Errors
Sentence
Paragraph
Capitalization
Punctuation
Spelling
Other
Line Number CategoryTotals
Total ErrorsCalculation the Score:
Total Number of ErrorsTotal Number of Words
Errors Per Word
Mastery - less than .05 errors per word
OverallAppearance
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
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University of Kansas Center for Research on Learning 2006
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University of Kansas Center for Research on Learning 2006
Name:
Activation Assignments Place to be Date Topic/Assignment completed
Maintenance Assignments Place to be Date Topic/Assignment completed
Error Monitoring StrategyAssignment Sheet
(Step 8)
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University of Kansas Center for Research on Learning 2006
ERROR MONITORING STRATEGY MANAGEMENT CHART
Student Names Maintenance Probes
Pretes
tDes
cribe
Model
Verb
al
Practic
eCon
trolle
d
Practic
eGra
de-A
ppro
p.
Practic
ePostt
est
Genera
lizati
on
Orientat
ionGen
eraliz
ation
Activa
tion
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University of Kansas Center for Research on Learning 2006
Error Monitoring StrategyStrategic Instruction Model Training
Purpose: To explain, model, and practice the Error Monitoring Strategy.
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University of Kansas Center for Research on Learning 2006
Error Monitoring StrategyStrategic Instruction Model Training
Objectives: Following this session, you will be able to:
1. Explain the Error Monitoring Strategy.2. State rationales for teaching the Error Monitoring Strategy to
learning disabled and low-achieving students.3. Describe and model the Error Monitoring Strategy.4. Score student pretests, practice attempts, and posttests. 5. Implement the Error Monitoring Strategy.
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University of Kansas Center for Research on Learning 2006
Error Monitoring StrategyStrategic Instruction Model Training
Outline:
Advance organizer
I. Error Monitoring strategy overview
II. Materials and organization
III. Step-by-step run through the Error Monitoring Strategy
A. Role play practice
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University of Kansas Center for Research on Learning 2006
Error Monitoring StrategyStrategic Instruction Model Training
Outline:
IV. Scoring practice
V. Incorporation into IEPs
VI. Problem solving
VII. Planning for implementation
Post organizer
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University of Kansas Center for Research on Learning 2006
Sample Paragraph 4Everyone's room reflects there personality. As you come into my room there are team pennates around all four walls. I have two beds and in the center is a night stand. On the left wall by my bed is a tall book shelf and farther on down is a stereo cabnent. Oposite the bed is a big clothes chest wit a big mirror comeing up from the center. Right near the door way is a desk, and left of the desk is a walk in claset. My room is very sporty and also a typical teenage room.