This online course overviews the evidence-based writing model: Self-Regulated Strategy Development (SRSD) developed by Dr. Karen R. Harris at Arizona State University. Learn to use methods that have been extensively validated as effective in teaching struggling writers, such as formative assessment, rubrics, modeling, goal setting and graphic organizers. You will also learn to cultivate the necessary self-regulation in students that expert writers possess, and gradual release methods to empower students to own their writing. The methods learned in this course will strengthen your existing writing instruction.
Module 1 | Course Overview |
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Unit 1 | SRSD Introduction |
Unit 2 | Language Abilities |
Unit 3 | What is SRSD? |
Unit 4 | SRSD Results & Case Studies |
Unit 5 | Who Needs SRSD? |
Unit 6 | Teacher Self-Assessment Activity |
Unit 7 | 6 Stages of SRSD |
Unit 8 | Common Core Alignment |
Unit 9 | Identify Your Students' Skill Level |
Module 2 | Course Packets K-12 |
Unit 1 | Choose Your Students' Level |
Unit 2 | Leveled Course Packets |
Module 3 | Stage 1: Activate & Develop Background Knowledge |
Unit 1 | Introduction to Stage 1 |
Unit 2 | Stage 1 - Task 1: Hype The Genre |
Unit 3 | Stage 1 - Task 2: Develop Background Knowledge, Pre-skills, and Vocabulary |
Unit 4 | Stage 1 - Task 3: Read/Discuss Positive Models |
Unit 5 | Stage 1 - Task 4: Collect Pre-Assessment |
Unit 6 | Stage 1 - Task 5: Provide Strategy (Mnemonic) |
Unit 7 | Stage 1 - Task 6: Introduce Self-Regulation Strategies |
Unit 8 | Post-Assessment |
Unit 9 | Review of Stage 1 |
Module 4 | Stage 2: Discuss It |
Unit 1 | Introduction to Stage 2 |
Unit 2 | Stage 2 - Task 1: Map Models Using Graphic Organizers |
Unit 3 | Stage 2 - Task 1: Activity 1 |
Unit 4 | Stage 2 - Task 1: Activity 2 |
Unit 5 | Stage 2 - Task 2: Review and Repair Poor Models |
Unit 6 | Stage 2 - Task 3: Build Collaborative Partnerships |
Unit 7 | Stage 2 - Task 4: Establish Benefits of Strategy Use |
Unit 8 | Stage 2 - Task 5: Begin Graphing |
Unit 9 | Stage 2 - Task 6: Develop Goals and Self-Talk Statements |
Unit 10 | Stage 2 - Task 7: Explore When/Where to Use Strategy |
Unit 11 | Review of Stage 2 |
Module 5 | Stage 3: Model It |
Unit 1 | Introduction to Stage 3 |
Unit 2 | Stage 3 - Task 1: Model Planning and Writing Using Think-Alouds |
Unit 3 | Stage 3 - Task 2: Model Collaborative Planning and Writing Experiences |
Unit 4 | Stage 3 - Task 3: Model Personalization of Self-Talk Statements |
Unit 5 | Stage 3 - Task 4: Model and Practice Self & Peer Scoring with Rubrics |
Unit 6 | Stage 3 - Task 5: Model and Practice Graphing Routines |
Unit 7 | Stage 3 - Task 6: Model and Support Goal Setting |
Unit 8 | Review of Stage 3 |
Module 6 | Stage 4: Memorize It |
Unit 1 | Introduction To Stage 4 |
Unit 2 | Stage 4 - Task 1: Internalize Strategy Via Mnemonics |
Unit 3 | Stage 4 - Task 2: Internalize Personalized Self-Talk Statements |
Unit 4 | Review of Stage 4 |
Module 7 | Stage 5: Support It |
Unit 1 | Introduction to Stage 5 |
Unit 2 | Stage 5 - Task 1: Continue Collaborative Writing Experiences |
Unit 3 | Stage 5 - Task 2: Support Students' Strategy Use |
Unit 4 | Fading Support |
Unit 5 | Color Coding |
Unit 6 | Stage 5 - Task 3: Support Self-Regulation Fading Support |
Unit 7 | Stage 5 - Task 4: Provide Feedback on Writing, Self-Regulation, and Scoring |
Unit 8 | Review of Stage 5 |
Module 8 | Stage 6: Independence |
Unit 1 | Introduction to Stage 6 |
Unit 2 | Independent Use of Strategies and Self-Regulation |
Unit 3 | Stage 6 Review |
Module 9 | Conclusion |
Unit 1 | SRSD Conclusion |