Strategic Instruction Model™ (SIM™)
Strategic Instruction Model™ (SIM™) is the product of over 30 years of research on instruction at the University of Kansas Center for Research on Learning (KUCRL). The goal is to promote effective instruction for all students. Through SMARTER Planning ™ and increased information on instructional routines and strategies SIM™ helps middle and high school teachers make informed instructional decisions that support content literacy.
SIM™ consists of a Learning Strategies Curriculum that responds to the need for direct, explicit instruction for adolescents with learning disabilities and a set of Content Enhancement Teaching Routines that promote effective instruction in academically diverse classes. Learning Strategies and Content Enhancement Routines promote student performance by teaching adolescents learn how to learn thus providing a means for them to achieve independence and success.
The Virginia Department of Education has worked with the University of Kansas Center for Research on Learning via the Training and Technical Assistance Centers (TTAC) to make professional development in SIM™ Content Enhancement Routines and Learning Strategies available in all 8 of the superintendent’s regions. In Region 4 (GMU) the SIM Coordinator is Judith Fontana, PH.D and SIM Professional Developer.
For detailed information on SIM™ explore the following links:+
- www.kucrl.org/sim General introduction and brochure
- www.kucrl.org/sim/strategies.shtml http://www.kucrl.org/sim/strategies.shtml Information on Learning Strategies Curriculum
- www.kucrl.org/sim/content.shtml Information on Content Enhancement Routines (includes a video)
- www.kucrl.org/sim/faq.shtml FAQs relative to efficacy, professional development/support and much more.
Content Literacy Continuum ™ (CLC ™) is a 5 level framework ranging from the general education classroom to therapeutic intervention. The focus is on strategic instruction that will meet the needs of all students. CLC™ leverages evidence-based interventions and programs. It is a guided data-driven process customized to meet the unique needs of each school or district. The framework benefits from partnerships among professional developers, teachers, administrators. It is characterized by distributed leadership, problem solving, professional development and coaching relationships. The process seeks to build capacity within schools and school division, thus supporting sustainability.
The Virginia Department of Education in partnership with the University of Kansas Center for Research on Learning and selected school divisions has established CLC™ demonstration sites.
For information on visiting the demonstration sites visit http://www.ttaconline.org/staff/s_events/s_event_detail.asp?cid=2092
How is CLC implemented+
- Introduction to the process
For Detailed Information on CLC™ and CLC™ in Virginia explore the following links+