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Silver, H. F., Strong, R. W., & Perini, M. J. (2009). The strategic teacher: Selecting the right research-based strategy for every lesson. Merrill/Pearson.

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The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson

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The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson [Silver, Harvey F., Strong, Richard W.] on Amazon.com. *FREE* shipping on qualifying offers. The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson

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CAST.org. (2022, September 2). The UDL guidelines. UDL. https://udlguidelines.cast.org/

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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This strategy helps students be able to "see" text unfold in their minds by:

1. Drawing their attention to image-laden words in text
2. Encouraging them to make predictions about text based on those images
3. Allowing students to process their images and share their predictions with other students
4. Engaging them in active reading by having them test their predictions against the actual text
5. Teaching them how to use image making independently

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A high school English teacher is having trouble getting her students to respond to A Tale of Two Cities. She begins by presenting a list of key words from the next chapter. After reading the first word "storm," she asks students to create a picture of the word in their mind. She then reads each word on the list with strong emotion.

As she reads each word, she asks students to alter their mental images in order to create a snapshot or movie. After she is done, she allows students to choose how they want to process their images with one of the following options:

1. Draw a picture
2. Develop a question they hope the chapter will answer
3. Generate a prediction about the chapter
4. Describe personal feelings that were evoked

Students share their products and discuss the predictions. She asks students to read the chapter on their own and to discuss whether or not their predictions came true.

She then asked for feedback on whether the pre-reading exercise affected how they read. Answers included that it was cool to see how the chapter was different from their drawing, that the hey words stood out when they came across them, the chapter was like a movie this time, and it was exciting when the prediction was correct.

After using this strategy a few times, the teacher asks them to choose their own key words.

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This strategy is best conducted in a synchronous, in-person lesson, but can be done in a synchronous online session.

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This strategy helps students understand the structure between related ideas. Examples include understanding the beginning, middle, and end of all fairy tales; the relationship between the 3 branches of government; or how protons, neutrons, and electrons work together to make up atoms.

This is done by a 3-part extrapolation process:

1. Closely examine known or easily understood sources
2. Extract key structural elements
3. Use newfound structural comprehension to better understand a new source, create a product of their own, or improve an everyday object

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A high school science teacher divided students into teams and gave each team a folder containing descriptions from a selection of children's books. She reminded students that their goal is to create a textbook chapter for next year's students.

She then went over what they had discovered about good explanations:
1. Describe the phenomenon
2. Lay out the elements of the process
3. Describe the process clearly

She then asked students to look over the textbook explanation and think about what it's missing and how it could be improved. Students' responses included that it's boring, they cram too much information in, hard to follow, and missing flair.

She then told students to look over the materials they were given and make notes of how children's authors make things interesting and clear. She asked them to take notes on the graphic organizer to answer specific questions.

The students then used the techniques to create their chapters. The teacher found these chapters to be full of images, metaphors, and narrative devices proving their deep understanding of cellular structure and function while being fun.

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This strategy can be delivered online or in-person but must be synchronous.

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This strategy helps students make connections by comparing and contrasting two items using metaphors or similes.

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Pre-Algebra teacher uses it to help students understand concepts like prime numbers. She starts with a discussion of metaphors in real life. She then tells them that they are going to make a metaphor for the algebraic problem-solving procedure. She works through 3 algebra problems that all contain variables. They broke down the steps in solving the problems as a class.

She then grouped students and ask them to describe the process of human digestion. She asks students to match the first step in problem solving to an equivalent step in digestion. She creates a graphic organizer with 3 columns: Steps in Digestion, Sample Problem, and Steps in Algebraic Problem-Solving. She walks around as groups complete the chart together.

Finally, she shares the differences groups had and that they are all correct. Then she challenges the groups to create their own metaphor for problem-solving.

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This strategy can be delivered both online and in-person, synchronously or asynchronously.

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This strategy helps students explore topics and concepts by grouping specific terms, vocabulary words, or visual data. Students decide their own criteria for classification. Students make a set of predictions and then verify or revise their predictions/groupings based on evidence from reading or other learning.

Students need to be flexible and fluent; make associations; identify methods of grouping; classify and categorize; determine relative inclusiveness of groups; use categorized information to make generalizations; and to assess their own understanding. Helps students become independent thinkers and learners.

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A middle school science teacher presents students with a list of key terms from an article "How Scientists Do Their Jobs." He puts students into small groups and asks them to put these words into groups with 4 guidelines:

1. Think flexibly
2. Change can be good
3. Word "cloning" is encouraged
4. Be descriptive

He models by putting the words bias, preconceptions, and interpret into a group he labels "opinions." He walks around and monitors students.

He asks students to look at their groups and make an educated guess about how science and scientists work. Students share their ideas. Then he hands out the article. Students collect information that either supports or refutes their hypothesis.

Throughout the year, he encourages students to use inductive reasoning independently.

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This needs to be delivered in a live synchronous session either online or in-person.

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Many professions (doctors, researchers, scientists, lawyers, and detectives) require mystery solving as part of their work. This involves gathering, organizing, and making sense of data in order to formulate solutions or answers.

This strategy prepares students to solve mysteries by presenting them with a question they must answer such as "Why did the Neanderthals disappear while Homo Sapiens went on to cover the entire globe?" The teacher then provides students with clues or text to help them solve the mystery.

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A teacher begins her unit on the Age of Exploration by discussing how the conditions were right in 1960 for Kennedy to claim to put a man on the moon by the end of the decade. She used this to connect to Columbus' journey and ask students to answer the question of why the conditions were right for exploration.

She then asked students to share their initial ideas. She then provides them with a sheet of 24 clues (facts, quotes, and statements). She asked them to cut he clues and group similar clues together. Then label the groups.

The teacher then walks around to help students having trouble and those who are over confident. She then provides students with an article titled "The Time Was Right in 1492." Students use the article to verify or refine their hypotheses.

For homework they answer 4 questions:
1. Why did the Europeans want to travel to Asia?
2. Which influential groups supported this travel?
3. What was happening in the Middle East at this time?
4. What developments made it possible for Europeans to travel where they had been able to travel before?

The teacher then asks students to use their answers to develop a position paper that answers "What do you think is the single most important factor that led to Columbus's voyage?" while supporting their opinions with evidence.

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This strategy can be delivered either in-person or online and synchronous or asynchronous.

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This strategy helps students master critical concepts that are crucial to future learning. By examining examples and non-examples of a certain concept, students construct their understanding "from the ground up," testing and refining their understanding of the concept and its attributes until it is rock solid.

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A teacher wants to teach students about predators and prey. He tells students they are going to hold up photos of different animals and tell students if it's a "yes" animal or a "no" animal. The students are to try to figure out the concept that differentiates the animals.

He holds up a few animals at a time and pauses to see what observations the students have so far. The students get closer and closer with each set of animals. He saves the most confusing animal for last: the vulture. They discuss why the vulture might not fit with rest of the "yes" animals, and the students are able to narrow down the definition of a predator.

He then holds up another set of animal photos and asks the students to tell him if they belong in the yes or no category. Finally, he tells them to design their own predator with the characteristics they discussed.

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The example is delivered in a synchonous, in-person format. However, this can definitely be done in an asynchronous and/or online format as well.

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This strategy is used to help students develop a strategic approach to reading that develops their inference skills without cutting into content. Students are provided with simple statements that help them preview and predict before reading, actively search for relevant evidence during reading, and reflect on and synthesize what they have learned after reading.

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As part of a unit of "Texts That Changed American History," an 8th-grade class is studying the Gettysburg Address. The teacher gives students a Reading for Meaning organizer which includes 5 statements about the Gettysburg Address.

He asks them to activate their prior knowledge about Abraham Lincoln, the Civil War, and the Gettysburg Address, then use the 5 statements to predict what the speech might be about.

As students read, they collect evidence on the organizer that supports or refutes each statement. Then students meet in their readers' groups to discuss what they found. The teacher circles around the room and when a disagreement occurs, the teacher encourages them to use evidence from the text.

The whole class then comes together to share insights. Then for homework, the class must rewrite the Gettysburg Address in a way a 3rd grader would understand.

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The example lesson must be presented in a synchronous in-person lesson. However, this strategy can also be used online and asynchronously as well.

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Students often fail to retain knowledge because content is too abstract, confused with another concept, or easy to overlook.
The Compare and Contrast Strategy can help students combat these issues and develop a deeper understanding of the content through the following steps:

1. Describe the items separately.
2. Identify similarities and differences
3. Formulating conclusions
4. Synthesizing the relationship of the items

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One of problems my students had in my 8th grade history class was differentiating between the Revolutionary War and the Civil War. This would be a great tool for helping them develop a deeper understanding of the similarities and differences between the two. I would introduce this after students have learned about both wars in previous units. This would be additional representation to help students process the information in a visual representation.

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This strategy can be delivered both in-person and online as well as synchronously or asynchronously.

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Gamification is when a teacher incorporates elements of gaming into their classroom, unit, and/or lesson. Elements can include:
- avatars
- badges
- points/levels
- missions
- side quests
This is not to be confused with learning games, where a pre-made game is used to teach a specific subject/concept.

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An example would be if a teacher gamifies their classroom by:
- Assigning points to specific actions, anything from arriving on-time to collaborating with others to completing an assignment
- Creating levels after reaching a certain amount of points: Apprentice, Journeyman, Master
- Creating badges if a student earns enough points in one area: Collaborator Badge, Wordsmith Badge...
- Creating a story with a challenge and an objective for every unit
- Creating side quests as ways for students to earn extra points or deepen their knowledge
- Post a leaderboard of top 5 students with the most points for extra motivation

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Synchoronous or asynchronous, online or inperson. There are also apps you can use to simplify keeping track of points, badges, leader boards, etc.

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A strategy used to develop self-directed learners. Involves students directly in the differentiate process by having them

1. Analyze a variety of tasks at different levels
2. Select the task most appropriate for them
3. Complete and evaluate their chosen task
4. Chart goals for improvement and achievement at higher levels of difficulty

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A 5th-grade teacher uses strategy to review with students how to divide fractions. She hands out a worksheet to students with 3 sets of problems with increasing difficulty.

She reminds them of last week's lessons on reducing fractions. She allows them to choose which level they'd like to practice but asks them to make an informed and thoughtful decision based on the following questions:

1. What makes one level harder than the next?
2. What skills or knowledge would be needed to complete each task?
3. What level do you think will work best for you? Why?

She also tells them that they can ask classmates for help and can check their answers with the answer key at the front of the room. They can also change levels at any time.

She walks around the room to monitor progress and for those who have completed Level 3, she challenges them to come up with problems for a Level 4 set and then challenges them to trade problems.

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Synchronous in-person

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Uses a 4-phase process:

1. Modeling
2. Directed Practice
3. Guided Practice
4. Independent Practice

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An 11th grade Chemistry teacher uses this method to teach students ho to balance a chemical equation. She begins by writing the steps on the board. She then selects and example and models it by completing each step on the board. Students record her steps in their notebook.

She then provides a new example but erases the steps. She uses guided questions to help students recall the steps as they work together to balance the equation.

She then assigns them 3 problems to complete on their own, but provides them with the answers to check their work. However, they have to explain each step of the process in words. Assigning few problems allows them to focus on the process.

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Synchronous (in-person or online)

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In contrast to the traditional one-directional lecture, the new American lecture supports student mastery in 5 ways:

1. Helps build connections between new content and prior knowledge
2. Teaches students how to collect and organize information
3. Uses active participation to make content memorable
4. Helps students process and integrate information
5. Provides synthesis and reflection activities to help students apply and evaluate their learning

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A high school teacher gives a lecture on sectionalism in the U.S. in the 1820s. She first she hooks the students with a story about the 1836 election illustrating how divided the nation was, but asks them to think back to the last unit where the nation was as united as ever post-War of 1812. She then asks them to study a map of the U.S. on their own and asks them to analyze geographic features and resources. She then asks them to come to their own conclusion of how these differences could have led to sectionalism.

The teacher then begins her lecture, asking students to make sensory connections as she goes along. She stops every 5 minutes and asks students questions that require different styles of thought.

To synthesize her lesson, the teacher asks the students to apply what they have learned by writing a speech for one of the candidates in the 1840 election.

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Synchronous lecture (live or online) with visuals and graphic organizers

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This strategy supports the Engagement Principle by increasing master-oriented feedback and developing self-assessment and reflection.

It also incorporates the Representation principle by illustrating through multiple media, activating background knowledge, and guiding information processing.

Finally, it utilizes the Action and Expression Principle by varying the methods for response and navigation and facilitating managing information and resources.

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This strategy supports the Engagement Principle by optimizing individual choice and autonomy, heighten salience of goals and objectives, foster collaboration and community, and develop self-assessment and reflection.

It also support the Action & Expression Principle by building fluencies with graduated levels of practice and performance while guiding appropriate goal setting.

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This strategy supports the UDL principle of Engagement by minimizing threats and distractions and developing self-assessment and reflection.

It supports Representation by highlighting patterns, critical features, big ideas, and relationships along with guiding information processing and visualization.

Finally, it supports the Action & Expression Principle by building fluency with graduated levels of practice and performance while also enhancing capacity for monitoring progress.

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I feel like this strategy incorporates EVERY checklist item for the Engagement Principle from optimizing individual choice and autonomy to fostering collaboration to developing self-assessment and reflection

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This strategy utilizes Engagement by optimizing individual choice, increasing master-oriented feedback, and developing self-assessment and reflection.

It meets the Representation principle by offering ways to customize the display of information, clarifying vocabulary, supporting decoding of text,  and guiding information processing.

It includes the Action & Expression principle by varying methods for response, building fluencies with graduated levels for support, supporting planning and strategy development, and facilitating managing information.

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This strategy meets the Engagement Principle by optimizing individual choice, heightening the salience of goals, fostering collaboration, increasing master-oriented feedback, promoting expectations and beliefs that optimize motivation, facilitating personal coping skills and strategies, and developing self-assessment.

It incorporates the Representation Principle by offering ways to customize the display of information, clarifying vocabulary, supporting decoding of text, highlighting big ideas, and guiding information processing.

Finally, it includes the Action & Expression principle by building fluencies with graduated levels of support, supporting planning and strategy development, and facilitating managing information.

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This strategy meets the UDL principle of engagement by optimizing individual choice and autonomy, heightening salience of goals and objectives, and fostering collaboration.

It also promotes representation by offering ways of customizing the display of information, supporting decoding of mathematical notation, activating prior knowledge, highlighting relationships, and guiding information processing and visualization.

It also meets Action & Expression by building fluencies with graduated levels of support and facilitating managing information.

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This strategy supports Engagement by optimizing individual choice and autonomy, foster collaboration and community, and develop self-assessment and reflection.

It also includes Representation by activating prior knowledge, highlighting patterns, and guiding information processing.

Finally, it utilizes Action & Expression by building fluencies with graduated levels of practice and performance, supporting planning and strategy development, and facilitating managing information and resources.

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This strategy supports the Engagement Principle by fostering collaboration, increasing mastery-oriented feedback, and developing self-assessment and reflection.

It also supports Representation by supporting decoding text, highlighting patterns and big ideas, and guiding information processing.

It also supports Action & Expression by facilitation managing information and resources.

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This strategy supports the Engagement Principle by heightening the salience of goals and objectives and developing self-assessment and reflection skills.

It supports Representation by clarifying vocabulary and symbols; activates prior knowledge; highlights patterns, critical features,  big ideas, and relationships; and maximizes transfer and generalization.

Finally, it supports the Action & Expression Principle by building fluencies with graduated levels of practice and performance while facilitating managing information.

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This strategy meets the Engagement principle by heightening salience of goals and objectives, fostering collaboration and community, increasing master-oriented feedback, and facilitating personal coping skills and strategies.

It incorporates Representation by supporting decoding text, activating prior knowledge, highlighting big ideas, and guiding information processing.

It also meets Action & Expression by supporting planning and strategy development and facilitating managing information.

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This strategy incorporates Engagement by optimizing relevance, varying demands to optimize challenge, increasing mastery-oriented feedback, and facilitating personal coping skills and strategies.

It includes Representation by supporting decoding of text; highlighting critical features, big ideas, and relationships; and guiding information processing and generalizations.

It also meets the Action & Expression principle by supporting planning and strategy development and facilitating managing information.