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Self-Expressive Strategy:

A key strategy for student who have trouble visualizing text in the form of images when there are no visuals provided. Mind's builds the learners' ability to form mental models and images derived from text The 5 components to deliver the strategy:

Focus student's attention to key image-laden words in the text or material.

Encourage predictions about the material based on the images they create.

Allow for students to comprehend their image and share their educated guesses with others through a means of their choice.

Engaging them in active reading by having them assess their predictions with the text

Mentoring in how to utilize creation of images independently.

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Interpersonal Strategy:

The Decision Making strategy has opportunities for students to become involved directly in their study by welcoming the material. As they progress into the material in-depth, more powerful insight is generated allowing for strategic approaches to make a critically thought decision.

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Present students with 10-20 key words a topic. Have students form mental images according to the 10-20 word in the word bank. Once complete, encourage students to process their mental images by drawing a picture, develop question, generate a prediction, or describe any feelings that were evoked from the hearing and mental image process of the word bank.

Give students opportunities to share and discuss their results against their initial ideas.

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Typical Framework includes:

A hook to the lesson

A case study showing how an expert uses criteria to make decision

A set of 5 briefs that act as discussions

A Comparative Decision Making Matrix

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Multi-modal and online delivery.  In person, classic lecture, and conventional styled classes.

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Multi-modal and online delivery.

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Universal Design for Learning Correlation (UDL):

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Universal Design for Learning Correlation (UDL):

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1. Multiple means of engagement because the student engages with the teacher to approach decision making strategically

2.  Multiple means of presentations in different choices of decision and it's application to the material, the world, or work environment.

3. Multiple means of action and expression through synthesis of the information in order to make sound decisions. Provide background such as explanations or reasoning behind their decision, and present their reasoning as an answer to their decision.

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Universal Design for Learning Correlation (UDL):

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Universal Design for Learning Correlation (UDL):

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1. Multiple means of engagement because the student engages with the teacher to formulate and process the mental images.

2.  Multiple means of presentations in different choices of words and descriptive material.

3. Multiple means of action and expression through synthesis of the information in order to understand. Provide background such as explanations or reasoning behind their mental images, and present their image of conclusion as an answer to the word bank.

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Mastery Strategy

Direct Instruction is based on the work Madeline Hunter. The strategy follows a basic four-stage system that optimizes skill acquisition:

1. Modeling - Skill is demonstrated by the teacher while they perform the skill and think aloud.

2. Directed Practice - The teacher uses questions to guide learners through the different steps and aids in their evaluation of those steps.

3. Guided Practice - Students now create personal questions that guide them through the different steps of the skill. The teacher acts as an observer, coach, and provides critique.

4. Independent Practice - Student performs task without intervention.

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Learning Piano:

1. Modeling - Piano l is demonstrated by the music teach while they perform the skill (slowly or fast) and think aloud as they play.

2. Directed Practice - The teacher uses questions to guide learners through the different ways to play a song or position the fingers on the piano. Helps in the evaluation of those finger techniques and careful observation.

3. Guided Practice - Students now create personal questions that guide them through the different steps of the skill such as: playin a major scale or making a minor chord progression. The teacher acts as an observer, coach, and provides critique.

4. Independent Practice - Student can now play the piano supervision of a teacher.

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Multi-modal and online delivery. Generally in person face to face, but technology allows for online delivery.

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Universal Design for Learning Correlation (UDL):

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Universal Design for Learning Correlation (UDL):

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1. Multiple means of engagement because the student engages with the teacher to play the piano. Piano theory   require plenty of critical thinking, and practice of techniques that drive research in playing better.

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Self-Expressive Strategy:

Metaphorical Expressions uncovers the human ability to learn best through comparisons; similes and metaphors are commonly used in this strategy.

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Research shows that making connections between two that are not truly similar is effective in improving comprehension and achievement in learning.

Asking questions and finding connection to the concept from the question is key. For example:

"How is working on an algebraic equation like straightening a ruler?"
Well in order to straighten a ruler what you do to one side, you must do to the other side to get a straight ruler. Similarly when doing algebraic equations such as (3x=3) or (5x=100)  what you do to one side, you must do to the other side to solve for x.

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Multi-modal and online delivery. Generally in person face to face, but technology allows for online delivery.

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Universal Design for Learning Correlation (UDL):

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Universal Design for Learning Correlation (UDL):

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1. Multiple means of presentations in different forms of comparison.

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Understanding Strategy

Has students see the the lens of a mystery solver. The focus in Mystery as a strategy is to enable students to gather information, synthesize the information enough to provide explanations or cases, and use evidence to support their explanation or evidence.

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Teacher can ask an arousing question and stimulating riddle. Such as "Why are humans on earth?" After presenting the task, the teacher then aids the student in solving the "mystery." Solving the mystery can be done by providing context clues, symbols, different stories or fables that answer the questions and riddles.

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In person and online. However usually most optimal if in person because of the humanistic elemen of learning.

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Universal Design for Learning Correlation (UDL):

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Universal Design for Learning Correlation (UDL):

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Connects to the three UDL principles:

1. Multiple means of presentations in different riddles or questions to be asked.

2. Multiple means of engagement because the student engages with the teacher to solve the "mystery," riddles can  require plenty of critical thinking, and questions that have fuzzy answers that drive research.

3. Multiple means of action and expression through synthesis of the information in order to understand the mystery, provide answers such as explanations or reasoning behind their answers, and present any type of conclusion or answer to the mystery at hand.

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Understanding Strategy

Concept Attainment is a strategy that has students actively analyze content, and what concepts are more in-depth. Learning is facilitated through examples and nonexamples of learning.

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Concept Attainment Model as an Instructional Strategy

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Mapping is a common delivery choice. Mapping is the framework in which the concept or content is built upon. See example for a Concept Attainment Model that map the concept of a Piano.

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Universal Design for Learning Correlation (UDL):

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Universal Design for Learning Correlation (UDL):

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1. Multiple means of presentations with infinite concepts and content that act as the base of the presentation.

2. Multiple means of engagement because the student engages with the concepts critically through subdivision of the concept's category properties, related content, and examples.

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Mastery Strategy

Graduated Difficulty engages students directly in the process of understanding the information, ideas, and skills being studied. Frequently answers the questions "Do we have teaching strategies that develop self-directed students?"

This strategy uses the following to involve student directly:

Evaluate different tasks various degrees of difficulty

Choose the task that is most relevant to their learning

Finish and asses the task they chose

Make note of goals for advancement and improvement at higher levels of difficulty

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A teacher can give one to three levels that contain one to four sample multiplication problems. Have students choose at their leisure which level they believe is most applicable to them. If a student completes level one, they move to level two. However, if a student starts at level three, and is able to pass level three, level four can then be constructed with the teacher to facilitate what the learner thinks is of his or her caliber of studying.

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Mastery Strategy
New American Lecture is another way to strategically lecture. The elements of this strategy resemble the classic classroom where the teacher is directly lecturing the class. In addition, the strategy is developed to answer two primary questions: a). What does direct instruction display or exhibit when applied to teaching of material that is declarative and not specific to skills and procedures? and b). How does the implementation of brain research inform us to create information that is intriguing and memorable to enhance the conventional lecture format.

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Conventional and nonconventional.  Standard lectures. Pre-school environments, K-12 education, universities and other colleges.

Nonconventional includes online formats. The use of digital technology to coordinate the delivery. For example, a teacher can be using a webcam online to show how they solve a sample problem. This means learners either watch it live on a device, or a recording is shown afterwards. May become a barrier to student because it may only limit their access of the material (the recording) by electronic means of participation.

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Universal Design for Learning Correlation (UDL):

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Universal Design for Learning Correlation (UDL):

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Connects to the three UDL principles:

1. multiple means of presentations in different multiplication problems and formats of delivery

2. multiple means of engagement because the student engages with different levels that are relevant to them

3. multiple means of action and expression through choice of levels

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When utilizing the New American Lecture, examples can be derived by emphasizing five pillars of support:

I. Correlates previous knowledge to the learner in order to construct new connections. Here the educator formulates an activity that captivates students into the learning material; also, to mediate connections to the student's initial ideas to the learning material yet to come.

II. Structure learning that guide students how to gather relevant content. In the second pillar, teachers serve students with a framework that reveals the foundation of the lecture content.

III. Have learning environments that focus on involving students such as active learning. Provide easily digestible learning content that is memorable. Utilization of memory devices/equipment and active techniques that stimulate participation.

IV. Aid in the process of students assimilating information; the teacher can host thinking reviews periodically.

V.  Mentor students to assess the application of their learning; the teacher has active activities that synthesize the material, and enable the student to critically reflect.

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Understanding Strategy
Compare and Contrast uses humans' ability to learn by making sense of information through similarities and differences. A common visual of this strategy is a an organizer. Venn diagram are commonly used, and there are other models such as the top hat and Y diagram.

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Colorful Noise Gradient Motivational Quote Instagram Post-2

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Multi-modal and online delivery. Generally in person face to face.

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Understanding Strategy
Reading for Meaning is a strategy that incorporates different approaches to help students gain insight on reading efficiently, and comprehensively. The strategy includes a framework of three phases: pre-reading, active-reading, and post-reading. Each phase can consist of different activities and examples that strengthen a reader's inferential abilities to understand the text before reading. Teacher typically prompt students with Reading for Meaning Statements or activities to prepare the them before reading; as they read, the readers posit what they believe to be true or untrue, ask questions, and make comments or inferences about the text as they progress through the phases. As they the conclude, students critically apply any information acquired with evidence that supports or refutes what they initially thought in phase one.

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Strategic Reading Phase:
1. Pre-reading
Activities and Reading for Meaning Statements that prepare students to become strategic readers. Ideas, initial comments, points of inquiry, and predictions can be discovered here.

Students can be asked on their position in regards to Reading for Meaning Statements to incorporate purpose for the reading. Asking readers to agree or disagree also activates the learner's cognitive ability to use prior knowledge they've learned.

2. Active-reading:
Purposeful reading utilized with intent. Phase 1 sets the foundation to enable readers to find information that strengthens their initial predictions and ideas.

3. Post-reading:
Synthesis of reading. Evidence and other support material from phase 1 and phase 2 are evaluated in support of, or refutal of any initial predictions about the text.

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Educators can facilitate a more humanistic experience through flexible teaching. Utilizing the strategy alongside online formats allows for a diverse approach virtually and in person. Students can also present their reasonings acquired from the three phases. Once the statements or activities from the three phases is complete, discussions, live presentations, or even group activities where each group is asked to share their findings presents multiple means to deliver.

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Conventional classrooms:  Classic lecture style. However, having a flipped class can also work because the teacher is still providing students with the 5 pillars of support. Lectures often have the teacher-to-student ratio of standard primary, secondary, or tertiary schooling.

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Universal Design for Learning Correlation (UDL):

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Universal Design for Learning Correlation (UDL):

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Multiple Means of Representation

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Universal Design for Learning Correlation (UDL):

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Universal Design for Learning Correlation (UDL):

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Since Reading for Meaning can utilize a myriad of activities, statements, and other methods within the the three phases of pre-reading, active-reading, and post-reading, the strategy demonstrates interrelation with UDL'S three principles: Multiple Means of Engagement, Multiple Means of Representation, and Multiple Means of Action and Expression.

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Universal Design for Learning Correlation (UDL):

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Universal Design for Learning Correlation (UDL):

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Connects with UDL because of the inclusivity associated with the five pillars of support. New American Lecture follows the idea of inclusivity because of the 5 pillars; each pillar acts as its own universe where teachers focus on addressing the accommodation of learning to the needs of various students.