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The Compare and Contrast strategy is finding the similarities and differences between two or more items (images, literature, mathematical concepts, etc.) through targeted questions that guide the learner in synthesizing information towards mastery.

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Addition and Subtraction Using the 4 Phase Model for Comparing and Contrasting:

Description
Ask learners to show what they previously have learned about addition and subtraction. Some questions to ask learners are: Can you name some strategies to solve addition and subtraction problems? Show me the different strategies you learned for each operation?

Comparison
I would use the top hat or side-to-side diagram to show the various examples for both.

Conclusion
The learners would engage in conversation. Some questions they can answer for themselves could be: Which strategy works the best for me? Which strategy is the fastest? Which strategy will help me to find the solution?

Application
The learners can apply their learning through projects involving transactions, creating a new classroom game, or creating test questions.

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This lesson could be delivered in person or through an online format. The visual organizer could be printed for distribution or done online using PowerPoint or Google Docs.

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UDL principles that are being addressed with this strategy are providing multiple means of engagement, representation, and expression. The students are being allowed multiple ways to engage with the material through images, video, and written expression. Through the use of thinking maps and guided questions, it allows students focal points for engagement and discussion. The strategy allows learners to create a meaningful synthesis of the topics that can be applied to various subject matters.

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The New American Lecture strategy provides learners with new content that can be built upon through connections, the use of a visual thinking map, various types of questioning, and conclude with a thoughtful reflection.

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Using the five steps in the New American Lecture:

1. Topic
The topic I would design for 2nd graders is money.

2. Design the visual organizer
The visual organizer would be a chart including the front and back of the different coins and bills that we use in the United States with different category spaces for amount, historical figure, and emblem or historical building.

3. Develop review questions
Some review questions could be:
How much is a quarter worth? (recall)
Which coin is your favorite and why? (interpersonal)
If you were asked to submit a new design for the quarter who would you put on the coin and why? (self-expressive)

4. Design the hook
One hook could be:
Think about the last time you bought something using coins and bills. What were some of the coins and bills you used to pay for the item you wanted?

5. Develop a synthesis task
The synthesis task would be for learners to create their own coin or bill with a historical figure and emblem or building along with a formal writing piece explaining their reasons for their decisions.

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This lesson could be delivered in person or through an online format. The visual organizer could be printed for distribution or done online using Padlet, PowerPoint, Google Docs.

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Several UDL principles apply to this strategy through engagement, representation, and expression. Learners are engaged through different types of questioning and through visual and written expression. Through the use of images and physical items, learners are able to create connections and build on previous knowledge. This strategy can be done in person and in an online format which offers multiple means of expression.

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The Direct Instruction strategy is teaching a skill to learners using modeling, repeated practice, questioning, and ongoing assessment.

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Skill
Traditionally adding two 2-Digit numbers with regrouping

First, I would model traditionally adding two 2-digit numbers with regrouping saying aloud the steps I will take to solve the problem.

Next, through directed practice, I would have learners write in their math notebooks, the steps to adding two 2-digit numbers with regrouping and questioning them along the way. At the conclusion, I would have learners repeat the steps aloud and visualize following each step.

After, we would complete guided practice with some example problems using the steps that the learners wrote in their notebooks. I would provide questions and feedback to learners as well as encourage using their steps and visualizing the process.

Then, the learners would continue with independent practice.

Finally, learners would be assessed and continue with repeated practice.

An extension would be applying the learning of the skill through a project at the end of the unit.

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This lesson could be delivered in person or through an online format. In an online format, the learners could write down steps in a Google doc, PowerPoint, or other notebook options. Additionally, in an online format various tools such as Xtra Math, Go Math, IXL, etc. can be used for guided practice and repeated practice.

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The multiple means of representation is best utilized in direct instruction. Direct instruction can be given in person and online formats. It allows you to present skills with simple steps to allow for practice and assessment. It lends itself very well to other strategies to be implemented as well.

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The Read for Meaning strategy is providing learners with simple statements that target various language arts concepts for learners to focus on before they read, while they read, and after they read the text.

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The text would be the fable "The Tortoise and the Hare". Learners would be given a Read for Meaning organizer with Proof For, the statements in the middle, and Proof Against.

Some statements that could be used are:
The tortoise is clever. (vocabulary)
The lesson of the fable is to try your best. (main idea)
A good example of this fable is don't always judge a book by its cover. (metaphors)
The hare will beat the tortoise. (inference)

Learners would go through the three phases of reading: pre-reading, reading, and post-reading. They would be given opportunities to express their thoughts with peers and well as individually.

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This lesson can be done in a small group or with the whole class in person or in an online format. The visual organizer could be printed for distribution or done online using Google Docs or other note-taking apps.

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For this strategy, the best UDL principle to be addressed is multiple means of expression. The reading could be read aloud via the instructor, read to them through the computer, or be read by the learner. Additionally, when filling out the read-for-meaning organizer, a learner can write or vocalize their thoughts.

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The Mystery strategy is giving learners guiding questions that pose a mystery, which gives learners the opportunity to explore, research, and come to a conclusion about the topic.

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What's Wrong with Harriet? is a PBL project I have done previously with my 4th and 5th graders. The learners were medical students who were tasked with figuring out what was wrong with their patient Harriet. They were split into groups and tasked with coming up with questions they would ask their patient.

Next, they interviewed their patient using their questions and the patient would give them clues to help them narrow down their ailment. After their interview, the learners conducted more research to eliminate certain diseases and come up with new sets of questions to ask their patient.

During the second round the patients gave them more clues to help learners figure out and make a final diagnosis for their patient. After collecting all the evidence, the learners presented their final diagnosis along with their reasons why.

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Although we did this project in person, it can be adapted to an online format. Learners can be presented with the mystery and meet with the patient via zoom or it could be a prerecorded video of the patient presenting their symptoms(clues). The learners could present a video presentation of their diagnosis among other options.

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This strategy promotes the UDL principle of multiple means of engagement. The intrigue and suspense that a learner feels to 'solve the case' create various ways to keep a learner engaged. The learner is highly motivated to solve the problem and they are more invested in their learning.

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The Inductive Strategy is having learners think critically to categorize different words or images based on common themes.

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The Inductive Reasoning lesson I have done in the past was with informative writing. The example we did together was "Things in 2nd Grade".

First, the learners said all the things we did in 2nd grade, and it was written on the board. Some things they said were: lunch, PE, art, tag, IXL, coding, adding, etc. Then we started to categorize. The learners started to make connections with the different things that were listed and some fell into more than one category.

From here, the learners made their decisions on how to organize it for their informative writing piece.

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This lesson was done in person, but it can be done in an online format. Learners can share various items that relate to a topic or the list can be presented to them ahead of time. From there, the learners can decide how they want to categorize it in order to create their informative writing.

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The UDL principle that applies to this strategy is multiple means of engagement. The learner can choose how they want to categorize the information. It allows for the learner to make the decision and be able to explain their thinking. Some may see it one way, but another can present it in a different way, and they can both be right from their point of view based on the evidence they present.

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The Mind's Eye strategy is creating having learners create a mental image while they are reading text.

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I would use this strategy for the various stories that I read or the learners read throughout the school year. At the beginning of the school year, I would come up with a list of 20-30 words from the text prior to reading and go through the process with the learners.

1. Tell the learners, that they will be creating an image like a movie in their minds as I say each word.
2. Say each word slowly with prosody.
3. At the completion of the list, have learners create an image the movie they created in their mind, write a prediction, or write how the emotions they felt from the words. Then share with peers.
4. Have the learners read or listen and read to the text independently and compare their mental images to the actual ones.
5. Reflect on their experiences.
6. Build to independence.

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This can be done in person or in an online format. Online the words can be presented in a video or slide deck format. Then the learners can still read or listen to read independently. For peer interactions, they can post to Padlet or in another discussion forum.

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This strategy uses the UDL principle of multiple means of expression. With this strategy, learners are given the opportunity to create mental images to make a mental movie. They are given the opportunity to express those mental images in art or in a written format through predictions and emotions.

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The Decision Maker strategy is having the learner critically think about the content to make an informed decision on the question being asked of them.

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I previously used this strategy for our American Revolution PBL project with my 4th and 5th graders. The learners were colonists and were posed with the driving question: How can living life during the start of America teach me to be an open-minded citizen? Their presentation would be a decision as to which side they would take: loyalists, patriots, or neutralists.

The learners examined all three perspectives through the lenses of key battles, the effects of the different Acts, and the lead-up to independence (continental congresses, treaty, declaration)

After examining all the information the learners had to make a decision as to which side they align with and all their reasons for it.

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This lesson could be done in person or in an online format. The learners were presented with visual organizers which can be adapted online through Padlet, PowerPoint, or Google Docs. As a final product, the learners could do a video presentation or a written option for their decision.

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This strategy uses the UDL principle of multiple means of expression. The learners have various ways to present their final decision. They can do it in person, in a video, infographic, or in written expression.

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The Reciprocal Learning strategy is having learners in pairs utilizing the technique where one is the coach and the other is the player. Learners get to experience both perspectives throughout the strategy.

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Using the Adding two 2-digit numbers with regrouping lesson:

The lesson would begin with the learners being taught the strategy of the coach/player. Review all the expectations and model what the coach does and what the player does when working together.

Learners would be paired off and given the activity with player A given one sheet and player B being given another. On the back of both would be the steps the learners wrote in their notebooks from the direct instruction lesson. Along with coach statements/questions: Count again, if the computation is off. Do we start in the ones or the tens first? If you have 10 or more, what happens? If a pair finishes early, they can collaboratively work on a challenge question.

At the end have a reflection on how the lesson went with the class.

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This lesson can be done in person or in an online format. Learners can use a video conference like Zoom or Google Meet to collaborate on the questions. The activity can be done through Google Docs or another word processor.

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This strategy uses the UDL principle of multiple means of representation. The coach/player technique allows the learners to present information in a different way. It offers each learner the opportunity to explain the learning and be able to support the learning. The questioning by the coach and explanation by the player reinforces the content being taught.

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Silver, H.F., Strong, R.W., Perini, M.J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Association for Supervision & Curriculum Development.

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The Jigsaw strategy is having learners communicate and work collaboratively to: 1) become an expert in one area 2) be able to teach that subject to their team, and 3) be able to learn from their team the other topics.

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This strategy would be great to imbed with the American Revolution PBL project.

The learners would be given a visual organizer with the 4 different Acts: Stamp, Townshend, Tea, and Intolerable with the three perspectives: loyalist, patriot, and neutralist.

The expert researcher would be given a visual organizer with questions that pertain to their Act and how it affects the person's perspective. Questions could be: What is this act? How did the (loyalist/patriot/neutralist) feel about paying this act?

After the learners are split into teams, determine who will be the expert in what, become an expert, and return to share with their groups, a reflection will be conducted with the class.

Since it is a part of a bigger project, the information the learners receive can help them in making their decision.

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This can be done in person or in an online format. Through video conferencing, you can arrange all the different rooms for a live discussion and complete the activity. It can also be done through discussion forums by setting deadlines for groups to meet to discuss information as well.

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This strategy uses the UDL principle of multiple means of engagement. The learner becomes an expert in an area and becomes responsible for getting information to relay back to the team. A learner is more likely to be invested in something if they know that they have to help another person out. They will also continue engagement to receive the information they get from the other experts.