This document discusses different learning strategies that can be used in the classroom to engage students and assess their learning. It describes collaborative learning as a strategy where students work together to share ideas, which can amplify engagement. Another strategy discussed is assessing student learning through tests, assignments or projects each week and then reteaching material based on results. Called "Reteach and Enrich", this strategy leads to improved student performance. The document also stresses the importance of giving students feedback on their work, as feedback is as important as assessments for student learning and interest.

1. When it comes to the topic of education, learning strategies play a very important role in
a student’s educational career. Learning strategies do a lot for students, and a positive aspect is
that they can aid in student engagement. A type of strategy that I will use to facilitate this type of
engagement is known as collaborative learning. This type of learning takes place when students
work together in order to share their ideas. According to Nicolas Pino- James “collaborative
learning is another powerful facilitator of engagement in learning activities. When students work
effectively with others, their engagement may be amplified as a result.” In a special education
classroom this will allow my students to build a sense of trust and community with their peers.
This will create a safe zone for them, and thus allow them to want to be engaged in their own
learning.
Some types of strategies allow teachers to see their student’s learning progress. In order
to do so, teachers have to define curricular objectives each week. At the end of the week a
teacher should assess these strategies with a test, assignment or project. Based on these
assessments an educator decides to reteach the material for the coming weeks. The strategies are
used to assess student learning, and therefore also assessing if they work as well. Mariko Nobori
calls this type of assessment Reteach and Enrich. She further mentions that “it is highly
replicable; every school in the Vail School District has implemented the program, and it
continues to lead to improved student performance.” This type of assessment will be
implemented in my classroom to see if my students and learning. It will also give me insight to
whether or not my students are responding to my teaching styles.
In my opinion the simplest way to let students know that they have learned the material
is to always give them feedback. I believe that positive feedback is the best type in order to not
discourage the student. Assessments are important in a classroom setting, but as educators we

2. should know that the feedback we give to the students is as important as the test itself. Saga
Briggs mentions that “few of us take the time to address weaknesses and misunderstandings after
the tests have been graded, and by that time it’s too late for students to be interested.” This is
why the feedback is so important. We cannot just give test on a constant basis, but never let
students know if they are learning or progressing in the courses.
Table 1: Learning Strategies
Strategy Description Teacher Learner
Modeling Behaviors Modeling behaviors
is a specific direct
instruction strategy
that allows students
see the steps of
exactly what it is they
need to do. This
strategy type is
teacher directed, and
is very effective.
The educator models
a certain behavior,
and the students
replicate what they
say. The teacher will
demonstrate how to
sit criss-cross, and the
students will be
expected to perform
the same action they
observed.
The student will see
what their teacher is
doing, and try to
replicate the same
action. They will be
expected to complete
this performance
several times for
muscle memory.
Task Analysis This is specific direct
instruction of a task
that has been broken
down into steps, that
allows a student to
work on something
one step at a time
rather than
performing it all at
once.
The educator would
break a task such as
additions into steps
that are small enough
for the whole class to
follow. It would be
seen as “first you do
this, and then you do
this.”
Students will watch
as the teacher breaks
the problem down
into steps. When
given the opportunity
to practice the
students will break
the additions into
small steps and solve
the problem.

3. Verbal Prompting An auditory cue that
can be used in a
classroom to increase
the likelihood that a
student will give a
correct answer. This
prompt is usually
given before the
student gives an
answer, in order to
minimize the practice
of mistakes.
A teacher asks a
question and allows
the students to come
up with an answer. If
the student/students’
seem to get stuck, the
educator will give a
verbal prompt and
wait for the student to
respond.
The role of the
student is to try to
come up with the
correct answer. If
they get stuck they
will make accurate
guesses with the aid
they are given from
their teacher.
Reciprocal Teaching This is a student-led
discussion strategy
where students in
small groups are
assigned roles related
to comprehension
strategies. The
students take turns in
assuming the teacher
role as they discuss
their strategies.
Before reciprocal
teaching takes place
the teacher
determines what text
a group will analyze
and what roles the
students will be
incharge of leading.
After reading the text,
students will take
turns leading the
conversation based on
their assigned roles.
After the first roles
are completed, they
will analyze a
different text and
switch roles with their
peers.
Visual Behavior
Poster
This is a visual poster
that is displayed in a
classroom to provide
support and
reminders of expected
or desired behaviors.
This could include
classroom rules, or
certain routines.
The teacher must first
model these
behaviors to the
students, break them
down into parts, and
then create a visual
display that groups
them all together.
When the student is
confused about a
certain expectation
he/she can go to the
poster and see exactly
what it is that they
need to be doing.
References

4. Briggs, S. (2017, March 24). 21 Ways to Check for Student Understanding. Retrieved from
https://www.opencolleges.edu.au/informed/features/21-ways-to-check-for-student-
understanding/
Nobori, M. (2011, August 29). 5 Strategies to Ensure Student Learning. Retrieved from
https://www.edutopia.org/stw-differentiated-instruction-budget-assessment-how-to
Pino-James, P. N. (2014, December 8). Golden Rules for Engaging Students in Learning
Activities. Retrieved from https://www.edutopia.org/blog/golden-rules-for-engaging-
students-nicolas-pino-james
Table 1
Goalbook. (n.d.). UDL-Aligned Strategies. Retrieved from
https://goalbookapp.com/toolkit/strategies