Develop a schoolwide learning strategy toolkit
Structured routines and executive function lay the foundation for learning (see last month’s TTAC newsletter article). Once those foundations are in place, students need tools that help them think, communicate effectively, and solve problems independently. A schoolwide learning strategy toolkit provides this support by offering a small, shared set of thinking routines and academic strategies that students learn and use across classrooms. Consistent strategies reduce cognitive load by eliminating the need to relearn expectations each time students enter a new classroom, allowing them to focus more fully on content (Sweller et al., 2019). When these strategies are introduced during the First 20 Days of school (Costley & Croasdaile, 2024; Fisher & Frey, 2021) and revisited throughout the year, they become habits of mind that students can apply automatically.
A strong learning strategy toolkit includes strategies for planning, organizing, problem-solving, discussion, reading, and writing. Below are several evidence-based examples that align with instruction across content areas:
UPS Check supports mathematical problem solving by prompting students to Understand the problem, Plan a solution, Solve, and Check their work (Smith-Moyler, 2021). This routine helps students slow down and apply structure to multi-step tasks, pairing well with schema-based instruction.
TPRY helps students analyze graphics by attending to the Title, Parts, Relationships, and [wh]Y the visual matters (Croasdaile & Layne, 2024). Because students often overlook visual information, TPRY strengthens comprehension, reasoning, and classroom discussion.
TIDE provides a clear structure for explanatory writing by prompting students to identify the Topic, select important Information, add Details, and craft an Ending (Harris et al., 2008). The mnemonic offers a quick scaffold for expanding and strengthening body paragraphs.
Talk stems and sentence frames guide academic conversations by giving students language to agree, disagree, clarify, and extend ideas (Klingner & Vaughn, 1998). These scaffolds promote engagement, improve oral language and comprehension, and encourage respectful discourse.
Using the same strategies across classrooms increases opportunities for students to practice and transfer these skills, making independent use more likely. For example, students may use UPS Check to make sense of a math problem, apply TPRY when interpreting an infographic in science, use TIDE to structure a paragraph in writing, and rely on talk stems to participate in a discussion. This coherence creates predictable entry points across subjects and grade levels.
A shared learning strategy toolkit is especially beneficial for students who experience challenges with executive function, attention, or anxiety. Familiar routines support task initiation, organization, and cognitive load management, increasing students’ capacity to engage with grade-level content (Diamond & Lee, 2011). Schoolwide coherence also supports acceleration rather than remediation: instead of reteaching isolated skills, teachers nurture durable habits that help students engage successfully with grade-level work (“Unlocking acceleration,” 2022, Sun et al. 2022). These strategies show students how to move forward when they encounter obstacles or get stuck, and to persist without relying on adult direction.
A learning strategy toolkit empowers students to become confident problem-solvers and communicators. By building on the executive function and routine foundations highlighted in last month’s newsletter, a schoolwide learning strategy toolkit offers a powerful path for meeting Virginia’s high expectations across disciplines.
References
Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Paul H. Brookes.
Klingner, J. K., & Vaughn, S. (1998). Using collaborative strategic reading. TEACHING Exceptional Children, 30(6), 32–37.
Costley, S., & Croasdaile, S. (2024, May 7). The “First 20 Days” Planning Strateg Preps Kids for Success. MiddleWeb.
Croasdaile, S., & Layne, S. (2024, July 25). Try this UDL higher-order thinking strategy. MiddleWeb. https://www.middleweb.com/50752/try-this-udl-higher-order-thinking-strategy/
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333 (6045), 959–964.
Fisher, D., & Frey, N. (2015). Engaging the adolescent learner: Setting the stage for 21st-century learning. International Literacy Association. https://dpi.wi.gov/sites/default/files/imce/ela/resources/Fisher_and_Frey_-_Engaging_the_Adolescent_Learner.pdf
Smith-Moyler, T. (2021). Using evidence-based math strategies to specially design instruction. T-TAC ODU.
Sun, J., Anderson, R. C., Lin, T.-J., Morris, J. A., Miller, B. W., Ma, S., Thi Nguyen-Jahiel, K., & Scott, T. (2022). Children’s engagement during collaborative learning and direct instruction through the lens of participant structure. Contemporary Educational Psychology, 69, Article 102061. https://doi.org/10.1016/j.cedpsych.2022.102061
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5
Unlocking acceleration: How below-grade-level work is holding students back in literacy. (2022). ERIC. https://eric.ed.gov/?id=ED624426
For more information, contact Jennifer Askue-Collins ([email protected]), Program Specialist, T/TAC at VCU
Categories Autism Spectrum Disorder, Inclusive Practices, Intellectual Disabilities, Math, Reading