Walk into any general education classroom and you will see a wide range of learners working through the same content. Some students move through it easily. Others struggle to keep up, and some become disengaged before they ever have a chance to succeed. The challenge for educators is clear: how do we support struggling learners in an inclusive classroom without lowering expectations or slowing instruction for everyone else?

One of the most effective answers is the combination of MTSS, or Multi-Tiered System of Supports, and microlearning.

Why MTSS Is the Starting Point

MTSS offers a proactive framework to identify and support students’ academic and behavioral needs. At its core, MTSS ensures that all students get high-quality, differentiated instruction, with more intensive interventions added as needed. It’s structured in tiers — Tier 1 is general classroom instruction for all students, Tier 2 provides targeted support, and Tier 3 offers intensive intervention, often outside the general ed classroom (Fitzell, MTSS and RTI – Seven Keys to Success).

Tier 1 isn’t just “basic” teaching. It must include best practices rooted in research — strategies that work for everyone but are critical for different learners (Fitzell, p. 2). In other words, general education instruction should be so effective and inclusive that fewer students require more intensive interventions.

MTSS helps schools provide early, systematic support so students receive the right level of instruction before learning gaps become long-term barriers.

Microlearning: The MTSS Multiplier

Microlearning breaks instruction into short, focused chunks that students can process more easily. Instead of asking learners to absorb too much at once, teachers deliver key content in smaller segments with immediate opportunities to practice, discuss, reflect, and apply what they are learning.

This approach aligns perfectly with Susan Fitzell’s Chunking Lesson Plans®, which recommends dividing instruction into short bursts to support retention and reduce cognitive overload (Fitzell, MTSS Article; Fitzell, p. 122).

In practice, this might mean delivering a mini-lesson, followed by a brief activity, a peer discussion, or a visual processing task. The idea is to teach less at once, but with greater clarity and more opportunities for student interaction.

When we combine MTSS with microlearning:

• Tier 1 instruction becomes more accessible.
  
• Tier 2 interventions feel more natural — embedded right into flexible grouping and small-group instruction.
  
• Tier 3 supports are easier to design because we’ve already gathered consistent progress-monitoring data along the way (Fitzell, MTSS Article).

Microlearning in Action

Picture this: Instead of lecturing on the causes of the Civil War for 45 minutes, the teacher breaks the topic into three mini-lessons. Each one includes a quick mnemonic device, a relevant visual (like a snapshot organizer), and a short paired discussion. Now students are encoding the same content multiple ways — a key principle of brain-based learning (Fitzell, p. 20).

Meanwhile, struggling students aren’t overwhelmed. They’re engaged, active participants — gaining small wins that build confidence.

Final Thoughts

MTSS and microlearning are not quick fixes, but together they create a more responsive way to teach. When instruction is delivered in smaller, brain-friendly chunks within a tiered support system, struggling learners do not have to wait for failure before they receive help. They experience success earlier, build confidence faster, and stay more engaged in the learning process.

FAQ

What is MTSS in education?

MTSS, or Multi-Tiered System of Supports, is a framework schools use to provide academic and behavioral support at increasing levels of intensity. Tier 1 includes high-quality instruction for all students, Tier 2 adds targeted intervention, and Tier 3 provides intensive individualized support.

What is microlearning in the classroom?

Microlearning is an instructional approach that breaks lessons into short, focused chunks. Instead of presenting too much information at once, teachers deliver content in smaller parts with opportunities for practice, reflection, and feedback. This helps students process and retain new learning more effectively.

How do MTSS and microlearning work together?

MTSS and microlearning work well together because both focus on meeting student needs in a structured, responsive way. MTSS provides the framework for support, while microlearning helps teachers deliver instruction in manageable steps that reduce overload and increase understanding.

Why does microlearning help struggling learners?

Microlearning helps struggling learners because it reduces cognitive overload and gives students more chances to interact with content in meaningful ways. Smaller learning segments can improve focus, retention, participation, and confidence, especially for students who are easily overwhelmed by long lectures or large amounts of information.

Can MTSS and microlearning benefit all students?

Yes. Although these strategies are especially helpful for struggling learners, they benefit all students by making instruction clearer, more engaging, and easier to process. In an inclusive classroom, strong Tier 1 instruction supported by microlearning can improve outcomes across the board.

Additional Reading 

MTSS and RTI – Seven Keys to Success
By Susan Fitzell https://susanfitzell.com/mtss-seven-keys-successful-rti/

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post How MTSS and Microlearning Improve Student Confidence and Achievement appeared first on Susan Fitzell.

One powerful solution is to combine microlearning with MTSS. In an inclusive classroom, small chunks of instruction, quick checks for understanding, and targeted intervention can help students access content, build confidence, and make steady academic progress.

In today’s inclusive classrooms, ensuring every student, from the advanced to the struggling learner, reaches their potential is the core mission. The Multi-Tiered System of Supports (MTSS) provides the organizational framework for this goal, addressing the needs of all learners through differentiated instruction. By integrating “microlearning” or the intentional use of small chunks of instruction and activities, educators can effectively deliver the tiered interventions essential to MTSS, especially in a secondary environment where finding adequate time for intervention is often a challenge.

The Framework: MTSS and Tiered Instruction

MTSS, or Multi-Tiered System of Supports, is a framework schools use to provide increasing levels of academic and behavioral support based on student need.

MTSS encompasses several approaches, including Response to Intervention (RTI). This system is graphically represented as an umbrella, emphasizing failure prevention. Central to MTSS/RTI is a tiered model of support:

• Tier One (Universal Support): This foundational level requires the use of best practice, research-based teaching methods, including differentiated instruction, for all students (80–90% of the population). Implementing effective strategies in the core classroom significantly reduces the need for subsequent interventions.
• Tier Two (Targeted Support): This tier is for students requiring targeted, high-quality interventions (5–10% of students). These interventions often use research-based practices from Tier One but are modified to provide more intense instruction, increased time for practice, and a higher intensity of implementation for specific students. For secondary students, strategies such as a tutor-led study hall combined with frequent, immediate in-class interventions, made possible by Chunking Lesson Plans™, can be highly effective.
• Tier Three (Intensive Individual Interventions): This tier serves the smallest percentage of students (1–5%) who require the most intensive interventions, often a combination of general classroom instruction and specialized outside-of-class support.

The Strategy: Small Chunks, Big Gains

The key to implementing effective interventions within a busy class schedule, particularly at the secondary level, lies in breaking down content and instruction into manageable segments. This concept is explicitly leveraged in “Chunking Lesson Plans®” to maximize instructional time and target student needs precisely.

How Microlearning Prevents Cognitive Overload

The goal of this microlearning approach is to prevent cognitive overload—since the brain typically holds only three to four chunks of novel information in short-term memory at a time—and enhance memory and retention.

What a Chunked Lesson Looks Like in a 40-Minute Class

A core component of this microlearning strategy is to shorten the duration of whole-class direct teaching. For example, in a 40-minute class period, the plan might involve:

1. Core Teach (10 minutes): Deliver essential instruction (e.g., teaching a concept like genre or the FOIL method) as effectively as if teaching a small group of capable students, and then stop.
2. Practice in Mixed Ability Groups (10 minutes): Immediately follow the core instruction by having students practice the new information in mixed-ability groups, allowing for application and reinforcement.
3. Whole Class Check-in (5 minutes): Bring the class back together for a quick question-and-answer session to clarify concepts and gauge understanding based on observations during group work.
4. Exit Card/Assessment (5 minutes): Use a quick assessment, such as an exit card with two or three questions, to immediately determine who needs re-teaching, practice, or enrichment.

Microlearning Strategies That Support Inclusive Instruction

The data collected from quick, frequent assessments like exit cards inform targeted, micro-interventions for the next class period. This allows the teacher to address learning differences right away, using the time saved from excessive direct instruction.

This can take the form of same-ability groups (e.g., grouping struggling students for a re-teach session) or peer-assisted learning models. Peer tutoring is especially effective, as it reinforces the tutor’s knowledge and skills while developing responsibility and self-confidence, making learning materials accessible and meaningful.

Enhancing Learning Through Small Adjustments

Microlearning principles extend beyond time management into the design of instructional materials and learning activities that respect how students learn. This includes utilizing multimodal strategies and cognitive supports:

• Visual Cues and Organization: Provide information in small chunks (5 to 7 pieces of information) and use graphic organizers, flowcharts, or mind maps to visually categorize material and demonstrate complex processes, freeing up working memory for higher-level thinking.
• Aiding Memory: Employ mnemonics, acronyms (like NASA), rhymes, and visualization techniques to aid recall, as the brain typically remembers color and unique visual content better than plain text. Even handwriting instructions clearly or adapting existing materials with adequate white space and larger font size provides essential scaffolding.
• Kinesthetic Engagement: Incorporate movement, like standing stations or acting out vocabulary words, to increase oxygen flow to the brain and engage multiple areas in the learning process, supporting kinesthetic learners and enhancing retention.
• Fostering Self-Regulation: By implementing chunked assignments with parts due at specific dates, students (especially perceptive types) can manage their workload effectively and are actively taught organizational strategies and self-monitoring skills, key components of success in a personalized learning environment.

By systematically implementing small, targeted instructional practices within the overarching MTSS framework, educators can create an inclusive environment where the focus shifts from struggling with content presentation to achieving mastery through individualized and carefully paced learning opportunities. This intentional focus on small chunks yields big gains for all students.

If you’d like more practical strategies to help your team move from awareness to action, I offer PD sessions and coaching built around the strategies outlined in Special Needs in the General Classroom. Let’s build forward—not backward.

FAQ: Microlearning, MTSS, and Inclusive Classrooms

What is microlearning in the classroom?
Microlearning in the classroom is the practice of delivering instruction in short, focused segments instead of long blocks of direct teaching. Teachers use small chunks of content, quick practice opportunities, and brief assessments to help students process information more effectively and avoid cognitive overload.

How does microlearning support MTSS?
Microlearning supports MTSS by making tiered instruction more manageable and responsive. In Tier One, it improves core instruction for all students. In Tier Two, it allows for targeted reteaching and focused practice. In Tier Three, it helps educators deliver more intensive, individualized intervention based on student data.

Why is chunking instruction effective for struggling learners?
Chunking instruction is effective because it reduces the amount of new information students must process at one time. When content is broken into smaller parts, students are more likely to understand, retain, and apply what they are learning. This is especially helpful for students with working memory challenges, attention differences, or gaps in prior knowledge.

Can microlearning help advanced students too?
Yes. Microlearning benefits advanced learners as well as struggling learners. Because instruction is clearer and more intentional, advanced students can move more quickly into application, peer support, discussion, and enrichment tasks. In an inclusive classroom, small chunks create flexibility for all learners.

What are simple microlearning strategies teachers can use right away?
Teachers can start with short direct instruction, mixed-ability practice groups, exit cards, graphic organizers, movement-based review, mnemonic supports, and chunked assignments with clear deadlines. These strategies fit well within an MTSS model because they provide immediate data and support differentiated instruction.

Additional Reading 

MTSS and RTI – Seven Keys to Success
By Susan Fitzell https://susanfitzell.com/mtss-seven-keys-successful-rti/

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post How Microlearning Supports MTSS in Inclusive Classrooms appeared first on Susan Fitzell.

What if we designed classrooms around how the brain learns best; not just standards, pacing guides, or coverage goals? As schools shift toward inclusive education, teachers need approaches that reach a wide range of learners without lowering expectations. One practical way to do that is to combine brain-based learning principles with a Multi-Tiered System of Supports (MTSS) and microlearning. Together, they strengthen Tier 1 instruction, reduce cognitive overload, and build the self-regulation students need to become successful, independent learners.

Susan Fitzell’s School House Model provides a visual framework for aligning instruction with student needs. This model reminds us that academic instruction, represented by the “Functions” or nuts and bolts (the curriculum), must be supported by two critical structures. The foundation is based on building a strong community, connection, and cooperation. Above this foundation is the “Framework,” which must be based on current brain and educational research and an understanding of how students learn. MTSS and microlearning work together to support this comprehensive, whole-house approach—from foundation to function.

Brain-Based Meets Tier-Based

MTSS is a multi-tiered system that incorporates Response to Intervention (RTI), with a core goal of failure prevention. The foundational element, Tier One, demands the use of best practice, research-based teaching methods, including differentiated instruction, for all students (80–90% of the population),,. Implementing brain-friendly strategies in Tier 1 benefits all learners, ensuring instruction aligns with how the brain naturally processes and retains information.

A traditional reading lesson might involve extended reading and a standard writing prompt. However, a brain-friendly approach leverages microlearning techniques to maintain engagement and retention:

• Color-coding vocabulary to support memory encoding: Color is a powerful memory tool, helping students retain information better than black and white text. Using color to categorize or highlight text makes the information unique, aiding visual recall,. Color-coding the parts of speech, for example, assigns nouns a unique color (like red, relating to a stop sign) and verbs a movement color (like green, relating to ‘go’).

• Paired think-alouds to encourage interpersonal interaction and verbal rehearsal: Verbalizing concepts is crucial for learning, as students often discover gaps in their understanding when they attempt to explain information to others. Strategies like Think-Pair-Share or Thinking Aloud Paired Problem Solving (TAPPS) engage students in active rehearsal.

• Chunked instruction, where students process one paragraph at a time using graphic organizers: The brain’s capacity for holding new information in short-term memory is limited to roughly three to four chunks at a time. Breaking down content into smaller, manageable pieces prevents cognitive overload. Using graphic organizers, flowcharts, or mind maps during this process visually categorizes material and helps students see patterns and relationships, supporting deeper understanding.

• Doodling key ideas as a form of nonlinguistic representation: Nonlinguistic representation, such as drawing or visualizing concepts, is a research-supported strategy that requires students to process content in new ways. This “production effect”—speaking or drawing during recall—further strengthens the encoding and memory consolidation process.

All these methods employ differentiation (Differentiated Instruction or DI) that is “good for all” students and “critical for different learners”, making instruction effective for everyone in the general classroom environment.

Self-Regulation: The Secret Weapon

The goal of instruction is to move students from being struggling learners to being successful learners by fostering self-regulation. Self-regulated learning is the most important characteristic of expert learners. These learners implement a plan that includes setting clear performance and process goals, employing clear strategies (including time management), controlling their motivation, and monitoring their own progress.

Microlearning supports these metacognitive habits. For instance, perceptive students often procrastinate, seeking information until the last minute. Teachers can mitigate this by breaking assignments down into small chunks with specific due dates, teaching students organizational strategies and self-monitoring skills. When students practice strategies frequently for short amounts of time, it is more effective than overwhelming the brain with too much at once, accelerating the learning process.

Beyond Remediation

Too often, struggling students are pulled out, slowed down, or given “easier” material, creating lower expectations that diminish their chance to achieve their greatest potential. But what if the problem isn’t the student—it’s the size of the instructional bite?

Instead of relying solely on remediation after failure, MTSS encourages adapting Tier 1 instruction to prevent failure from the outset. By intentionally structuring lessons using small, brain-aligned chunks—such as the Chunking Lesson Plans™ approach,—teachers ensure that instruction matches the capacity of the brain to learn and process new concepts effectively. This way, students who might otherwise be labeled “at risk” or “learning disabled” can remain in the rigorous general classroom environment, benefiting from high expectations and specialized instructional support embedded seamlessly into the daily lesson.

FAQ

1. How does microlearning support MTSS, especially Tier 1?
Microlearning fits Tier 1 because it makes strong, research-based instruction easier for all learners to process and retain. Instead of long, overloaded lessons, teachers deliver content in smaller chunks with frequent practice, which aligns with working memory limits and reduces cognitive overload. This improves engagement and retention for the 80–90% served in Tier 1, and it helps prevent failure before students need more intensive tiers.

2. What brain-based strategies in the article are most useful for differentiated instruction in a general classroom?
The article highlights four practical strategies that scale well in Tier 1 while still meeting diverse needs: color-coding vocabulary or parts of speech to strengthen encoding and recall; paired think-alouds like Think-Pair-Share or TAPPS to build rehearsal and reveal misunderstandings; chunked instruction using graphic organizers to manage working memory limits; and doodling or drawing key ideas as nonlinguistic representation to deepen processing and improve recall.

Why does “chunking” matter from a brain-based learning perspective?
Because working memory can hold only a small number of new “chunks” at once, long passages or multi-step directions can overload students, especially those who struggle. Chunking instruction into smaller parts, like one paragraph at a time, helps students process information without the system collapsing under cognitive load. Pairing chunking with visual tools like graphic organizers helps students see patterns and relationships, which supports deeper understanding.

How do think-aloud strategies improve learning and assessment at the same time?
When students verbalize their thinking, they rehearse the content, which strengthens learning. At the same time, explaining ideas out loud often exposes gaps in understanding that silent work can hide. Structures like Think-Pair-Share or TAPPS create a routine for interpersonal interaction, immediate feedback, and active processing, which supports both comprehension and retention.

How does this approach shift MTSS away from remediation and toward prevention?
Instead of pulling students out, lowering expectations, or giving “easier” work after failure, the article argues for improving Tier 1 instruction so more students succeed in the rigorous general classroom. By designing lessons around small, brain-aligned instructional “bites,” and embedding supportive strategies as part of everyday teaching, students who might otherwise be labeled “at risk” can keep up with higher expectations while receiving targeted support inside the core environment.

Bibliography

Burnett, S. (n.d.). The A-Z of Differentiated Instruction.

Cowan, N. (2010). The Magical Mystery Four: How is Working Memory Capacity Limited, and Why? Current Directions in Psychological Science a Journal of the American Psychological Society, 19(1), 51–57. http://doi.org/10.1177/0963721409359277

Fitzell, S. G. (n.d.). 360 Inservice, slide 3.

Fitzell, S. G. (n.d.). 360 Inservice, slide 165.

Fitzell, S. G. (2011). RTI Strategies for Secondary Teachers. London: Sage Publications.

Fitzell, S. G. (2017). Special Needs in the General Classroom: 500+ Teaching Strategies for Differentiating Instruction (3rd ed.). Manchester: Cogent Catalyst Publications.

Marzano Debra J. Pollock, Jane E., R. J. P., Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction That Works: research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.Wong, B. (2010). Points of view: Color coding. Nature Methods, 7(8), 573–573. http://doi.org/10.1038/nmeth0810-573.

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

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The moment is painfully familiar: you’ve repeated a direction three times, and your student or child is still staring blankly. You immediately think, ‘They just aren’t listening.’ But what if the problem isn’t ‘won’t listen’ but ‘can’t process’?”  If we want to support students with Auditory Processing Disorder (APD) effectively, we must shift our focus from behavioral compliance to auditory processing strategies.

The APD Shift: Why It’s Wiring, Not Willpower

We have to start by looking at the biology of the brain rather than the behavior of the child. Research tells us that the brain’s working memory—essentially the brain’s sticky note—can only hold about three to four “chunks” of new information at one time.

If you give a child five verbal instructions in a row, and they only do the first three, they aren’t necessarily being defiant. Their working memory literally dropped the last two. The feedback signal in their brain failed, and the system collapsed. This is often the case for students with ADHD or auditory processing issues. They may be physically hearing the sound of your voice, but they cannot process the meaning effectively, especially if there is background noise.

To tell the difference, I recommend a simple test: Change the input method. If a child “ignores” a verbal request to clear off their desk, put their homework in their backpack, and get ready to meet the bus but immediately responds to a checklist or flowchart, it is not a behavioral refusal. It is a processing gap. We have to stop blaming the child for a mismatch between how we teach and how they are wired.

Bypass the Ear: Visual & Tactile Strategies That Stick”

If I had to give parents and teachers a life hack for giving directions that actually stick, it would be this: Minimize verbal instruction and emphasize using visual and tactile cues (often accompanying verbal instruction.) 

When we give verbal directions, they vanish the moment we say them for students with APD. For a child who struggles with processing, this is a nightmare. Instead, use effective auditory processing strategies that bypass the ear. I call this the “Checkbox Strategy.”

Write the directions down in a specific way. Use a checklist format with empty boxes next to each step. This works for two reasons. First, it offloads the information from their overwhelmed working memory onto the paper. Second, the act of physically checking off a box gives the brain a small dopamine hit. It feels good to complete a task.

Additionally, use the technology you already have. If your child is watching TV, turn on the Closed Captioning. This associates the written word with the auditory sound and reinforces language processing without you having to say a word. Using effective auditory processing strategies can make the difference between success and failure. 

Shifting the Narrative: From ‘Failure’ to ‘Strategist’

It is heartbreaking to watch a bright child begin to believe they are “stupid” simply because their brain processes information differently than their peers. I speak to you not just as a professional, but as a mother who has walked this path.

My son, Ian, was diagnosed with Central Auditory Processing Disorder (CAPD) and dyslexia. Teachers told me he didn’t belong in honors classes and that he was an “overachiever” who was working too hard. If we had accepted that label, he might have given up. Instead, we focused on “double dosing” his instruction and honoring his unique learning preferences. We didn’t lower the bar; we just increased the support. Because he learned how he learns, he went on to earn a mechanical engineering degree.

We must shift the narrative from “I can’t learn” to “I need a different strategy.” When a child realizes they can succeed when the format changes, that internal voice changes from “I am a failure” to “I am a strategist.”

Reducing the Homework Battle

Finally, we need to address the battleground of homework and grading. We must separate “process” from “product.” If a child knows the science concepts but struggles with writing, and we fail them on a written test, we aren’t measuring their science IQ. We are measuring their writing deficit.

For homework, I recommend the “Half-Sheet Theory.” It is a simple psychological hack. Take a worksheet, put the content on the front and back of a half-sheet of paper, and cut it. When a student sees a full page of math problems, they often shut down. When they see a half-sheet, they think, “I can do this.” It is the same workload, but the visual presentation reduces the cognitive load.

By using these strategies, we build a bridge between the student’s potential and their performance.

FAQ

1. How can I tell if a student “won’t listen” or genuinely “can’t process” verbal directions?

For students who consistently miss multi-step verbal directions but succeed when you switch the input method, it’s likely a processing gap, not defiance. Try giving the same direction two ways; first verbally, then as a written checklist or simple flowchart. If performance improves immediately with the visual support, you’re seeing a mismatch between how you’re delivering information and how their brain processes it, not a behavior issue.

2. Why do multi-step directions fall apart so quickly for some students?

Working memory can only hold a small amount of new information at once (often about 3–4 “chunks”). So, when you give five verbal steps in a row, the student may retain only the first few and “drop” the rest, especially with background noise, attention challenges, or auditory processing difficulties. The fix is reducing load and changing the format.

3. What are the most effective auditory processing strategies when verbal directions don’t stick?

Use strategies that “bypass the ear” by pairing brief verbal cues with visual and tactile supports. A high-impact option is the Checkbox Strategy; write steps in a checklist with empty boxes so the student can offload memory to paper and track completion. Keep directions short, concrete, and sequenced. The goal is durability, directions that remain visible after your voice is gone.

4. How can closed captions help with auditory processing?

Closed captioning links spoken language to printed words in real time. That pairing reinforces language processing and comprehension without adding more instruction from you. It’s an easy, built-in support at home and in classrooms using video: captions help many students “catch” what their ears miss, especially in noisy environments or fast speech.

5. What type of homework can I assign to reduce parent-child conflict?

Separate “how much work it is” from “how big it looks.” The Half-Sheet Theory keeps the workload the same but reduces overwhelm by shrinking the visual presentation. Print the work on a half-sheet (front & back if needed). This lowers cognitive load, increases willingness to start, and helps students experience momentum instead of defeat before they begin.

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The Hamilton Project just released a deep dive into how the grade a student was in during the COVID-19 shutdowns impacted the long-term post-COVID learning recovery for struggling students. And, while I applaud the rigor of the research, let’s get one thing straight:

Yes, grade level matters.  But if we stop there, we miss the real story.

This isn’t just about test scores. It’s about students. Struggling learners. Kids with potential buried under disruption, disengagement, and disconnection. Kids who didn’t just fall behind, they lost belief in their ability to catch up.

So here’s my take on the report, and what schools should be doing right now to get real results.

Let’s Talk About What Really Got Lost

The research confirms what educators have been saying for years now: students in upper elementary and middle school during the pandemic took the hardest academic hits, especially in math. Younger students, who started school post-COVID, seem to be recovering faster.

What the study doesn’t show – but what every teacher knows – is that what got lost wasn’t just content.

• Confidence took a hit
• Self-regulation skills unraveled
• Routines and relationships were thrown out the window
• And for many students, the identity of being a “successful learner” quietly disappeared

We’re not just rebuilding reading and math skills. We’re rebuilding kids’ belief in themselves.

The Real Shift? From One-Size-Fits-All to What-Works-for-This-Kid

For decades, our system has taught, primarily, to the verbal-linguistic, auditory learner. That approach leaves out a huge number of students in every classroom, COVID or no COVID. Now, post-pandemic, it’s even more critical to embrace differentiated instruction that actually reaches diverse learners.

“Good for all. Critical for different learners.”

This is not a time to double down on rigid pacing guides and one-way teaching. It’s a time to lean hard into:

• Chunked instruction that reduces cognitive load
• Brain-based strategies that make learning stick
• Instructional strategies that reflect the varied ways students process and engage with content.
• Choice and autonomy that fuel motivation

Why Older Students Are Struggling More, and What to Do About It

The research is clear: the older the student during COVID, the greater the drop in math and reading proficiency. That makes sense. These students had the most pre-pandemic expectations placed on them and the most complex content to master with the least support.

But here’s what matters now: How do we help these students succeed?

Start with Self-Regulation

Recovery starts with teaching students how to learn, not just what to learn.

Struggling learners don’t just need tutoring. They need tools to:

• Set goals
• Monitor progress
• Use memory and organization strategies that fit their brain

These are the skills of self-regulated learners and they’re the key to turning the curve around. 

Make Memory Strategies Visual, Vivid, and Doable

Let’s stop relying on rote memorization and start using:

• Mnemonics and acronym memory devices
• Color-coded notes and “snapshot” devices
• Visual organizers like mind maps and concept webs

Students don’t need longer assignments. They need smarter strategies.

Offer Choice. Always.

Want sustained focus? Give students control.

Even something as simple as, “Do these three tasks in any order you choose,” gives kids a sense of autonomy, and with it, increased effort and engagement. 

Let them doodle, color-code, or sit on a wobble stool. These aren’t gimmicks, they’re neuroscience in action. 

Don’t Just Track the Curve, Change the Trajectory

I appreciate the Hamilton Project’s approach. Their cohort analysis gives us a better picture of the long game. But we can’t wait for long-term studies to take action.

If we’re serious about changing student outcomes, we need to:

• Redesign instruction around how students learn best
• Build classrooms that support personalized learning and inclusion
• Focus less on where the curve drops and more on where we lift it

Final Thought: Every Learner Deserves a Win

The question isn’t just, “What grade were they in when COVID hit?”  It’s, “What support are they getting now to succeed?”

And that, friends, is a question we can answer today.

Want more practical strategies to reach your struggling learners? Explore 500+ ways to differentiate and accelerate learning in my book,  Special Needs in the General Classroom – Order here or bring me in for a PD session that turns awareness into action.
www.susanfitzell.com

References: 

https://www.hamiltonproject.org/publication/post/learning-curves-post-covid-learning-trajectories-differ-by-the-grade-a-student-was-in-when-the-pandemic-hit

Special Needs in the General Classroom, 3rd Edition: 500+ Teaching Strategies for Differentiating Instruction, 3rd Edition, by Susan Gingras Fitzell, M. Ed. (Author)

FAQ: Supporting Learners After COVID Disruptions

• Why did older students struggle more academically during the COVID-19 pandemic?
  • Older students faced greater academic challenges because they had more complex content to master and higher pre-pandemic expectations, but received less support during remote learning. The disruption affected more than grades. It also impacted confidence, self-regulation, and students’ sense of themselves as learners.
• What are the most effective strategies for helping students recover lost learning and motivation?
  • Recovery begins with explicit instruction in self-regulation. Visual supports and brain-based memory strategies matter. Students also need choice and autonomy. Chunked instruction, differentiated tasks, and predictable classroom routines help rebuild skills and confidence at the same time.
• How can schools support diverse learners in a post-pandemic classroom?
  • Schools must move away from one-size-fits-all instruction. Differentiated teaching that meets students where they are is essential. This includes varied ways to engage with content, personalized learning plans, and inclusive classroom environments so every learner has a path to success.

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post What COVID Learning Curves Miss: It’s Not Just About the Grade, It’s About the Learner appeared first on Susan Fitzell.

Introducing a new resource for co-teachers and school leaders: the Co-Teaching Lesson Plan Builder! Designed for inclusive education and collaborative planning, it supports special educators and general education teachers with clear implementation strategies aligned to best practices in co-teaching.

To Co-Teachers and School Administrators:

Co-teachers understand that the collaborative potential is enormous, but the logistical reality is often stressful. Finding the time to plan together, determining who does what, and ensuring true parity, especially when the special education teacher may not be comfortable with the content, can be a huge barrier to success. Many educators are still unsure how to effectively realize the huge potential of having two licensed professionals in one classroom.

The goal of effective co-teaching is to move beyond mere presence in the classroom to create a dynamic, engaging, and highly effective learning environment that fosters rigorous learning in an inclusive setting.

We understand the complexity involved, which is why we created the Co-Teaching Lesson Plan Builder, a new tool designed to transform your collaborative planning sessions from chaotic catch-ups into strategic, outcomes-driven blueprints.

The Problem: When Co-Teaching Fails to Reach its Potential

Historically, co-teaching models, even the popular ones like One Teach, One Assist, have often led to the specialist or special educator adopting a subordinate role as an assistant. This happens particularly when clearly defined examples of how to implement the models are missing. Teachers struggle to use more than one or two approaches consistently.

For administrators, this common pitfall means you are investing in a co-teaching initiative without maximizing the talents and professional skills of the adults involved, an outcome that risks the entire program’s success.

The Solution: Planning Beyond the Basics

The Co-Teaching Lesson Plan Builder is built on the foundation of maximizing teacher strengths and ensuring parity through highly specific, ready-to-implement scenarios. Drawing heavily on dozens of detailed strategies outlined in leading best practices, this tool focuses on The HOW of Co-Teaching, providing explicit titles and clear roles for every adult in the room.

How the Builder Works for Co-Teachers:

• Eliminate Role Confusion: The Builder helps clarify exactly what each teacher does during the lesson, offering specific titles to minimize any doubt as to roles and responsibilities.
  
• Maximize Diverse Talents: Instead of defaulting to the specialist taking the assistant role, the tool pulls from proven, precise strategies, many of which do not require the specialist to possess strong content knowledge. For instance, it might suggest One Teach—One Summarize, where the co-teacher listens to the core content being delivered and then summarizes the information to enhance student comprehension using different language or perspectives.
  
• Drive Engagement and Rigor: The Builder suggests high-impact implementations designed to foster professional respect and parity. It will recommend powerful techniques like Two Teach and Debate, where both teachers challenge, present opposite viewpoints, or play devil’s advocate to make class discussion more exciting and foster critical thinking. Or, for review, it might suggest Teach Half Then Switch, allowing both educators to focus on smaller groups for targeted instruction on specific skills versus content rigor.
  
• Instant Accessibility: You receive a structured lesson plan outline that delineates who leads which segment of instruction, allowing you to bypass hours of painstaking co-planning and utilize your limited face-to-face time for adjustments and individualized supports.

Benefits for School Leaders: Intentional Implementation and Staff Maximization

When implemented correctly, co-teaching works, but it requires administrators to commit to correct implementation and support teachers in the process. This tool provides the necessary structure.

• Fidelity to Best Practices: This tool ensures that your co-teaching teams are making intentional choices about which implementation to use, rather than “punting” or relying on the common, but often ineffective, One Teach, One Assist model. The ability to vary approaches based on lesson goals, student needs, and teacher comfort level is essential for successful, well-scheduled co-teaching.
  
• Effective Use of Certified Staff: By providing a clear framework for specific implementations, such as those that require only minimal content expertise from the specialist, administrators can be confident that two certified teachers are fully utilizing their professional talents to support rigorous learning and student growth, rather than having one teacher acting as a “glorified paraprofessional”.
  
• Support for Collaboration and Parity: The Builder provides a common, structured language for planning, to enhance communication and foster mutual respect and parity between team members.

Stop losing valuable planning time struggling to coordinate roles and map out complex activities. Give your teachers the clarity they need to achieve high standards and show growth across all learners.

Ready to maximize your co-teaching potential and save crucial planning time? Discover how the Co-Teaching Lesson Plan Builder supports inclusive classrooms, special educators, and co-teaching teams with step-by-step planning tools.

Frequently Asked Questions About Co-Teaching Planning

Q1: What is the primary purpose of effective co-teaching?

Effective co-teaching is defined as two or more certified teachers working together to provide instruction, typically in a heterogeneous inclusive setting. Its main purpose is to create a dynamic, engaging, and highly effective learning environment that promotes rigorous learning in an inclusive setting. When co-teaching is implemented correctly, it works significantly better than other teaching models to accelerate the achievement of all students,.

Q2: Why is the traditional “One Teach, One Assist” model often ineffective or discouraged?

While the “One Teach, One Assist” approach requires minimal co-planning, it is considered the least effective co-teaching approach and is often discouraged,. This model frequently results in the specialist or special education teacher adopting a subordinate role as an assistant. Consequently, students may consider one teacher the “real” teacher and the other teacher as the teacher’s aide. Furthermore, the supporting teacher often becomes distracted from the core lesson, dealing with student behavior or helping students who are off-track.

Q3: Does a co-teacher need to be a content area expert to successfully co-teach?

No, a co-teacher does not always require strong content expertise to be effective. Many high-impact co-teaching implementations, such as One Teach—One Summarize or Two Teach and Debate, are specifically designed so that the specialist does not need strong content knowledge,. For instance, in One Teach—One Summarize, the co-teacher only requires the ability to think and be a good listener to summarize the content.

Q4: How do specific co-teaching implementations differ from general co-teaching models?

Co-teaching models have evolved and, without clearly defined examples, educators often struggle to use more than one or two approaches consistently. The focus shifts to defining precise implementations, often called “The HOW of Co-Teaching,” which provide highly specific titles and scenarios to eliminate any doubt about each teacher’s role during the lesson. This shift helps fully utilize the talents of all adults and foster professional respect.

Q5: How important is dedicated planning time for a successful co-teaching partnership?

Dedicated co-planning time is essential and should be considered sacred. If co-teachers do not carve out time to plan together, their instructional effectiveness is minimized. Without this time, it is difficult to implement a successful co-taught classroom that incorporates state standards. Teachers need time to determine appropriate accommodations and adaptations. That said, The How of Co-teaching Lesson Plan Builder saves hours of co-planning time. The dedicated time you have can be as efficient as both of you coming together and deciding what strategies in the generated lesson plan you’ll use or not use. Have the discussion and move forward from there. It’s a huge time saver.

CLICK HERE to discover a wealth of co-teaching strategies and resources to maximize student success!. Bring Susan to your campus! Featured seminar – Best Practices in Co-teaching and Collaboration: the HOW of Implementing the Models

The post Why Co-Teaching Often Falls Short, and How to Fix It appeared first on Susan Fitzell.

What’s the one skill that can change everything for struggling learners—and even your highest achievers? It’s not test-taking. It’s not note-taking. It’s not even content mastery.

It’s this: learning how to learn.

We often assume students know how to study, remember, and process information. But most don’t. And in today’s diverse, fast-paced classrooms, explicitly teaching learning strategies isn’t optional—it’s essential. When we focus on helping students build personalized, brain-aligned tools they can use for life—not just for the next quiz—we change the game.

These learning strategies aren’t gimmicks. They’re how we equip students to take control of their learning, build confidence, and succeed in any subject.

Rehearsal: Strengthening Recall with Purpose

Let’s start with rehearsal strategies—the first layer of teaching students how to learn. These are memory tools like:

• Mnemonics: Think acronyms like NASA or rhymes like “Thirty days hath September…”

• Visualization: Encouraging students to create vivid mental pictures of content

• Creative Sentences: “Every Good Boy Does Fine” for musical notes is one we all know

Rehearsal helps learners—especially those with memory or executive function challenges—reduce mental load and store information efficiently. When we make recall easier, students spend less time spinning their wheels and more time thinking critically.

Elaboration: Making Learning Personal and Sticky

Rehearsal is the first step. Elaboration strategies take things further by asking students to connect new learning to what they already know. This might look like:

• Summarizing or rewriting text in their own words

• Creating personal analogies to explain new ideas

• Asking and answering their own “what if” questions

These elaboration techniques activate long-term memory and deepen comprehension. Students who struggle with retention benefit especially from strategies that make learning relevant to their own lives.

Organization: Helping the Brain “See” Information

When information is complicated or overwhelming, organization strategies create clarity. You’ve probably seen these in action:

• Graphic organizers and mind maps

• Sticky note coding (marking “!” for interesting, “L” for learned something new, “?” for questions)

• Color-coded note systems to help chunk content

For students with ADHD or executive functioning difficulties, these visual supports reduce overload and improve task completion. When we teach organization explicitly, we remove a major barrier to learning.

The Production Effect: Speak It, Draw It, Move It

Here’s a powerful strategy you may already be using without realizing it: The Production Effect. Research shows that when students say information out loud, draw it, or move while learning, memory consolidation improves.

Try this:

• Ask students to teach a concept to a peer

• Have them sketch ideas as they listen or read

• Use movement-based activities like “Vote with your feet” or group sorting

These activities don’t just make learning fun—they solidify it.

This Isn’t Just for “Advanced” Students

One of the biggest mindset shifts we can make as educators is this: self-regulation isn’t a gifted strategy—it’s an every-student strategy. Struggling learners often have the motivation but lack the tools. When we teach them how to learn, we give them access. We give them power.

These strategies are rooted in research-backed practices like Universal Design for Learning (UDL) and reflect how the brain actually processes and stores information. It’s time we stop saving the “good stuff” for honors students and start making it part of every classroom. These are tools students can carry into every grade, every job, and every challenge that comes their way.

When we teach students how to learn, we do more than raise test scores—we change lives.

Call to Action:

If this article resonates with you, you’re not alone—and you don’t have to figure it all out by yourself. Whether you’re a classroom teacher, instructional coach, or administrator, I offer dynamic in-person trainings and consultations that bring these strategies to life.

✅ Book me for a school inservice or district PD
✅ Explore my training materials on differentiated instruction
✅ Pick up your copy of Special Needs in the General Classroom for 500+ ready-to-use strategies

Let’s equip students to succeed—not just today, but for the long haul.

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post Teach Students How to Learn: The Gift That Changes Everything appeared first on Susan Fitzell.

When we talk about student success, it’s easy to fall into a trap: defining learners by their deficits. But what if the real issue isn’t the learner, it’s the label? What if our system, and the expectations that come with it, are limiting the very students we’re trying to help?

As an educator, consultant, and parent of a child with learning differences, I’ve seen firsthand that when we shift how we view student potential, and provide differentiated instruction, everything changes. It’s not about doing more; it’s about doing different. And it’s not just for “special ed” or struggling learners, these strategies are good for all students, and critical for different learners.

From Labels to Learners: Changing the Narrative

Early in my teaching career, I noticed something troubling. Many of the students identified as “special needs” weren’t struggling because they lacked ability, they were struggling because traditional teaching methods didn’t match their learning preferences. Too often, we were teaching to one type of learner: those that have excellent language based and auditory memory skills. Everyone else was left behind.

My son has Central Auditory Processing Disorder as well as a form of dyslexia. I was told more than once in his school life that he did not belong in honors classes, that he was an overachiever and shouldn’t be where he is; and one teacher went as far as to say that if he continued to push himself so hard to achieve beyond his ability level that he may end up in a mental institution. But with strategic interventions, vision therapy, immersive summer programs, academic coaching, he graduated with a degree in mechanical engineering and now works as a design engineer.

So, I have a mother’s perspective of how students are often limited because of teacher expectations versus their own motivation. His story isn’t unique. It’s a testament to what’s possible when we stop limiting students with labels and start believing in their ability to thrive.

The Power of Personalized Learning

Personalized learning requires a mindset and a methodology that enables all students to succeed in the same classroom. It doesn’t mean watering down the content. It means varying how we teach, what we ask students to do, and how we assess them, based on their readiness levels, interests, and learning profiles. Most importantly, it requires students to learn how they learn.

Here’s what personalized learning looks like in practice:

• Offering Choice: Let students choose the order of tasks or how they demonstrate learning. This builds ownership and motivation.
• Teaching Strengths: Incorporate visual, auditory, kinesthetic, and interpersonal elements into your lessons. When we teach using graphic organizers, color-coding, and movement activities, we engage more learners and accelerate growth.
• Flexible Grouping: Mix students based on skill, interest, or learning style. This fosters peer learning and helps everyone find a place to shine.
• Formative Assessment & Feedback: Use check-ins and exit cards to adjust instruction in real-time, ensuring no one gets left behind.

Personalized learning doesn’t mean crafting twenty different lesson plans for twenty students. It’s about using thoughtful strategies that connect with a wide range of learners all at once.

Empower Through Self-Regulation

One of the biggest game changers for struggling learners is teaching them how to self-regulate, not just behavior, but their own learning.

Self-regulated learners:

• Set clear goals (both academic and process-based)
• Use strategies to manage time and monitor progress
• Reflect on what works and adjust accordingly

This kind of autonomy is what moves a student from struggling to thriving. And yes, it takes time, but the payoff is massive.

Start with simple strategies:

• Rehearsal (mnemonics, acronyms, rhymes)
• Elaboration (make it real, personal, and connected to prior knowledge)
• Organization (color-coded notes, visual roadmaps, and chunking information)

These are not just tools. They’re lifelines.

Let’s Stop Underestimating Kids

Before inclusion became the norm, I taught self-contained special education classes. We dumbed down the curriculum because we didn’t know better. I was doing the right thing, giving students something they could handle.

But I was wrong.

Once we integrated students with learning differences into general education classrooms, something incredible happened: They rose to the occasion. With proper support and high expectations, they learned more than we ever thought possible.

Students don’t need less. They need more opportunity, more belief, and more access to quality instruction.

Conclusion: Every Student Can Learn

What I’ve learned after decades of teaching, parenting, and consulting is this: Struggling learners don’t need to be fixed. They need to be understood. When we teach with intention and differentiate with purpose, we open the door to success for every child in the room.

Our job as educators is to believe in our students, even when they don’t believe in themselves yet. Especially then.

Let’s stop labeling students by what they can’t do. Let’s start teaching them in ways that let them show what they can do.

Call to Action

If this article resonates with you, you’re not alone, and you don’t have to figure it all out by yourself. Whether you’re a classroom teacher, instructional coach, or administrator, I offer dynamic in-person trainings and consultations that bring these strategies to life.

✅ Book me for a school in-service or district PD
✅ Explore my blog for hundreds of free articles that support students, parents, and educators.

✅ Pick up your copy of Special Needs in the General Classroom for 500+ ready-to-use strategies

Let’s work together to move students from surviving to thriving, one strategy at a time.

🔗 Visit www.susanfitzell.com to get started.

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post Unlocking Potential: Why Changing Our Mindset About Struggling Learners Changes Everything appeared first on Susan Fitzell.

Let’s be honest—today’s classrooms are more complex than ever. We’ve got fast finishers, slow processors, fidgeters, dreamers, doodlers, and kids who ask, “Why are we doing this?” before you’ve finished giving directions. It’s clear that one-size-fits-all teaching doesn’t work anymore. Personalized learning strategies are the key to reaching every student where they are—and helping them thrive. These personalized learning strategies reduce barriers and increase engagement for every learner.

Why Personalized Learning Works in Today’s Classrooms

Personalized Learning is not a trend. It’s a research-based, equity-driven practice that respects individual learning differences without sacrificing rigor. It’s not about letting students “do whatever they want.” It’s about offering meaningful choices, reducing barriers to learning, and giving all students a path to success.

For example, allowing students to choose where they sit—whether at a standing desk, on a yoga ball, or in a quiet corner—can significantly increase focus and engagement. Research has shown that using standing desks can actually improve executive function and working memory. When students are comfortable and able to move, they can better manage their energy and attention.

Simple Tools That Shift the Learning Experience

We also use tools that help students organize information in ways that match how the brain works. Mnemonics, acronyms, and color-coded notes are more than memory tricks—they are cognitive supports that reduce overload and make recall faster. Using visuals, like graphic organizers or color-highlighted math steps, helps students see the structure of a problem or concept. For our many visual thinkers, that’s a game changer.

To ease transitions and manage classroom flow, try the Stoplight Cue System—green means go, yellow means five minutes left, and red means time to move on. This system not only minimizes interruptions, but also supports students who struggle with executive functioning or processing delays.

Another favorite: mandalas for focus. After a test or during high-anxiety moments, giving students time to color a mandala (from the outside in or inside out) provides a moment of calm, resets the brain, and supports emotional regulation.

Empower Students to Take Ownership of Learning

Most importantly, Personalized Learning gives students a voice and a plan. When learners have agency—when they can make decisions about how they show what they know—they begin to see themselves as capable. They move from feeling powerless to feeling confident.

In an era where schools are being asked to meet the needs of every learner while also navigating political tensions, the best solution isn’t standardization—it’s personalization. Personalized Learning lifts every student by providing what they uniquely need to succeed.

Let’s Move From Surviving to Thriving

If you’re ready to bring personalized learning strategies to life in your classroom, let’s connect. Grab your copy of Special Needs in the General Classroom—packed with 500+ practical tools you can start using tomorrow. Or schedule a full-day inservice with Susan to bring Personalized Learning to life in your school.

Let’s give every student the opportunity to thrive.

Call to Action

If this article resonates with you, you’re not alone—and you don’t have to figure it all out by yourself. Whether you’re a classroom teacher, instructional coach, or administrator, I offer dynamic in-person trainings and consultations that bring these strategies to life.

✅ Book me for a school inservice or district PD
✅ Explore my training materials  and blog articles on on differentiated instruction
✅ Pick up your copy of Special Needs in the General Classroom for 500+ ready-to-use strategies

Let’s work together to move students from surviving to thriving—one strategy at a time.

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post From Chaos to Confidence: Why Personalized Learning Strategies Help All Learners Thrive appeared first on Susan Fitzell.

Here’s what ChatGPT said about me:

Based on what I’ve learned about you from your writing, teaching, and professional work, I would say the cartoon character you most resemble is Ms. Frizzle from The Magic School Bus.

 

Here’s why:

• Energetic Teacher and Guide: Your books show that you thrive on teaching others, whether it’s children, paraprofessionals, or business leaders. Like Ms. Frizzle, you’re not just instructing—you’re guiding people to think for themselves and explore.

• Creative Problem Solver: In your productivity and entrepreneurial writing, you emphasize creative strategies and tools to overcome challenges. That’s very Ms. Frizzle, who always finds a surprising way to solve a problem.

• Encourager of Independence: You often stress helping students (and adults) become independent learners and thinkers. Ms. Frizzle’s motto—“Take chances, make mistakes, get messy!”—echoes that same spirit.

• Adventurous Spirit: From your descriptions of working on the road, exploring, and embracing challenges, you clearly enjoy adventure and discovery. That lines up perfectly with Ms. Frizzle’s curiosity and boldness.

So, if you were a cartoon character, you’d be Ms. Frizzle—compassionate, knowledgeable, adventurous, and always helping others discover their own strengths.

 

Would you like me to sketch a playful illustration of you as Ms. Frizzle, blending your real-life look with her iconic flair?

I said yes and this is what ChatGPT created:

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success! Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post I asked ChatGPT what cartoon character best represents me… Guess what it came up with! appeared first on Susan Fitzell.