Part 1: When More Explaining Leaves Less Time for Practice

Teachers are already working hard to plan meaningful lessons and support all learners. Chunking makes that work more effective by breaking instruction into smaller, purposeful sections that give students more chances to process, practice, and succeed.

Teachers ask me all the time, “How can I make lesson planning faster?”

My answer is usually not what they expect.

I don’t tell them to find a shortcut that waters down the lesson. I don’t tell them to lower the bar. I don’t tell them to create three completely different lesson plans for one class period. Who has time for that?

Instead, I ask them to look at the structure of the lesson.

Because often the problem is not the teacher’s work ethic. It is not that the teacher does not care enough, plan enough, or try enough.

The problem is that the lesson is planned as one long teach instead of a series of smaller, purposeful chunks.

And that matters.

When I work with teachers in inclusive classrooms, I see the same pattern again and again.

A Typical Scenario

A teacher starts with a clear objective. The lesson begins well. The teacher explains the concept, gives examples, asks questions, and checks faces around the room.

Then the teacher sees it.

Jessica has that glazed look in her eyes. David is looking puzzled. Rob, who is on an IEP, is just kind of “out there” at this point.

So, being a caring teacher, the teacher keeps teaching.

They give another example. Then another one. They ask more questions, hoping to pull students in. They try to get participation going, but it feels like pulling teeth because the same students are answering over and over again.

By now, 20 minutes of class time has gone by and they still are direct teaching. Maybe they’ve included visuals or used dramatic role-play to engage. Maybe they’re doing outstanding direct teaching.

Still, some students are lost.

So they keep going.

Now 25 minutes are gone. In a 45-minute class, that leaves only 20 minutes for practice, application, grouping, reteaching, enrichment, closure, or whatever else was supposed to happen.

So, here is the question that stopped me in my tracks when I first started thinking deeply about Chunking Lesson Plans™:

Probably thinking, “Oh, geez. I’m bored.”

And who knows? They may have even begun to act out their boredom and frustration.

At the same time, after 25 minutes of direct teaching, there are probably still students who need more practice. There may still be a handful of students who have no clue what the concept means.

So, weren’t we in almost the same place after 10 minutes of direct teaching?

Why did we spend 25 minutes only to be at the same place we were in after ten?

What an epiphany this was for me.

That realization is the heart of Chunking Lesson Plans™.

The goal is not to teach less. The goal is to use whole-group teaching where it helps most, then give students time to process, practice, and apply.

Direct teaching is a best practice technique. Ten minutes, done well, is powerful. But after that, we need to do something different.

We need to chunk the lesson.

Why Lesson Planning Feels So Overwhelming in Inclusive Classrooms

Inclusive classrooms are complex.

In one room, a teacher may have students who are reading above grade level, students reading two or three years below grade level, students with IEPs, students with ADHD, students with auditory processing difficulties, English learners, anxious students, gifted students, students who need movement, students who need visuals, and students who need time to think before responding.

Teachers are expected to teach the grade-level standards, provide accommodations, keep students engaged, manage behavior, assess understanding, provide intervention, enrich advanced learners, and document what is happening.

No wonder lesson planning feels overwhelming.

Teachers do not need one more complicated form to fill out. They need something that visually cues them into remembering the methods they might use to meet the needs of all learners in the classroom.

That is where a planning tool matters.

The goal is not to make teaching mechanical. The goal is to reduce the mental load.

Instead of sitting there thinking, “What am I forgetting?” the teacher can glance at a visual planning reminder and ask:

• How will students access the information?
• How will they practice?
• How will they show understanding?
• What supports will help students who struggle?
• What options will keep students engaged?

That saves time.

Not because the teacher is doing less thinking, but because the teacher is not starting from scratch every time.

What Often Happens: Direct Instruction Expands, and Practice Time Shrinks

This is where lesson planning can get tricky:

A whole-class lesson often assumes that everyone needs the same amount of direct instruction, even when students are starting from different places.

Then, when some students do not get it, the teacher gives the whole class more direct instruction.

That feels responsible. It feels caring. It feels like we are not leaving anyone behind.

But in reality, we may be holding some students back while still not giving struggling students the kind of support they actually need.

Some students do not need another whole-class example. They need a smaller group. They need a different modality. They need to talk it through with a partner. They need to manipulate something. They need vocabulary clarified. They need the steps color-coded. They need to see the concept mapped out. They need guided practice.

Other students already have it. They need acceleration, enrichment, application, or an opportunity to go deeper.

When we keep reteaching the whole class, we often create two problems at once:

• The students who understand become bored.
• The students who do not understand still do not get enough targeted support.

What Chunking Lesson Plans™ Solves

Chunking Lesson Plans™ helps teachers use class time differently.

Instead of thinking, “I have to explain until everyone gets it,” the teacher thinks, “I am going to teach the core concept clearly and briefly, then use the rest of the lesson to find out who needs what.”

That one shift changes everything.

Let’s use the example from my book: teaching genre.

If I have five on-grade-level capable students with no learning disabilities in a small group, and I want to teach them the concept of genre, not to be experts on it, but to know what genre is and identify three types, most teachers would agree that I could teach that concept in about ten minutes.

So why do we often take 25 minutes in a whole-class lesson?

Chunking helps us stop doing that.

Instead, how about we teach the core instruction for about ten minutes and then stop. No matter how many glazed looks we see, we stop.

Not because we are abandoning students.

But, because we are moving them into a structure where we can actually help them better.

The Takeaway for Part 1

Faster lesson planning should not mean weaker instruction.

It should not mean copying a worksheet and hoping for the best.

It should not mean lowering expectations for students who struggle.

It means designing the lesson so that the teacher is not trapped in 25 minutes of direct instruction when 10 minutes would have been enough to launch the learning.

My whole philosophy is built around the idea that strategies can be good for all and critical for different learners.

Chunking Lesson Plans™ is one of those strategies.

It helps the teacher stop reteaching the whole class longer and longer and start using class time more intentionally.

In Part 2, we will look at how to plan the 10-minute core teach, what to do after that first chunk of instruction, and how to use the Lesson Planner Idea Jogger to make differentiated planning faster and more manageable.

Podcast: Stop Overexplaining with Ten Minute Chunks

Source note: Adapted from Susan Gingras Fitzell, Special Needs in the General Classroom: 500+ Teaching Strategies for Differentiating Instruction, especially the sections on Chunking Lesson Plans™ and the Differentiated Planning – Lesson Planner Idea Jogger.

FAQ

How can teachers make lesson planning faster without lowering expectations?

Teachers can make lesson planning faster by changing the structure of the lesson, not the rigor of the content. When instruction is chunked into smaller, purposeful sections, teachers can spend less time overexplaining and more time giving students opportunities to process, practice, and apply what they are learning.

Why does direct instruction sometimes take too much class time?

Direct instruction often stretches too long because teachers are trying to meet individual learning needs through whole-class teaching. When some students look confused, teachers naturally keep explaining. The problem is that this can reduce time for practice and still fail to provide the targeted support struggling learners actually need.

What is the benefit of chunking lesson plans in inclusive classrooms?

Chunking lesson plans helps teachers use class time more intentionally. A short, focused core teach gives students the foundation they need, and the rest of the lesson can be used to identify who needs practice, reteaching, enrichment, or a different way to access the content. This makes differentiated instruction more manageable in inclusive classrooms.

Want more practical support for teachers?

I offer professional development for schools on co-teaching, collaboration, learning strategies, and supporting students who learn differently.

Education Programs & Workshops
Co-Teaching Training / Consulting
Free educator download
Substack sign-up

If you are here because you care about supporting teachers, you may also like:

Co-Teaching Support for Schools
Practical Learning Strategies for Struggling Students
Paraprofessionals and Teachers Working Together – Unlocking the Power of Collaboration for Student Success

The post How to Make Lesson Planning Faster Without Watering Down Instruction appeared first on Susan Fitzell.

One thing I often stress in my programs is the importance of making sure the people we work with know they are appreciated. Teachers make a difference every day. They educate, inspire, guide, counsel, encourage, and help students take the next step.

These quotes were personally chosen by me because they express my appreciation for the important work educators do throughout the school year. Use them in a card, note, email, school newsletter, staff meeting, or celebration.

To every educator who works with young people: thank you for making a difference.

Teacher Appreciation Quotes You Can Use

“A good teacher may never know the full impact of a kind word, a patient explanation, or one moment of believing in a student.”
~ Susan Fitzell

“Teacher appreciation makes the world of education go around.”
~ Helen Peters

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”
~ William A. Ward

“A good teacher is like a candle – it consumes itself to light the way for others.”
~ Mustafa Kemal Atatürk

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”
~ Albert Einstein

“None of us got where we are solely by pulling ourselves up by our bootstraps. We got here because somebody – a parent, a teacher, an Ivy League crony or a few nuns – bent down and helped us pick up our boots.”
~ Thurgood Marshall

“A teacher affects eternity; he can never tell where his influence stops.”
~ Henry Adams

“I like a teacher who gives you something to take home to think about besides homework.”
~ Lily Tomlin as “Edith Ann”

“The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called “truth.”
~ Dan Rather

“If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn’t want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher’s job.”
~ Donald D. Quinn

“In teaching you cannot see the fruit of a day’s work. It is invisible and remains so, maybe for twenty years.”
~ Jacques Barzun

“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.”
~ Carl Jung

How to Use Teacher Appreciation Quotes in a Meaningful Way

Teacher appreciation often starts with good intentions. We want teachers to feel seen, but it is not always easy to find the right words or the right way to say them.

That is where a quote can help.

A quote gives people a place to begin. It can set the tone, open the note, or give shape to what someone already feels but may not know how to express. The key is to connect the quote to something real.

• What did you notice?
• What did the teacher do that made a difference?
• How did that effort support a student, a family, or the school community?

Here are some practical ways to use teacher appreciation quotes in a way that feels personal and meaningful.

1. Write a note that sounds like you noticed

A handwritten note does not have to be long. In fact, it is often better when it is short and specific.

Choose a quote that fits the teacher. Maybe it is a teacher who stays after school to help students finish a project. Maybe it is the teacher who quietly checks on the child who rarely asks for help. Maybe it is the one who reworks a lesson three different ways until the students finally get it.

1. Write the quote at the top of the card.
2. Then add a few honest sentences.
3. What did you see?
4. Why did it matter?
5. How did it help a student, a family, or the school?

That is the part teachers save. Not the fancy card. Not the perfect wording. They save the note that reminds them someone saw the work they were doing when no one was making a fuss about it.

2. Use a quote to start a staff meeting with purpose

A quote on a slide can feel like filler. We have all seen that happen. It goes up on the screen, people glance at it, and then the meeting moves on to schedules, testing, coverage, and paperwork. Instead, use the quote as a quick conversation starter.

1. Read it aloud. Then ask staff to turn to a person nearby and answer one simple question:
2. Where did you see this happen in our school this week?
3. Give them a minute or two.
4. That is enough.

Someone may mention a teacher who helped a student through a rough morning. Someone else may talk about a colleague who shared materials, covered a duty, or stayed calm when the day got messy. Now the quote is not decoration. It is connected to real people doing real work.

3. Make principal emails specific

A mass email with a quote at the bottom usually does not feel like recognition. It feels like a signature line. Try opening with the quote instead. Then name the work.

For example, mention the teacher who adjusted an assessment so students could show what they actually knew. Mention the team that changed the schedule to support a struggling group. Mention the teacher who started a lunch group for students who needed a safe place to land.

Keep it simple. Keep it true. The power is in the connection between the words and the work.

When appropriate, copy or forward that recognition to someone beyond the building. A superintendent, a director, or a school board member does not always see the day-to-day care that happens in classrooms. Help them see it. Recognition carries more weight when it is witnessed.

4. Give parents a way to say thank you

Many parents appreciate teachers deeply, but they do not always know what to write. “Thank you for everything” is sincere, but it can feel too general. Make it easier. Send families a short note during Teacher Appreciation Week with a quote and a simple prompt.

For example:

“This week, we are celebrating the educators who show up for our children every day. If you would like to send a note to your child’s teacher, here is one way to begin.”

Then give them a sentence starter.

“My child is better because you…”

“I noticed the way you…”

“Thank you for helping my child…”

Some parents will use the quote. Some will ignore it and write their own words. That is fine. The goal is not to control the message. The goal is to open the door so gratitude has somewhere to go.

5. Use newsletters to make teaching visible

Most school newsletters are full of reminders. Picture day. Early dismissal. Testing dates. Field trip forms. Those things matter, but they do not tell families much about the thinking and care that go into teaching. Add a small Teacher Spotlight section.

Choose one teacher. Include a quote that connects to that teacher’s work. Then write a few sentences about what is happening in that classroom right now.

Maybe students are working on a project.

• Maybe the teacher changed a routine to help students become more independent.
• Maybe the class is using a new strategy to support reading, writing, collaboration, or problem-solving.
• Keep it concrete.

Families build trust when they understand the work behind the classroom door.

The quote is not the point

The point is not to find the perfect quote. The point is to notice. Notice the teacher who keeps trying when a student shuts down. Notice the teacher who builds structure so students can succeed. Notice the teacher who helps a child feel capable again.

Words without action are just words.

But when we use those words to name what matters, to start a conversation, or to make good work visible, appreciation becomes real.

Want more practical support for teachers?

I offer professional development for schools on co-teaching, collaboration, learning strategies, and supporting students who learn differently.

Education Programs & Workshops
Co-Teaching Training / Consulting
Free educator download
Substack sign-up

If you are here because you care about supporting teachers, you may also like:

Co-Teaching Support for Schools
Practical Learning Strategies for Struggling Students
Paraprofessionals and Teachers Working Together – Unlocking the Power of Collaboration for Student Success

The post A Dozen Quotes of Appreciation For Teachers appeared first on Susan Fitzell.

Teachers, I see you. 

Classrooms today are not easy to manage. Many students are coming to school with greater needs: inattention, low frustration tolerance, and weak social skills. They seem to be worse than what teachers were seeing a few years ago. Unfortunately, these issues often result in misbehavior. 

When students are distracted, impulsive, or quick to push back, traditional classroom management is often not enough. That doesn’t mean you are doing anything wrong. It means we need practical, proactive systems that reduce power struggles, increase structure, and help students function more successfully at school. 

This article offers strategies you can use to support behavior, strengthen focus, and make the classroom feel more workable again.

Setting the Stage for Success

Each of us has our own preference for class structure, consistency, and management. I believe it is important to understand that we need to be free to be ourselves and have our own styles of running our classrooms. Yet, some teaching styles seem to lend themselves well to today’s inclusive populations, where others are more challenging for both students and teachers.

Consider these approaches for a successful classroom environment:

• Consistency without rigidity

• Firm discipline without power struggles

• Reasonable flexibility without lax standards

• The goal of the lesson rather than the specifics of the process

• Learning as the goal, rather than focusing on just that test grade

Physical Structure and Environmental Variables

Before we address behavior directly, I always suggest looking at the physical environment.

Consider Classroom Seating Options

Can we change student seating? I try to move students who struggle to self-regulate closer to the center of instruction, closer to me, or away from distractions. Consider allowing a student to choose a new seat as part of a win-win behavior plan. This ensures the student owns the behavior and the solution. 

The Personal Office Solution

I’ve also found DIY study carrels to be valuable.

I first saw them in use in a fifth grade classroom. I wasn’t sure they would be well received when I introduced them to my high school students, yet some of the students loved them. They provide a space free of distractions as well as a secure personal space. I did not force these on students. It was an option I provided. 

For example, I might say, “You can choose a different seat as well as a ‘personal office’ or you can choose to stay where you are sitting. However, that seat does not appear to be working for you. Make a good choice for yourself.” 

The Spacing Solution

Increase the distance between desks and provide more space if possible. Scan the room frequently and stay alert to what students are engaged in at all times. Okay, I know you don’t have eyes in the back of your head and there are times when you can’t see everything. Try to stay with me. You may find these ideas are worth considering. Some of the classrooms I’ve observed in the past few years are crowded. I’m empathetic to the challenge educators face when they are trying to teach thirty students all at once, often in a multi-ability classroom. 

The Grouping Solution – Mixed Ability Groups with Role Models

Finally, we should avoid seating students who struggle academically together as a permanent seating arrangement. It singles them out for stigmatization and creates a situation where they may feed off each other behaviorally.

The Technique that Changed My Teacher Life: Proactive Behavior Plans

I have found this approach to be highly effective with adolescents. It is based on a proactive choice model, and the goal is to teach young people how to take control of their own lives, make more effective choices, and develop the strength to handle daily problems. 

At its foundation is the belief that all humans choose behaviors in an attempt to fulfill basic needs like belonging, freedom, fun, power, and survival. Because human behavior is internally motivated, the only person’s behavior we can control is our own. Each of us fulfills these needs differently. 

Our goal as educators is to get students to evaluate their present behavior and determine whether it is actually meeting their needs.

In one example, we might ask a student if their behavior is getting them what they want. If the student is talking constantly in class and loses a privilege, the student who wants belonging or fun is not getting what he wants through their behavior. 

On the contrary, they are losing the thing they want and need. If the student is not getting what they need with their present behavior, making a specific plan for change is required. They must make a plan and a commitment to follow through with that plan. In my experience, students would prefer to be kicked out of class to sit in the office (which many find more entertaining than being in class) than sit with me and make a plan for better behavior!

As an adult, I do not do the choosing for the student. I may offer suggestions to help the student come up with solutions. Ultimately, the student must make the choice and commit to it. In this way, the student owns his behavior.

Guidelines for Discussion: The Win-Win Discipline Plan

*My work in this area was significantly influenced by Glasser’s Control Theory and Choice Theory philosophy and Kagan’s Win-Win Discipline framework. 

When having these discussions, I find there are four key questions we need to address: 

What were you doing that was unacceptable? 

I found that asking “What is the problem?”  which was how I learned the approach from Glasser’s work, often led to an answer like “I don’t know. I wasn’t doing anything wrong!” For me, “What were you doing that was unacceptable?” is a more direct, less vague, and more productive question. The purpose here is to focus on the specific behavior that’s causing the problem. Try to avoid confronting values or attitudes and just stick to the behavior.

Whose expectations are not being met? 

This needs to be a part of the discussion. If it is the student’s own expectations, I might start with, “I am concerned”. If it is my expectation regarding rules, I simply state, “Part of my job as a teacher is to keep you safe” or “to create a safe environment. When you poke the student in front of you with scissors, that’s not safe.” 

What do you want as a result of the conversation? 

State what you want and word it in the form of a solution. Tell them, “I want to figure out a way that we both win”. Do not get sucked into arguing about the problem. Students are often skilled at avoiding responsibility. They resort to bantering, badgering, and blaming to get out of trouble. 

What will the resolution include? 

The resolution might include a plan for the future or logical consequences. Most importantly, the plan must include a commitment. If it does not, a new plan must be worked out that the student can commit to. When children are resistant to planning, I simply tell them that they will continue meeting with me after school (or another time) until we work it out and create a plan that we both feel comfortable with. 

Yes, this took a lot of my time in the beginning. By January, Students knew that if they didn’t follow the rules we created and agreed to as a class, they would be stuck sitting with me to make a behavior plan. They felt that was worse than other consequences. I realize that some children are so attention starved they may want that time with you. That’s where you get to be creative in how you implement the framework. 

Conclusion

I believe one of the most important things we can do is stop thinking about behavior only in terms of consequences and start thinking more proactively. When we make small changes to the environment, stay consistent without turning everything into a power struggle, and help students take ownership of their choices, we set everyone up for more success. This does not mean students should not be accountable. It means we address behavior in a way that is more likely to teach, support, and actually change it.If you are looking for more practical strategies you can use right away, I invite you to visit my free download page. I’ve put together additional tools and ideas to help you support struggling learners and make your classroom feel more workable again.

FAQ

What are proactive behavior supports in the classroom?
Proactive behavior supports are classroom strategies designed to prevent behavior problems before they escalate. Instead of reacting only after a student misbehaves, teachers use structure, consistency, seating adjustments, clear expectations, and problem-solving routines to help students stay regulated and successful.

How can classroom management support struggling learners?
Classroom management supports struggling learners when it reduces distractions, avoids unnecessary power struggles, and gives students tools to make better choices. Small environmental changes, flexible seating options, consistent routines, and behavior plans can help students focus, participate, and take more ownership of their behavior.

What is a win-win discipline plan?
A win-win discipline plan is a proactive problem-solving approach that helps students reflect on their behavior, identify what is not working, and commit to a better plan. The goal is not just punishment. The goal is to help the student make choices that meet their needs while also protecting the learning environment.

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 Classroom Management Strategies That Work: Proactive Behavior Supports for Struggling Learners appeared first on Susan Fitzell.

The Shift: Why One Way is No Longer Enough

Classroom accessibility in the general education classroom requires more than differentiation. It requires structured choice. This approach helps teachers reach diverse learning styles and improve student engagement without changing the core standard.

The “Talk-and-Test” era was simple. Say it. Assign it. Test it. This method assumes every student processes information the same way. We know that isn’t true.

If I teach one way, I get the kids whose learning preferences match that way.

If I teach a concept in multiple ways: I get almost everyone. That is the goal.

When we rely on one method of teaching and testing, we measure compliance. We do not measure learning. We are just seeing who can handle our specific style of teaching. If we want to reach every student, we have to change how they get to the content.

NOTE: I understand that some educators reading this just balked at what I wrote with these thoughts, “But, my [fill in the blank – principal, department head, supervisor, etc.] says that I have to follow the script in the teachers manual provided by the X,Y, Z publisher. 

Please read the rest with a problem solving mindset. Can you incorporate any of these ideas into your teaching and still maintain the fidelity of the lesson plan you are required to teach. 

The Instructional Shift

Traditional One-Way Instruction

• Focuses on “say it, assign it, test it.”
• Measures how well a student follows a method.
• Works for some students but leaves most behind.
• Relies heavily on talk-and-text delivery.

Multi-Modal Access

• Provides multiple ways to access the same idea.
• Measures the student’s actual understanding.
• Accelerates learning for almost every student.
• Varies how students interact with the work.

This shift starts with the students in the room. You have to look at the students sitting in front of you in your classroom(s).

Identifying Learning Strengths: The Nine Student Learning Preferences

Every student has a way of working that feels natural to them. These preferences are tools for expansion. They are not labels for pigeonholing children. When you recognize these clues, you open the door to the work necessary to reach all learners.

• The Word Kids (Verbal Learners): They tell stories and explain ideas. Their strength is remembering what they hear or read.
• The System Thinkers (Logical Learners): They ask how it works and hate pointless worksheets. Their strength is finding patterns and solving problems.
• The Movers (Kinesthetic Learners): They fidget and tap to stay focused. Their strength is showing what they know through action.
• The Visual Learners: They doodle to stay with you. Their strength is understanding a drawing faster than a page of text.
• The Rhythm Learners: They hum or tap while they work. Their strength is remembering through patterns in sound.
• The Talkers (Collaborative Learners): They need to say it out loud to understand it. Their strength is collaborating and leading others.
• The Quiet Processors: They prefer to think first and talk later. Their strength is being reflective and self-aware.
• The Detail Seekers: They notice things others miss. Their strength is connecting lessons to practical, real-world systems.
• The Big Picture Thinkers: They disengage if the work feels pointless. Their strength is connecting learning to a larger purpose.

These learning preferences help us see that students are not being difficult. They are just trying to process what we are teaching. When they can’t, that’s often when we lose them. 

From Chaos to Structured Choice

Many teachers worry that giving options leads to chaos. It doesn’t. Structured choice is not the same as having no plan.

You do not need to create 27 different lesson plans. That is impossible. You only need to adjust student access to the same educational standard.

When we open up options, we stop fighting the students. We start helping them do the work.

Instead of asking, “Which students can handle my lesson?” ask, “How many ways can students access this idea?” Next, ask yourself, ‘How many of these ways can I sprinkle into my lesson plan and stay sane.’ I realize teachers often have ridiculous demands on their time and these ‘options’ may seem overwhelming. Take baby steps to incorporate different learning preferences into a lesson plan. Once those first steps become part of your teaching repertoire, then try others. 

Theory is fine. But teachers need to know what to do when the bell rings on Monday.

The Monday Morning Strategy Guide

You do not have to overhaul your entire curriculum at once. Start small. Give students two or three options for an assignment. Use these low-prep strategies to get started.

1. For Word Kids: Let them write a script or an article. They can teach a peer or create debate questions.
2. For System Thinkers: Have them build a timeline or design an experiment. They can compare and contrast two ideas.
3. For Movers: Let them act it out or build a model. They can use a simulation or create a physical demonstration.
4. For Visual Thinkers: Ask them to draw it. They can make a map or an infographic. Use color to organize notes.
5. For Rhythm Learners: Let them create a chant or a rhythmic explanation. They can explain the learning out loud to themselves.
6. For Quiet Processors: Give them time to think first. Let them journal or write personal connections before they have to share.
7. For Talkers: Use a turn and talk. Let them teach a friend or participate in a group debate.
8. For Detail Seekers: Ask them to apply the lesson to a real-life situation. Let them sort or categorize information into systems.
9. For Big Picture Thinkers: Let them explore the “why” behind the lesson. Connect the topic to a larger goal or a real-world value.

The content stays the same. The standard stays the same. Only the path changes.

This is the foundation of structured choice and differentiated instruction in today’s classroom.

The Impact: Measuring What Matters

When you use structured choice, the classroom changes. You stop measuring who can sit still. You start measuring who understands the material.

The results are immediate:

• Engagement goes up because students feel capable.
• Behavior issues go down because students aren’t frustrated.
• Confidence grows because students have a way to succeed.

The goal is for a student to say: “I get it.”

When a student finally accesses the content in a way that works, the shift is instant.

Once you see that happen, you don’t go back.

Frequently Asked Questions About Structured Choice in the Classroom

What is structured choice in the classroom?
Structured choice is an instructional strategy that gives students multiple ways to access and demonstrate learning while maintaining the same academic standard and learning objective.

How is structured choice different from differentiated instruction?
Structured choice is a practical application of differentiated instruction. It focuses specifically on offering students options in how they engage with content, process information, and demonstrate understanding.Does giving students choices create classroom management issues?
No. When implemented correctly, structured choice improves classroom management by increasing engagement, reducing frustration, and giving students clear, purposeful ways to participate in learning.

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 Classroom Accessibility Handbook: Structured Choice in the General Classroom 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

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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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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

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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.

FAQ

What helps struggling learners succeed in the classroom?
Struggling learners succeed when teachers provide differentiated instruction, high expectations, and multiple ways to access content. Strategies like flexible grouping, choice, visual supports, movement, and formative assessment help students learn in ways that match their strengths and needs.

Why is differentiated instruction important for struggling learners?
Differentiated instruction is important because struggling learners do not all process information in the same way. When teachers vary how they teach, how students practice, and how learning is assessed, more students can understand the material, stay engaged, and show what they know.

Can struggling learners thrive in general education classrooms?
Yes. Struggling learners can absolutely thrive in general education classrooms when they receive the right support, strong instruction, and opportunities to build self-regulation. With high expectations and purposeful differentiation, many students achieve far more than traditional labels would suggest.

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 training 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.