Name: Date of Reflection:6/3/2026
TFE 800.53 Field-Based Experiences: Learning Strategies
Teachers employ various learning strategies to address the diverse learning styles and needs of their
students, ensuring that each student can grasp and retain the material effectively. With the diversity of
students before them, good teachers use a variety of strategies throughout a lesson such as ones
learned in TCR 404 Elements of Effective Instruction, TTL 402 Teaching Strategies that Work, and TTL 301
Strategies for Teaching Emergent Bilinguals. In your reflection, refer back to previous coursework to
connect what you observed in the classrooms with strategies for learning.
Reflection Questions:
1. In video 1 as you observed the instructional practices of Mr. Gonzalez and Ms. Saavedra, think
back to TCR 404 Elements of Effective Instruction. Describe how each teacher used effective
instructional practices. Which of these methods do you see yourself employing in your future
classroom and why?
To evidence instructional practices, I observed: Mr. Gonzalez-Used explicit instruction,
clear modeling, and chunked delivery to ensure his students could successfully pace
themselves with the lesson. Consistently checked for understanding and guided them
step-by-step through practice, he ensured that the students were able to comprehend
the concepts before assigning them to independent practice. Ms. Saavedra-Used inquiry-
based questions to spark innovative ideas and collaborative discussions. She also utilized
frequent feedback loops, adjusting her lesson pacing based on her students responses.
Both of these practices provide opportunities to grow students comprehension and
increase higher level critical thinking skills. In my classroom, I prefer to focus on depth
and complexity questioning while giving immediate feedback to student responses. I
immediately address misconceptions and mistakes before a final assessment so that
students can feel prepared instead of anxious about their understanding of the
concepts. I implement a structured approach of explicit instruction and modeling to give
my students a solid foundation before they transition to independent work using
formative assessment checks. I feel that as much as I try there are always
misconceptions which can only be identified by an in-depth collaborative discussion
where students feel safe to share. I follow up with a reflective activity that allows
students an opportunity to further anchor the concepts such as a graphic organizer.
2. As you observed Ms. Wright’s and Ms. Robison’s classrooms in video 2, explain how each teacher
used small groups and individualized instruction. How were these strategies beneficial for their
students?
In the video, Ms. Wright and Ms. Robinson both used small group and individualized
instruction to meet their students’ diverse learning need as evidenced by: Ms. Wright-
implemented small group activities to monitor student work and to provide immediate
TFE 800.53 Field-Based Experiences: Learning Strategies
Teachers employ various learning strategies to address the diverse learning styles and needs of their
students, ensuring that each student can grasp and retain the material effectively. With the diversity of
students before them, good teachers use a variety of strategies throughout a lesson such as ones
learned in TCR 404 Elements of Effective Instruction, TTL 402 Teaching Strategies that Work, and TTL 301
Strategies for Teaching Emergent Bilinguals. In your reflection, refer back to previous coursework to
connect what you observed in the classrooms with strategies for learning.
Reflection Questions:
1. In video 1 as you observed the instructional practices of Mr. Gonzalez and Ms. Saavedra, think
back to TCR 404 Elements of Effective Instruction. Describe how each teacher used effective
instructional practices. Which of these methods do you see yourself employing in your future
classroom and why?
To evidence instructional practices, I observed: Mr. Gonzalez-Used explicit instruction,
clear modeling, and chunked delivery to ensure his students could successfully pace
themselves with the lesson. Consistently checked for understanding and guided them
step-by-step through practice, he ensured that the students were able to comprehend
the concepts before assigning them to independent practice. Ms. Saavedra-Used inquiry-
based questions to spark innovative ideas and collaborative discussions. She also utilized
frequent feedback loops, adjusting her lesson pacing based on her students responses.
Both of these practices provide opportunities to grow students comprehension and
increase higher level critical thinking skills. In my classroom, I prefer to focus on depth
and complexity questioning while giving immediate feedback to student responses. I
immediately address misconceptions and mistakes before a final assessment so that
students can feel prepared instead of anxious about their understanding of the
concepts. I implement a structured approach of explicit instruction and modeling to give
my students a solid foundation before they transition to independent work using
formative assessment checks. I feel that as much as I try there are always
misconceptions which can only be identified by an in-depth collaborative discussion
where students feel safe to share. I follow up with a reflective activity that allows
students an opportunity to further anchor the concepts such as a graphic organizer.
2. As you observed Ms. Wright’s and Ms. Robison’s classrooms in video 2, explain how each teacher
used small groups and individualized instruction. How were these strategies beneficial for their
students?
In the video, Ms. Wright and Ms. Robinson both used small group and individualized
instruction to meet their students’ diverse learning need as evidenced by: Ms. Wright-
implemented small group activities to monitor student work and to provide immediate
