Addressing the needs of all learners
  • Home
  • SIM Tech-Enhanced LS

Technology-Enhanced SIM™ Learning Strategy Instructional Delivery

Instructing with SIM Learning Strategies this fall will look different than in the past. At the CRL, we wish to support teachers in their transition to instructing LS in varied teaching and learning environments (e.g., remote, virtual, in-person with social distancing). In the future, even when typical classroom instruction resumes, teachers may continue to enhance their LS instruction with technology; thus, we hope this resource will have ongoing relevance.

The table below, Technology Tools Per Stage of Instruction, has been organized around the eight Stages of Instruction incorporated in SIM Learning Strategies.  It was developed in collaboration with more than thirty SIM Professional Developers, calling upon their experiences with a wide-range of technology tools. The Stages of Instruction are similar to the instructional sequence within explicit instruction. The interaction between the teacher and students for some stages is similar, given the purpose of the stage, allowing us to combine stages on the table below. For example, the procedures for Stage 1 Pre-test and Make Commitments and Stage 7 Post-test and Make Commitments will require similar technology, so ideas for technology tools are provided in one row.

There is a large volume of incredibly useful technology tools available to educators today. Therefore, quality over quantity is key, especially for systematic use of technology tools. We want to focus on technology tools that support instruction of content more than tools that are designed primarily for practice drills or memorization of facts. Additionally, when possible, it is important to select technology tools that can be used routinely (i.e., during LS-focused instruction and other types of instruction, and by several teachers with the same group of students). Thus, teachers will want to select high-utility tools that are generalizable across different settings. Another factor is to select tools that allow for high-touch, which means the technology promotes the ability to communicate often with students to address a lack of connection teachers and students experience during remote teaching and learning. Finally, considerations for digital equity are paramount. Thus, we’ve organized technology suggestions by low-tech, mid-tech, and high-tech.  Click here to listen to Nanette Fritschmann describe these overall considerations.



Another approach to selecting appropriate technology-enhancements for instructional delivery with SIM Learning Strategies is the SETT Framework, typically used to determine assistive and instructional technology in a collaborative way. To determine appropriate technology tools, the SETT framework suggests viewing three factors in relation to each other a) each student’s current skills, special needs, and any functional areas of concern, b) environment parameters in the classroom and at home related to computer, personal device, and internet availability and access, and c) tasks required by each Stage of InstructionClick here to listen to Jocelyn Washburn describe how the SETT framework helps us determine technology tools.



As we built the following table, we considered all these factors to develop a wide-range of technology solutions to accommodate for times when differentiating the type of technology per student, per environment, or per task. However, some schools or classrooms routinely use a digital platform (e.g. Google Classroom, Seesaw) that offers ways to meet the goals of each Stage of Instruction and will bring a needed sense of familiarity and efficiency for teachers and students. Additionally, technology selected may vary with opportunities for synchronous versus asynchronous teaching along with any access to a hybrid model of delivery (some face-to-face with some remote learning). Digital materials published by KUCRL & Edge Enterprises, Inc. are available.  Click here for an example of how Seesaw can be used for both the Model Stage and Controlled Practice Stage.

Technology Tools Per Stage of Instruction

What does it look like?

What tools can I use?

Why is it important?

Stage 1: Pretest & Make Commitments

      Aligns with selected and critical skills or content of the lesson or unit

      Incorporates various levels of difficulty

      Should be brief and may serve as a discussion prompt to gain buy in

Stage 7: Post-test & Make Commitments

      Assign task to confirm mastery (mirrors pre-test)

      Celebrate mastery

      Discuss achievement and attribution for success

      Prompt increasing student responsibility

      Prompt commitment to generalize


Mail pretest to home and student mails it back

Phone call for conferencing on results and make commitments

Scheduled dates for car-line pick up/drop off of materials for students


Email exchange of pretest

Phone call or video-conference to discuss results and make commitments


  Google Forms to complete the pretest/posttest

  Video-conference to discuss results and make commitments

Teachers and students who know current performance levels learn important information.


Allows for students to set realistic learning goals


Celebrate mastery


Build a rationale for learning the strategy or generalization the strategy

Stage 2: Describe

Teacher paints a clear picture for the students before instruction

Uses student friendly language

Visual representation (e.g., Power Point slides, Cue Cards)



*consider timing of video-based interactions or recordings; chunking content should be considered


Send home post-it notes on Cue Cards and use highlighters.

Binder/folder set up with materials ahead of time

Text an audio recording to accompany a packet sent home


Video-conference while teacher describes and asks students to use thumbs-up/thumbs-down

Flash drive sent home with narrated Power Point of Cue Cards

 Follow-up Q&A over the phone


  Google folder (or the like) set up with materials ahead of time

   Notability can be used sync/async while describing Cue Cards

  Nearpod: either async or sync, allows videos

  Slido for creating Polls in Power Point.

  Padlet for open-ended commenting, post-it notes appear, and/or kind of like polling.

   Poll Everywhere for polling, quizzing.

Allows for students to better understand new or complex information


Allows students to “see” where they are headed



Stage 3: Model

 Teacher imitates the skill, strategy, or process

 Teacher builds in common errors and    how to solve those challenges

 Teacher performs “think aloud” for students to “see and hear” what the cognitive processes look like

 Teacher allows students to “sees and hears” all overt processes being completed   


     ●      Send a model passage or sheet home (through mail or pick up at school drive through) and talk on phone through model

     ●      Text video to students’ phones

     ●      Students could text one response as part of eliciting student engagement


     ●      Create a video-based model using practice passages

     ●      Send home flash drive with video model and learning sheets

     ●      Screencast-o-matic - Teacher creates video of both self and screen

     ●      Synchronous option for eliciting student involvement: through phone call or video-conference


     ●      Make a video model using an online tool or App


      Voiceover PPT

     ●      Flipgrid- Teacher posts video and students comment on video and/or create a brief video to try the strategy

     ●      Model live through video-conference using “share screen” with a document camera or phone to demonstrate and elicit student responses through chat box

     ●      Use phone as document camera and display during Zoom or iPad with PDF and tools

     ●      Ziteboard allows pdfs to be displayed on whiteboard

     ●      Seesaw website/App for modeling and practicing

     ●      Slido for creating Polls in Power Point.

     ●      Padlet for open-ended commenting, post-it notes appear, and/or kind of like polling.

     ●      Poll Everywhere for polling, quizzing.

Students are able to envision themselves completing the new and difficult learning task


Students can witness how to overcome common roadblocks

Stage 4: Verbal Practice

      Teacher leads students through oral practice of steps, cues

      Rapid-fire questioning where students are orally quizzed on important elements


      Print flash cards from Quizlet

      Partnering students to quiz each other over the phone or through text

      Group conference call

      Provide an exercise for parents to facilitate practice



      Quizlet (can be used synchronous or asynchronous)

      Flipgrid- for Verbal Practice Quiz

      Google slide option to make flash cards

      Zoom polling

      Online Jeopardy, Jeopardy

      Kahoot- games, used solo or as a group

      Haiku (poem generator)


High-tech: (Google Docs based random name picker wheel)

      Play a practice game through Zoom or other video-conference (Poll feature in Zoom)

      Kahoot quiz

      Gimkit create more engaging online learning

      Poll Everywhere for polling, quizzing.

Students can practice in a lower stress environment


Can be done as a warm up or check for understanding


Stage 5: Controlled Practice & Feedback

      May be done after students show understanding and verbal mastery

      Use instructional level materials

      Individual feedback is provided to ensure understanding

      May notice patterns in errors to further target your timely feedback


Stage 6: Advance Practice & Feedback

      Teacher selects grade comparable materials for students to practice their new strategy or skill

      Students are more independent in their use of the strategy or completion of the newly learned skill

      Feedback should be timely and targeted here too


Stage 8: Generalization

      Teacher and students discuss other scenarios where students can use their new knowledge

      Students practice using their new knowledge in different scenarios to ensure it sticks


      Mail or use car pick-up to send packet home and have students mail back or drop off

      Provide feedback through mail, phone call, or teacher text

      Take a picture or scan to PDF on phone and text to teacher


      Email packet home and email back

      Learning Sheet set as background on Google slide

      Provide feedback by typing on the same slide/PDF with the Learning Sheet

      Provide feedback using an audio recording and text, email, or post in shared website (free online voice recorder)



      Digital platforms that allow students to draw on Learning Sheets: Seesaw, Peardeck

      Provide feedback using Google Suite commenting features

      Feedback: Seesaw with voice recording, DocHub, Lumin PDF reader/editer

Allows students to practice without many of the additional cognitive demands


Allows students to practice the strategy or skill moving towards and using grade level materials


Builds confidence and fluency


Solidifies student’s application and transfer of their new knowledge to different situations


Allows students to experience their new knowledges utility



*Remind App provides alias for teacher’s cell phone instead of showing number.

Other online blogs and websites provide numerous ideas for how to engage students in online instruction. Here are a few recommended by SIM Professional Developers:

Connect with SIM on Social Media

Purchase SIM Materials

Online Store

Click here for links to printable order forms
Expanded ordering options: more materials can now be purchased as digital downloads and are available bundled with hardcopies and free shipping!

Request for SIM Professional Learning