Developing the skills and habits to continually be trying and using different teaching

strategies can such a positive benefit for our students in our schools. Keeping the students
engaged and motivated can be a difficult task in today's schools. By encouraging a growth
mindset and helping the students to find their own drive and passion in learning can truly
increase motivation (Drake, Reid & Kolohon, 2014). Two different learning strategies are going
to be compared and contrasted, one of which is Flexible Learning Strategies, which is a new and
innovative approach to learning environment and to instruction. The next will be Reciprocal
Learning which is a student-pairing strategy designed to help form a learning partnership
between students (Silver, Strong & Perini, 2007).
Flexible Learning strategy looks specifically at meeting the specific needs of my students
as learners. There is a need for flexibility in environment and instruction which can easily be
attained in a calm and comfortable environment using a different approach to learning and
instruction. I have a great variety of diversity in my classroom with a number of different learner
needs and levels. To meet the needs of all of my students, to reduce anxiety and support learning
I have adopted a different instructional strategy. I taught in a school that was using the Flexible
learning based on the high school re-design and I wanted to take it out of a high school
perspective and put it into an elementary classroom (Alberta Education, 2011). The test is to see
if students can rise to the challenge of flexible learning environment and maintain balance in
learning and achievement.
Looking at the research to support this instructional strategy, this is a new concept that is
outlined in the High School redesign, focusing on providing students with choice that promotes
independence, creativity, innovation, creative thinking and entrepreneurial spirit.

According to our Key curricular competencies we want our students to be Confident,

Contributors, flexible, intentional, positive and strategic (Alberta Education, 2010). In order to
accomplish this strategy we also need our students to have the opportunity to be instructed
through flexible learning.
To be innovative and model the entrepreneurial spirit, in order to do so I need to be open
to change and to flexibility. Providing choice of what, where, when and how to learn, gives the
students the opportunity to make choices considering their own learning style (Alberta
Education, 2010). These choices based on learning needs, desires and personal circumstances,
are all necessary when teaching using flexible learning strategy. In doing so according to Hill,
teachers soon will begin to take on more of a guiding role as the emphasis is being placed on
giving learners choice and autonomy (Hill, 2006).
Building up the students intrinsic motivation by giving students autonomy in their own
learning. In doing so the students gain more of a vested interest in their own learning and
become more engaged and motivated to learn. Meaningful achievements are guided by having
autonomy over one's learning (Pink, 2009). The desire of all learning needs to be centered
around developing lifelong learners allowing for flexible learning strategies can help with this
goal. Allowing students the choice to pick what they are studying, teach what they have learnt to
their classmates allowing the students to become the teachers (Pink, 2009). This will allow the
students the opportunity to develop passion and expertise. Developing a classroom of teachers is
really developing a classroom of learners (Pink, 2009). This leads directly into the vision of
learning that I have for my class through flexible learning.

Flexible learning strategy incorporates a large range of learning choices. Time is

provided to work on projects, collaboratively or individually. Students are given choice of what
they want to learn and choice about developing their own schedule for the day. Flexibility helps
to promote independence in terms of scheduling and pacing. More opportunity for project based
learning, instead of teacher directed learning. Flexible learning allows for a wide range of
learning opportunities for the individual learner (Alberta Education, 2009).
The next learner strategy is the Reciprocal Learning approach. This approach works
towards doubling the learning by developing a partnership between the learners and creating a
coach and player role (Silver, Strong & Perini, 2007). Through the development of the
partnership the students are able to arrive at a deeper level of understanding and learning. When
allowing the students the opportunity to teach is when true learning begins to take place (Pink,
2009).
Reciprocal Learning is a style of instruction that is very structured and allows for the
opportunity to coach and be the player for both students. It is structured in a way that the
students both have a set of instructions to help coach with and guide the player. It works on
creating an environment of mutual respect, collaboration and helping one another to learn
(Silver, Strong & Perini, 2007). It works towards the modeling of good partner behaviour and
understanding how partnerships work. Emphasis is placed on the instructor giving praise and
supporting the students work, through walking around the room and encouraging the students to
work as a team. A learning worksheet is provided to the students with clear instructions on how
to help the player arrive at the desired answer, rather than just giving them the answer (Silver,
Strong & Perini, 2007).

The strategy of Reciprocal Learning is very structured and has the ability to set the tone
for partnership work for the remainder of the year. Students have the opportunity to be both
coach and player and take on the two roles. The students have the chance to be reflective of their
role while using this approach. It allows for the occasion for mastery while building
relationships (Silver, Strong & Perini, 2007).
Students were actively engaged in learning while using this strategy and some students
enjoyed the structure of this learning strategy, others found it to be overly structured. The
learning was easily assessed through walking around the room and using formative assessment to
focus on the strengths and weaknesses in my students learning. When I noticed students
struggling I could immediately address it and provide support. Flexible learning can also be
easily assessed in this way. As well as looking at the student work within the class and the
summative assessment of their project based learning.
Although both approached to learning can be used very successfully within the
classroom, the structure and focus of these approaches is quite different. Reciprocal learning
could be seen as a more traditional approach to learning, which does not allow for any student
autonomy over learning. The students were still very engaged and seemed to be retaining the
information well using this approach. Both approaches allow for the opportunity for the students
to lead and to teach one another. The approaches also focus on mastery of the concept but in
different ways. When students understand that mastery, effort and hard work are all needed to
succeed as presented with these approaches to learning, and then students are ready and willing
to take on more difficult tasks and push themselves (Pink, 2009).

There is a lot of scientific research being done over the past few years specifically on
motivation and engagement. Basically once basic needs are satisfied, humans (and most animals)
are motivated by autonomy, mastery and purpose (Pink, 2009). The flex Fridays, were designed
to tap into this and designed to tap into the idea of motivating ones self for our own mastery.
There's also a lot of research on the concept of efficacy and how having some control over
decisions and facing new challenges (like setting up your own timetable) can be a powerful
motivator. One of the most powerful tools we have at our disposal is feedback about student
learning. I think that was one of the benefits of flexible learning and reciprocal learning approach
is the opportunity to provide continual feedback and coaching. All teaching requires changing
and challenging students in different ways, if was interesting to watch the students be engaged
and be motivated by both learning strategies as different as they were from each other.

References:
Alberta Education. (2011). Framework for student learning: Competencies for engaged
thinkers and ethical citizens with an entrepreneurial spirit. Retrieved April 24, 2016
from https://archive.education.alberta.ca/media/6581166/framework.pdf

Drake, S. M., Kolohon, W., & Reid, J. L. (2014). Interweaving curriculum and classroom
assessment: Engaging the 21st century learner. Don Mills, ON: Oxford University Press.

Government of Alberta. (2013). Ministerial Order. Edmonton, Alberta: Government of Alberta.

Retrieved from https://archive.education.alberta.ca/media/
6951645/skmbt_c36413050707450.pdf
Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: Selecting the right
research-based strategy for every lesson. Alexandria, VA: ASCD.