Strategy Review Chart

The Strategy Review Chart (SRC)
A Strategy for Capturing Information About Pedagogical Tools

This strategy provides a frame in which to capture the finer points of NUA strategies, protocols and practices. Rather than providing a pre-printed list of best practices, teachers are engaged in “building” the SRC in the context in which the strategies are introduced.  

Skills Addressed

  • Identifying the cognitive processes and purposes for each strategy entered
  • Evaluating the features that make each strategy effective and engaging for students


  • Exposure to NUA strategies, protocols and practices
  • Concepts about pedagogy design

Critical Components

  • Name & Primitive: Add the name of the strategy, protocol or practice and a drawing (if applicable) of the same in its base form.
  • Cognitive Process/Function: Consider the kind of thinking students are engaged in when using the strategy, protocol or practice; the purpose for using the strategy, protocol or practice.
  • Remember: Identify 3-4 finer points to keep in mind when using the strategy, protocol or practice to ensure student/teacher success when using the strategy.
  • Best Use: Decide upon which of the Three Phases of Learning are Priming-Getting ready to learn; Processing-Unpacking meaning or Retaining for Understanding-Holding on to learning for long-term memory is best suited for the strategy, protocol or practice.
  • Source: The author/developer of the strategy, protocol or practice
  • Connection to HOPs: Identify which of the High Operational Practices of The Pedagogy of Confidence is/are supported when using the strategy, protocol or practice.

Steps Involved 

  1. Engage in an NUA strategy, protocol or practice.
  2. Debrief the experience by “walking” through each category on the SRC and adding the necessary information.
  3. Engage in a structured dialogue around each component whenever possible.

Related Learning Principles

  • Organizing and managing one’s own thinking and learning supports motivation and self-direction.
  • Effortful retrieval of learned information leads to long-term learning.