# ELM 555 Instructional Strategies || Instructional Strategies

**Assessment Description**

Various forms of instructional strategies can be implemented in the classroom to inform instruction and create student engagement in the classroom. Instructional strategies can include direct instruction from the teacher, guided and whole group practice to make sure students understand the content, and independent practice of content. These instructional strategies can be utilized across content areas.

**Part 1: Instructional Strategies Chart**

Select a K-8 grade level, English language arts reading standard, and math standard. Complete the “Instructional Strategies Chart,” providing an overview of three instructional strategies for creating learning activities in reading and math.

Write a learning objective for each standard and plan activities for each instructional strategy. Ensure the activities are aligned to the chosen ELA reading standard, math standard, and learning objectives.

Instructional strategies must include:

Anticipatory Set: How you will set the stage for the learning activity and create student engagement.

Teacher-Centered Approach: Direct Instruction (Modeling).

Student-Centered Approach: Inquiry-Based Learning (Guided/Whole group practice).

Student-Centered Approach: Cooperative Learning (Independent/Individual learning).

**Part 2: Reflection**

Write a 250-500 word reflection on the instructional strategies in the chart. Include responses to the following:

How do these strategies lend themselves to creating student engagement and promote learning in the classroom?

How are the instructional strategies appropriate for achieving established learning goals?

How you will use your findings in your future professional practice.

Support your findings with a minimum of two scholarly resources.

Submit the “Instructional Strategies Chart” and reflection as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

**Instructional Strategies Chart**

Part 1: Instructional Strategies Chart

English Language Arts

English Language

Arts (Reading)

Standard:

Instills skills that help students to perfect in reading and understanding different

types of informational texts.

Learning

Objective(s):

- To perfect in reading complex texts.

- To enhance critical and problem-solving skills.

Instructional Strategies

Anticipatory Set:

How you will

create engagement

in the learning

activity

Activity: Using analogies to activate the concepts that have already been taught.

Analogies help the students to establish the relationship that exists between two

concepts that are closely related.

Teacher-Centered

Approach: Direct

Instruction

(Modeling)

Activity: Use of direct instruction to introduce students to step-by-step skills

that are important in knowledge construction.

Student-Centered

Approach:

Inquiry-based

Learning

(Guided/whole

group practice)

Activity: Introducing students to different strategies or ways of solving a

problem and preparing them to come up with their own suggestions or solutions

to a particular problem requiring them to apply ideas or concepts taught in class.

---*// Activity: Allowing the students the freedom of forming small discussion groups

to solve problems or to deliberate on concepts taught in class that appears to be

complex to some extent.

Math

Math Standard: Developing a good understanding of multiplication and division for K-8

grade level students (Kosko, 2019).

Learning Objective(s): To comprehend the meaning of division and multiplication involving

whole numbers

To masters the basic of unit fractions

Instructional Strategies

Anticipatory Set: How

you will create

Activity: Replicating mathematical formulas to solve mathematical

problems such that students are able to apply the taught formulas when

© 2016 Grand Canyon University. All Rights Reserved.

engagement in the

learning activity

finding solutions to mathematical questions.

Teacher-Centered

Approach: Direct

Instruction

(Modeling)

Activity: Solving mathematical problems on a chalkboard such that

students are able to follow the steps that are used when solving

mathematical problems using the formulas that are taught in class.

Student-Centered

Approach: Inquiry-based

Learning

(Guided/whole group

practice)

Activity: Allowing the students to involve different ways that can be used

to solve a mathematical problem so long as the answers generated are

right.

Student-Centered

Approach: Cooperative

Learning

(Independent/individual

learning)

Activity: Formation of study groups to develop reasonable arguments

centered on the concepts taught.

Part 2: Reflection

The anticipatory set is an important instructional strategy that helps to attract and

maintain the attention of students right from the start of a class session to the end. Making

students feel challenged at the start of a learning session make them develop an interest in

learning more about a particular topic. The ability of a teacher to capture the attention of students

enhances active learning that goes a long way in promoting the learning outcomes, especially in

topics or concepts that seem challenging to students (Simon et al., 2018). Developing interest in

a particular topic coupled with active learning helps to promote engagement levels in a

classroom setting.

The use of instructional strategies seems to work well with 21 st -century learners whose

learning outcomes tend to improve when they are allowed to select their preferred learning

styles. The use of student-centered perspective helps teachers to relate well with their students

such that their interaction levels are enhanced, leading to improved learning outcomes in the long

run. In my future career, I will consider using cooperative learning styles on my students,

especially when teaching complex concepts. Allowing students to hold discussions allows

students a chance to learn from one another, making it possible for them to help each other,

especially in cases where students might not be willing to engage their teachers (Azizan et al.,

2018). I will also make use of direct instruction on my students to ensure that a clear picture of

the stepwise way of finding solutions to existing problems is created. I will be specific to make

sure that my students are introduced to different ways of solving a problem as a way of

improving their critical thinking skills.

© 2016 Grand Canyon University. All Rights Reserved.

References

Azizan, M. T., Mellon, N., Ramli, R. M., & Yusup, S. (2018). Improving teamwork skills and

enhancing deep learning via development of board game using cooperative learning

method in Reaction Engineering course. Education for Chemical Engineers, 22, 1-13.

Retrieved from:

https://www.sciencedirect.com/science/article/abs/pii/S1749772816300720

Simon, M. A., Kara, M., Placa, N., & Avitzur, A. (2018). Towards an integrated theory of

mathematics conceptual learning and instructional design: The Learning Through

Activity theoretical framework. The Journal of Mathematical Behavior, 52, 95-112.

Retrieved from: https://www.semanticscholar.org/paper/Towards-an-integrated-theory-

of-mathematics-and-The-Simon-Kara/c2feee9e805d2bd8356f8e810b397495d138098c

Kosko, K. W. (2019). Third‐grade teachers’ self‐reported use of multiplication and division

models. School Science and Mathematics, 119(5), 262-274.

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