Running head: Instructional strategy with table 1

Instructional Strategies with table

Keanan P. Craighead

Texas A&M University-Commerce

Running head: Instructional strategy with table 2

Keanan Craighead

ETEC 424-02W

Instructor Wolfe

April 25, 2019

Instructional Strategy with Table

According to Schumaker & Deshler (1992), a learning strategy is a student's way

of organizing and using a particular set of skills in order to learn content or accomplish other

tasks more effectively and efficiently in school as well as in nonacademic settings. Some

examples of learning strategies that might be used by students in English Language Arts and

reading classrooms include the use of mnemonic devices, the activation of prior knowledge, the

use of graphic organizers, utilizing self-talks, and making predictions. Of course, there are many

other strategies at the students’ disposal that could also be used to help them learn. The main

point is that the students initiate the strategy without necessarily any help from their teachers.

Teachers, on the other hand, use instructional strategies to help their students

learn in the way that best meets their needs. So, it is incumbent upon the teacher to know the

most effective method to use in order to reach each individual student. Instructional strategies are

techniques that teachers use to help students become independent, strategic learners (Schumaker

& Deshler, 1992). Instructional strategies include all learning techniques that teachers use to

help their students learn, or gain a better understanding of the course content (Schumaker &

Deschler, 1992). The effective use of instructional strategies can help motivate students to take

an active role in the learning process.

There are a many different types of instructional strategies available to teachers.

Some examples used by English Language Arts and Reading teachers might include Anticipation
Running head: Instructional strategy with table 3

Guides, Concept Maps, Think-Alouds, Exit Slips, and Summarization. Whichever strategies thr

teachers decide to incorporate into their lessons, they need to be aware of the various learning

styles of their students so that they can provide them with the best opportunities to be successful.

In the table below, I have included a description of these strategies, along with the roles that the

teacher and students play in each.

Field of Study: English Language Arts and Reading

Strategy Description Teacher Learner

Anticipation Guide An anticipation guide is a
comprehension strategy
that is used before
reading to activate
students' prior knowledge
and build curiosity about
a new topic. Anticipation
guides stimulate students'
interest in a topic and set
a purpose for reading.
The teacher is Before reading,
responsible for students listen to
creating the or read several
anticipation guide. It statements about
must be created in key concepts
such a way that it presented in the
piques the students’ text; they're often
interest, and creates structured as a
the purpose for series of
reading. statements with
which the students
can choose to
agree or disagree.
Anticipation
guides stimulate
students' interest in
a topic and set a
purpose for
reading.

Concept Maps A concept map is a visual
organizer that can enrich
students' understanding
of a new concept.
Concept maps deepen
understanding and
comprehension.
The teacher must Using a graphic
provide some organizer, students
examples of concept think about the
maps that include concept in several
some instruction as ways. Most
to how they are concept map
created. It would organizers engage
also be helpful if students in
Running head: Instructional strategy with table 4

some templates were answering

made available to questions such as,
the students. "What is it? What
is it like? What are
some examples?”

Think-Alouds Think-alouds have been With this strategy, The students are
described as teachers verbalize expected to follow
"eavesdropping on aloud while reading along closely as
someone's thinking." The a selection orally. the teacher models
purpose of the think- Their verbalizations the strategy. It is
aloud strategy is to model include describing important that the
for students how skilled things they're doing students pay close
readers construct as they read to attention to the
meaning from a text. monitor their details provided by
students’ the teacher so that
comprehension. they can replicate
the process on
their own later.
Exit Slips Exit slips are written The teacher is The students are
student responses to responsible for expected to
questions teachers pose creating the question provide enough
at the end of a class or that the students will information in
lesson. These quick, answer as part of the their written
informal assessments exit process in the response to
enable teachers to classroom. The indicate to the
quickly assess students' questions should be teacher that they
understanding of the created in a way that have a clear
material. encourages some understanding of
elaboration from the the material related
students. to the question.
Summarizing Summarizing teaches The teacher must The student is
students how to discern first teach the expected to
the most important ideas students the develop the skills
in a text, how to ignore important elements necessary to
irrelevant information, that are found in a effectively create a
and how to integrate the summary statement. summary
central ideas in a In addition, the statement.
meaningful way. teacher would need Utilizing
Teaching students to to spend a instruction from
summarize improves significant amount the teacher, and
their memory for what is of time using practicing the skill
read. examples to by using examples
Running head: Instructional strategy with table 5

demonstrate how to provided by the

effectively write a teacher, the
summary statement. student will
develop the skills
necessary to
effectively create a
summary
statement.

References
Classroom Strategies/ (2019, April 17). Retrieved from http://www.readingrockets.org/strategies

Schumaker, J. B., & Deshler, D. D. (1992). Validation of learning strategy interventions for

students with LD: Results of a programmatic research effort. In Y. L. Wong (Ed.),

Contemporary intervention research in learning disabilities: An international

perspective. New York: Springer-Verlag.