Instructional strategies are very inoperative in teaching. They refer to the techniques that teachers use in helping students became strategic and independent learners. In most cases, the strategies become useful when the students are able to choose the most appropriate one and utilize them in accomplishing goals and tasks. Instructional strategies are beneficial for students for several reasons. To begin with, instructional theories help students to focus their attention, organize information for knowledge and understanding, and monitor and asses learning and allow.in order to become a tactical learner, it is important for an instructor to select instructional strategies that support, modeling, guided practice, and liberating practice.
An example of an instructional strategy that is commonly used by instructors is the direct instruction strategy. Direct instructional strategy is teacher oriented but it is among the strategies that are mainly supported by research. In direct instructions, a teacher has to model interaction with the subject to demonstrate the correct methodology to an issue and shows an illustration of a solution to a problem. Moreover, the approach encourages the teacher to provide guided practice where teachers consign small group works in the classroom and emphasizes on constructive feedback. Direct instructional strategy is applicable in almost all grade levels.
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Direct instruction strategy is effective when combined with other learning methods. For teachers who teach preschool classrooms, it is important to ensure that the direct instructions strategy leads to desired results. Throughout preschool to grade, three students learn to write, spell and develop their literacy skills. Teachers in such classroom need to use interactive approaches to benefit the learners. Interactive learning may include telling motivational stories to students, giving orientations and ensuring to make critical connections across and within domains. Direct instructions encourage interactive lecturing helps students to organize their ideas, monitor their thoughts, and develop problem-solving skills in addition to helping students revise how they think about those ideas.
For example, a teacher in preschool may wish to develop writing skills for their students. In such a situation, the teacher may encourage students to engage in trial and error as they practice the literacy skill they learned. However, as one progress to higher grades, for example, grade 9 to 12 learning strategies change but not so different from those in preschool. Teachers in grade 9 to 12 classroom may also use direct instruction strategy but differently. By grade 9 to 12, most students have moved from scribbling letters to producing random letters, have the ability to write letters, and can write words and the capacity to use conventional writing. This is the time when students show an intense burst of reading and writing. Consequently, it is imperative that teacher in such classrooms understand the writing needs of each student and strive to user learning objectives that would support not only learning but also literacy skills development.
A teacher transitioning from teaching pre-schoolers to teaching high school students might face various challenges. Although such a teacher would use similar strategies that they applied while teaching the preschool learner, some adjustments might be significant to cater for learning needs of high school students. It is vital to combine direct instructions with other strategies to have a successful engagements with the students. Important strategies to consider include visualization, cooperative learning, and differentiation, use of technology in classroom, behavioural management and professional development.
