Joni Miller

ETEC-424-01W
Professor Wolf
4/22/19
Identifying Instructional Strategies
As a teacher it is our job to teach our students different teaching strategies. These
strategies are intended to “motivate students and help them focus attention, organize information
for understanding and remembering, and monitor and assess learning. (Instructional Strategies
202)
In my classroom it is my job to make sure my students are engaged and motivated to
learn. I plan on making sure that I encourage my students daily. Some people might not know
this, but our words can be extremely powerful to our students and can lift their spirit in whatever
mood they might be in. I also plan on making finding ways on making learning fun for my
students.
There are so many ways that teachers can used to tell if their students have learned the
material. One of the ways that I would used is to give my students a test after every unit to check
for understanding. This test will give me feedback on if I need to go back over reteaching a
lesson or to help me identifying the students who might at risk with a learning disability.
I plan on letting my students know if they learned the lessons by having a group
discussion over the lesson. This will allow me to listen to their responses and ask students
questions. I can also tell by having my students write in their journals over the lesson we just did.
This will allow me to read their respond and write them a feedback to check for understanding.
Reference: Instructional Strategies (2002) What are instructional strategies? Retrieved April 22,
2019, from https://education.alberta.ca/media/482311/is.pdf

Field of Study: EC-6Th SPED

Strategy Description Teacher Learner
Prior Knowledge Prior knowledge is The teacher roll in The student is
a teaching strategy this is to try and learning to use
that teachers use in make the students their prior
the classroom. It understand how knowledge to help
helps the students their previous them to make
to use their knowledge can connections with
previous help them with the texts.
knowledge and question and
experience to discussions. The
make a connection teacher can also
to the text. use prior
knowledge to help
track progress or
Joni Miller
ETEC-424-01W
Professor Wolf
4/22/19
difficulties with
the lesson.
Collaboration Collaboration is Collaboration is The student will
putting students the teachers roll to learn how to work
into small groups check for in small groups
and share their understanding and and learn how to
ideas and to help how well they can collaborate ideas
them learn from work with other with each other.
each other. students. The student will
also learn how to
develop social
skills with other
students.
Modeling Molding is The teacher roll is The students will
describing the to model the watch the teacher
skill, steps or lesson by visual, as she models what
strategy, that the auditory, tactile, they are going to
student needs to and different do. After the
know in order to techniques. The student watches
do the lesson. teacher can show the teacher the
examples to the student will be ask
student to help to do it on their
them understand own over what the
the materials. teacher just
showed them.
Mindfulness Mindfulness is a The teacher roll is The student will
strategy that helps to teach the child learn how to
kids who may how to find ways control their
suffer from anxiety that can help the anxiety with
and stress. It helps child with their different breathing
them to focus on anxiety at school. techniques. The
just one tasks at a The teacher can student will also
time. Mindfulness teach the child be able to focus
can help improve different breathing more in the
the child’s techniques when classroom.
academic and he/she feel
growth in the overwhelmed.
classroom.
Retrieval Practice Retrieval practice The teacher can This allows the
is a learning make flash cards students to test
strategy that focus and have the their knowledge
on getting students recall the and it provides
information out. It answer to the
Joni Miller
ETEC-424-01W
Professor Wolf
4/22/19
is a act of retrieval question. This them with a long
or calling our method improves term of learning.
information that the child’s learning
we store in our instead of calling
memory. on the child who
thinks they might
know the answer.