"Effective Instructional Strategies that

Promote Success in the Elementary

Classroom"
MALT 610 Project

By Elizabeth Martinez
Table of Contents
Dear Reader Thank You Letter

Literature Review Visual Story

Theoretical Framework Poem

Lesson Plans Slogan/Quote

FAQ Reflection/ Self Assesment

Interviews Work Cited
Dear Reader
Dear Reader,

In 2018 I decided to switch my major from nursing to elementary education. Although both jobs are arguably

different careers, I found that while one career is in a hospital setting and one is a career in a school dealing specifically

with children from the ages 5 to 18, both have the common theme of helping people in need. Being an educator is more

than teaching arithmetic, comprehension, science, social skills, etc. It is about teaching students how to be lifelong learners

in the classroom and outside of it. One of the many challenges that an educator faces is finding effective instructional

strategies for all students as a group and as individuals. This is difficult for one person when their classroom consists of

20+ students with different strengths and weaknesses.

Dear Reader
When I was in elementary school, I had developed the mindset that I would never be the most brilliant student in

the room. I was only average at anything about the English subject; anything else, I was below average and always would

be. It was not until high school that my science teacher pulled me aside and asked me why I was struggling in chemistry

and how she could support me. After a few conversations, she began to plant a growth mindset in my academics which

eventually bled into my personal life. We worked as a team to figure out what type of learner I was and in what

environment I learned best while also finding the balance of challenging material that wouldn’t overwhelm me, but I would

still retain and be excited while doing it.

As a freshman in college is had set my eyes on becoming a registered nurse, but as I continued with classes, I found

that my passion was to help kids, but nursing was not the correct assignment. I shortly found the career of elementary

education and fell in love with it. While majoring in nursing, I observed two different types of instruction, the first being

lecture and testing heavy.

Dear Reader
I quickly spent 4+ hours a week trying to learn the material in class, but because I was not grasping the concepts, I

would pay the same amount of time outside of class reteaching myself via my notes and YouTube videos.The second type

of instruction I observed was hands-on learning. Professors naturally encouraged participation and active learning through

many different activities, which I can see reflecting on it now; they were catering to the many kinds of learners in the

classroom. In these classes, though there were very few, I learned how I learned best. When I switched my majors, all of

my classes were about hands-on learning, student-led instruction, differentiation, and others. I began to see that I was not

learning in many of my nursing classes; I was surviving. Although not all my classes were not like this, as a nursing

student, I began to see the change in my grades as I switched majors. When explaining this to my former science teacher,

she began to explain to me that it was not that I was not capable of completing the nursing courses, it just that it was 1) not

my true passion and 2) I was not being taught in a way that was best for me.
Dear Reader
If it were not for my science teacher, Ms. Esteban, I would not be where I am at today. In my undergraduate

education classes we were always asked to share our inspiration for becoming a teacher. About 98% of the time the

answers were the same, we were all reflecting on a teacher who influenced us. Whether it be from one interaction or a

relationship that was built over years, we had all been inspired. Now as a future educator I want to be the best teacher for

my students.

This project aims to inform educators of different instructional strategies they can use in the classroom to help their

students and themselves. I would like to teach a growth mindset and student-led instruction, differentiation, and

inquiry-based learning. I will be comparing Piaget and Vygotsky’s theory and finding what strategies have been

successfully used in the classroom. I will be interviewing 3 different teachers and ask them questions about how they feel

about both Piaget and Vygotsky and if they integrate their theories into their classroom.
Dear Reader
I will also ask them their favorite instructional strategy that they find the most effective. I will then make

connections to which theoretical framework they fall under. No student is the same, and it wasn’t until I got to college that

I was introduced to the idea that no type of instruction in the classroom is a “one size fits all.” If more educators were

informed about the different instructional strategies and how to implement them in the classroom, students would benefit

seeing our education system changed.

Sincerely,

Elizabeth Martinez
 What are Instructional Strategies
(Literature Review)
Instructional strategies are a component of a classroom that is an asset for teachers to use in their classroom.

Instructional strategies can be defined as "techniques teachers use to help students become independent, strategic

learners" (Alberta Learning, p. 1). Teachers can practice effective instruction and learn of their students by first

recognizing that there is no "one size fits all" for learning. According to Alberta Learnings' article "Instructional

Strategies," instructional strategies include cooperative learning, group discussions, independent study, journals and

learning logs portfolio development, cognitive organizers, literature response, service learning, and issue-based inquiry

(Alberta Learning, p. 1).

In this article, the authors break down examples of each of these different types of instructional strategies. An

example of cooperative learning in the classroom would be a think-pair-share opportunity (Alberta Learning, p. 2). This

learning strategy encourages students to learn from their pier and make connections while participating (Alberta

Learning, p. 1). Group discussions, even though in theory seems simple, are very important, especially in elementary

school classrooms as it helps develops essential life skills (Alberta Learning, p. 4).
 Continued…
When using this strategy, teachers could accept and create an atmosphere where students are not afraid to be

creative and ask questions (Alberta Learning, p. 4). It also allows students to make friends and teach the importance of

silence when others speak and share ideas. Independent study is one strategy that teachers can use to have a

one-on-one interaction to provide directions, encourage students, see where they are academically, and check in on

students emotionally (Alberta Learning, p. 6). This strategy allows for teachers to build a connection and bond with

their students. Portfolios are a way for students to organize their thoughts and learn ideas while documenting the

creation process (Alberta Learning, p. 12).

While independent study check-ins can be done face-to-face, the strategy of having students' journals allows

students to write their thoughts in a notebook without worrying about others in the class hearing them (Alberta

Learning, p. 14). In academics, it allows students to make predictions, record ideas, monitor change, identify solutions,

self-assess, etc. (Alberta Learning, p. 14).

 Continued…
Role-playing is a strategy that can be beneficial for students to help students see from another point of view, build

communication skills, and have fun participating with one another rather than listening to a lecture or reading a book

(Alberta Learning, p. 18).

Different visuals are idea builders, which can be done in a worksheet that asks for the key idea, drawing, facts,

sample sentence, examples, non-examples, and definition (Alberta Learning, p. 20). This allows for students to

"examine concepts from multiple perspectives to develop inductive and divergent thinking…" (Alberta Learning, p. 21).

Literature responses can "foster cross-curricular collaboration" through journaling and reading different novels and

journals (Alberta Learning, p. 28). Service-learning is a type of learning that focuses on setting goals and action learning

(Alberta Learning, p. 28). The issue-based inquiry focuses on identifying issues by taking a step-by-step approach to

finding problems significant in school learning (Alberta Learning, p. 34). An example of this strategy in the 6th grade to

be asking students if there should be a dress code in school or if children should be paid for completing their household

chores (Alberta Learning, p. 35).

 Continued…
This article by Alberta Learning is an informative article that discusses different instructional strategies and provided examples

of what each one looks like in the classroom. For my project, I would use this piece of literature to help me understand multiple

instructional strategies that I can mention to the teacher I will be interviewing. For example, I could also ask the students what their

favorite learning activity is they do in class. Students will then explain what activity they do, and I will be able to connect back to the

reading and identify what instructional strategy it falls under.

Examples from Alberta
Learning
Here are some visual examples
of what some of the activities
in the literature review could
look like. There are many more
in the book, however I took the
ones that I felt could be used
for multiple lessons, subjects
and are easy to differentiate
for all students in the
classroom. These worksheets
can fall under both Vygotsky
and Piaget’s framework. I have
observed that depending on
the educator and their
teaching method will
determine what theoretical
framework they fall under.
 Theoretical Framework
Jean Piaget
According to an article I have researched called “Behaviorism, cognitivism, constructivism:
Comparing critical features from an instructional design perspective,” cognitivism is the theory that
specifically focuses on how people receive, organize, store, and recall information (Ertmer &Newby,
1993). Cognitivism looks at the brain from a mental processor perspective meaning that the brain
is seen like a computer (Ertmer &Newby, 1993). Metacognition is aware of your brain and how it
thinks and processes information (Ertmer &Newby, 1993). The way our brains work can be
affected by both internal and external circumstances in the classroom (Ertmer &Newby, 1993).
Cognitive learning focuses on pupils understanding how they learn so that they can learn best.
This theory dates to philosophers like Plato; however, Piaget dove in deeply researching this theory
for his “insight on internal structures, knowledge, and the environment.”.(Ertmer &Newby, 1993). I
am choosing to implement this framework because of the connections psychologist and educators
have made when it comes to cognitive learning (Piaget & Inhelder, 2000). An example of this type
of learning is making games to help students memorize certain facts, demonstrating their
knowledge of the material by playing “teacher,” along with many others (Piaget & Inhelder, 2000).
Theoretical Framework
Lev Vygotski
Vygotsky theory that I would like to focus on is his sociocultural theory. In this theory he emphasizes the
social interaction part of learning that children need and how it plays a role in their learning(Vygotskij &
Cole, 1981). Piaget notes that children's development is what precedes their learning. Whereas Vygotsky
believed that learning is a necessary aspect of developing culturally which can also be interpreted as
social learning precedes development (Vygotskij & Cole, 1981). Vygotsky put emphasis on the role that
language has on cognitive development especially verbal inner speech(Vygotskij & Cole, 1981). He also
emphasized how adults play a vital source in a child's development as they are the ones who give children
the tools for their culture whatever that maybe (Vygotskij & Cole, 1981). His theory showed that children
no matter what their age were curious by nature and were active learners. Where social interaction plays
a part in this is when social interaction is used as a tutor (Vygotskij & Cole, 1981). An example of this in a
classroom is a teacher modeling how to do a math problem and students being able to model back
(Vygotskij & Cole, 1981). This goes into Vygotskys Zone of Proximal Development which is the area where
a child can develop skills on their own using knowledgeable others and technology and tools. This area is
not something that is beyond their reach (Vygotskij & Cole, 1981).
Piaget vs Vygotsky

(Piaget vs Vygotsky: Theories, similarities, Differences & More 2020)

Lesson Plan Using Instructional Strategies that
Support Vygotsky’s Theoretical Framework
Here is an example of a worksheet that can be used to integrate
Vygotsky’s theoretical framework. As a class you would first read a
story or an excerpt from an article and model the worksheet
example with students. You then would break up students into
groups of at least 4. Each student will be assign a specific section
whether it be predict, clarify, questions and connect or summarize.
Each student or students will answer the question and discuss the
answers in their group. With strategic pairing, students with
different strengths will be able to help teach one another and
model to their piers how they were able to come up with the
answer. This instructional strategy is known as Reciprocal
Teaching (Piaget & Inhelder, 2000). This particular lesson can be
done with many different language art lessons or even science
lessons.
Lesson Plan Using Instructional Strategies that
Support Piaget’s Theoretical Framework
Here is an example of a worksheet that can be used to
integrate Piaget’s theoretical framework. As a class, I would
begin by reading a story of some sort, and depending on the
grade level, I would review it with the students using different
strategies. For example, if I had a class of 1st graders, I would
have students sequence the story to make sure they correctly
understood the story line (Cox, 2012). Whereas for older
grades, I may simply just ask them questions about things they
should remember for the upcoming project they would begin
working on (Cox, 2012). According to Piaget’s theory, how I
would approach this would be dependent on what stage of
development they would be in (Tomlinson, n.d.).

Cox, C. (2012) Map Making, Reading

Rockets

FAQ’S
1. What instructional strategies do you use
that you have found most useful for
English language learners in the
classroom?
2. What instructional strategies have you
found in your classroom to be the LEAST
helpful and why?
3. What are some instructional strategies
you have found useful for all students and
why?
4. Vygotsky's Social Cultural Theory focuses
on how social learning precedes
development which is contrary to Piaget's
theory. Do you support this theory in your
classroom?
1. If you support Vygotsky's theory, how do
you implement it into the classroom? If
you do not, why?
2. Piagets cognitive learning focuses on
pupils understanding how they learn so
that they can learn best. His theory led
him to believe that development precedes
their learning. Do you support this theory
in your classroom?
3. If you do support Piagets theory on
cognitive learning, how do you implement
this theory in your class? If you do not,
what theoretical framework do you use in
your classroom and why?
4. What is the best piece of advice related
to instructional strategies that you would
give to 1st year teachers?
Interview Introductions
For this project I conducted an interview with three teachers to further understand the

role that Piaget and Vygotsky play in education. Teacher 1 works at an elementary

school in Rialto California in a 1st grade classroom and has been teaching for 15

years. Teacher 2 is a Kindergarten teacher in Apple Valley California and has been

teaching for 10 years. Lastly, Teacher 3 is a 4th grade teacher also in Apple Valley

California and has been teaching for 4 years. I have listed the questions once again

along with the answers from each teacher. At the end of this section I will be

concluding my findings from these interviews.

Interviews
1. What instructional strategies do you use that you have found most useful for English language
learners in the classroom?
T1: Anyform of SDAIE strategies
T2: Repetition and Routines
T3: Some instructional strategies that have worked best for me for my ELL students are
giving a student a copy of my PowerPoint beforehand so they can look over it, helping me
vocabulary and spelling words beforehand, ask questions orally, adding pictures that are tied
to the theme, and pair students up.
2. What instructional strategies have you found in your classroom to be the LEAST helpful and
why?
T1: In my time of being a teacher about 98% of my classrooms have been ELL’s and their first
language being Spanish. As an EL myself I find that not translating for my students along with apply
SDAIE strategies such as TPR, visuals and peer discussions has been beneficial to all students in my
classroom regardless of what language they speak.
T2: With English learners the least helpful would be to translate everything for them.
T3: Some strategies that have been the least helpful are adding my ELL students to groups, it
is way too overwhelming. Pairing students is most effective.
3. What are some instructional strategies you have found useful for all students and
why?
T1: As I mentioned above, any SDAIE strategies have worked in every single
classroom I
have worked in. The reason I believe it works is due to the differentiation of
the lessons.
T2: For all students repetition and routines are helpful. In Kindergarten all children are
English learners so starting off with basic strategies that involve music and
movement are helpful.
T3: Some strategies include adapting lessons to fit my students needs, previewing
vocabulary and spelling, modeling, think-pair-share, and group work.
4. Vygotsky's Sociocultural Theory focuses on how social learning precedes
development which is contrary to Piaget's theory. Do you support this theory in your
classroom?

T1: Yes
T2: Yes
T3: Yes
5. If you support Vygotsky's theory, how do you implement it into the classroom? If you
do not, why?
T1: I allow opportunities for students to show their learning processes and use one
another
as a resource to help each other learn.
T2: I encourage my students to use tools to do their work and learning. I am there to
facilitate the learning and help them develop their skills.
T3: I implement and model independent work to see what my students can do on
their own and what my students can do with my assistance.
6. Piaget's cognitive learning focuses on pupils understanding how they learn so that
they can learn best. His theory led him to believe that development precedes their
learning. Do you support this theory in your classroom?
T1: Yes
T2: No
T3: No
7. If you do support Piaget's theory on cognitive learning, how do you implement this theory in
your class? If you do not, what theoretical framework do you use in your classroom and why?
T1:I am a firm believer that a child’s development plays a huge role in their learning
and although I use Vygotsky’s framework in my class more often I do rely on
Piaget's theory.
T2: The framework in our classroom leans more towards the social learning model.
Students are able to observe and learn from fellow students and develop their ideas for
learning tools by listening, watching and interacting with their peers.
T3: I use both independent and assisted teaching for a well rounded knowledge of topics.
8. What is the best piece of advice related to instructional strategies that you would give to 1st
year teachers?

T1: See as many different teachers as you can teach. You will always be able to find
something you like or dislike and apply it into your own classroom or not apply.
T2: To remember that you are not the only source of knowledge in the classroom and if
given the chance students may surprise you with what they know and can teach other
students
T3:To give yourself patience and be kind to yourself. Ask for help always.
Thank you to all of my teachers who sacrificed their time to
help me become the woman I am today and the future
educator I inspire to be. During my time in school and
specifically working on this project, I have come to the
realization that educators are truly lifelong learners. I have
talked to many different professors all with different life
experiences and students. There is no one way to teach as
there is no one size fits all when it comes to learning. This
can lead to discouragement and frustration as someone
who puts so much of their time and own finances into
investing in their students. Yet you never give up on your Thank
students so thank you. I would also like to thank all of my
teachers families who stayed up late helping organize
assignments, cutting worksheets, going to Christmas You Note
shows and overall sharing your special person whether
they be your mom, dad, grandma, grandpa, aunt, uncle,
brother, sister, son, cousin, brother, or friend. Thank you to
every educator out there for their perseverance,
determination and passion, especially in these last two
years. Thank you for pushing through and adjusting to this
time that we are in not for themselves but for their
students.
- Elizabeth Martinez.
How Piaget and Vygotsky Plays a Role in
Instructional Strategies and Reflection
Based on the answers I was given through these interviews, I began to make connections and observe what

I saw in similarities and differences. One question I wish I would have asked includes "What type of teacher are

you?". This question could have given me the ability to connect Vygotsky's theoretical framework and teaching

styles.

I asked teachers to include their English learners in the classroom because, in my area, most of the

students in the classroom's first language is not English. All three of the teacher's listed strategies are used to

benefit one group of students and all. For example, repetition, routines, visuals, and discussions are all forms of

SDAIE strategies that T1 mentioned in her interview, which all fall under Vygotsky's framework.
When I asked the teachers what the least helpful instructional strategy was, all of them were relatable in doing

the work for the students. In both Piaget's and Vygotsky's work, one can see how children are sponges when it is

time to learn a new skill, letter, number, order of operation, etc. (Vygotskij & Cole 1981). When asked, all of the

teachers responded yes to whether or not they use Vygotsky's Sociocultural theory in their classroom (Vygotskij &

Cole, 1981). Three of them explained that activities that allow students to show their learning process encourage

using resources in the classroom, including one another. These strategies will enable the educator to become a

facilitator in the classroom, allowing them to assess their students' learning and offer assistance to the students

who have not fully grasped the concept (Vygotskij & Cole, 1981). Social Learning was a common theme I saw

throughout this interview which leaned toward Vygotsky's model being used more in today's elementary school

classroom. However, a teacher did mention to me that it is essential to point out that without Piaget’s stages of

development, educators would not be able to fully comprehend a student ability to understand the material for

example, because of child development, you would not give a kindergartner an assignment that required

complicated cut by a scissor that you may provide to a third grader because you know that they are not at that

developmental stage.
 Visual Representaion
That Being a Teacher is
a Never Ending Job
 Poem
The Teacher
By Elizabeth Martinez

I remember days at school full of frustrated tears

I remember days at school feeling like my grades would never be good as theirs.

I remember days at school feeling like I was going to pop

But one day it stopped.

I found a teacher who cares,

She took the time to learn why I had tears.

We talked about my strife

And little does she know that

She changed my whole life

 "The goal of education is not to increase the amount

of knowledge but to create the possibilities for a child

l o g a n a nd
S al
to invent and discover.”
i r a ti o n
Insp his
e f o r T
Quot — Jean Piaget
Project
Reflection and Self Assessment
To sum up, what I have learned during this class into into one sentence, I would say, “There is no

“one size fits all” when it comes to learning and teaching”. I believe that this is important to remember as

educators because if one student is not grasping onto the material, we are not failing them; we just need to

identify the best way this student learns. What works with one class may not work with the class the

following year. In my project, I was able to compare two different theoretical frameworks. At the beginning

of working on this project, I believed that I would have two theories that would not work together because

they are so different. Still, in my research and through interviewing other teachers I found that although

both are different and have different theories, they are both helpful in the classroom to teachers and

students. After reviewing the rubric I have come to the conclusion that the grade that I deserve is a 89/100.

I have given a full explanation and rationale in slides (32 & 33).
Overall, these past few months in my personal life have been some of the most challenging

months I have had to go through in the past 22 years of my life. There were times that I

questioned if I should give up on this class and retake it in the spring but I pushed through

and finished. I completed this project to the best of my ability and even though it is not the

perfect project I am very proud of my work and I am so happy that I stepped out of my

comfort to complete a multi genre project versus writing a paper. I have written many

papers and have not learned anything in the process. However, with this project I was able

to not only see my capability but to also have fun in an active learning and creative project.

My only issue I had in this class was not being able to take it in person and get the “full

effect”.
Rubric

19

25

25
10

10
Rubric and Grade Rationale
1. Project Focus: I believe that in my introduction I clearly stated the position premise and the
hypothesis, and it was a consistent focal point in my project I also believe that my research topic and
questions were both relevant and engaging although I do recognize that my research questions
could have been more precise. This is why I believe a 19 out of 20 fits this category.
2. Analysis: I believe for the analysis portion of my project; I was able to effectively demonstrate an
understanding of the critical analysis of my research topic and argument; however, although I was
able to compare and contrast both by Vygotsky and Piaget perspectives, I gave a broader
connection and could have been more thorough and done more research This is why I deserve a 25
out of 30 in this category.
3. Evidence: For this portion of the project, I was able to provide accurate and essential evidence that
supported the focal point and position of my project, and I reached the number of the required
resources my sources were relevant, reliable, and accurate. I do believe that I could have found more
resources to support my project. I did my best in citing my sources appropriately throughout the
project for the most part. This is why I believe I deserve a 25 out of 30 in this category.
Continued…
4. Organization:For organization I would say that I effectively was able to organize my ideas in a way that

made them flow easily and there was a clear order of the progression throughout this project. I gave myself

a 10 out of 10 for this reason.

5. Writing Quality: Lastly, I believe that this project is written well due to multiple pier reviews and use of

writing resources which is why I also put a 10 out of 10 for this section.
Resources
Alberta Learning. (n.d.). Instructional strategies. Retrieved October 10, 2021, from
https://education.alberta.ca/media/482311/is.pdf.
Vygotskij, L. S., & Cole, M. (1981). Mind in society: The development of Higher Psychological
Processes. Harvard Univ. Press.
Piaget, J., & Inhelder, B. (2000). The Psychology of the Child. Basic Books.
Oczuks, L. (2003). Reciprocal teaching at work: Strategies for improving reading
comprehension. Newark, DE: International Reading Association.

Tomlinson, C. A. (n.d.). Differentiation of instruction in the Elementary Grades. Retrieved

December 17, 2021, from https://files.eric.ed.gov/fulltext/ED443572.pdf

Cox, C. (2012). Literature Based Teaching in the Content Areas. Thousand Oaks, CA: SAGE
Publications, Inc.
Resources
Piaget vs Vygotsky: Theories, similarities, Differences & More. Study Queries. (2020, August 7). Retrieved
December 17, 2021, from https://studyqueries.com/piaget-vs-vygotsky/

Davy, E. (2021, December 3rd). Personal interview [Personal interview].

Shaar, J. (2021, December 10th). Personal interview [Personal interview].

Manuel, Nora (2021, December 12th) Personal interview [Personal interview].