EDU 6526: Survey of Instructional Strategies Meta-Reflection

Over the past quarter I have learned about multiple instructional strategies I can use in my future teaching career. Through the use of information processing models, social models, personal models, and direct instruction, I will have many tools in my toolkit to teach my students the best way possible. According to Adler (1982) children must acquire three different types of knowledge: organized knowledge, intellectual skills, and understanding of ideas and values. Certain instructional strategies fit with these types of knowledge better than others. I believe a good mixture of strategies can create a creative, exciting, and interesting environment for my students.

Being able to transmit information is the basis of education. Information processing models such as scientific inquiry and Picture Word Inductive Model (PWIM) are good general examples of how to structure information so that students successfully understand the main concepts. Advance organizers are an excellent tool to use to set the stage for lessons and gain the student’s interest. The more compelling and relevant the information is to the student, the more interested they will be and therefore the better they will learn and remember.

Teaching social skills is another important aspect of education. Cooperative learning, group investigation, and role playing can teach important social skills including team work, collaboration, negotiation, and having respect for others. “If anything is genetically-driven from birth, it’s a social instinct. If it weren’t for each other, we wouldn’t even know who we are” (Joyce, Weil, & Calhoun, 2015, p. 231). Encouraging social interaction between my students can foster positive feelings and encourage them to manage conflict in a productive way. Working together is a crucial skill that is highly valued in our society and it is important for teachers to recognize that.

Personal models that promote learner-centered activities and teach students to develop positive self-concepts can be used to enhance self-esteem and self-efficacy. Teaching our students to be lifelong learners can lead to rich and personal fulfillment. I want to be a good role model for my students and teach them to have confidence in themselves and know that they can succeed if they put forth the effort. Self-actualization is the ultimate goal in the personal models family and every child has the ability to become a successful learner and productive citizen.

Finally, direct instruction, providing practice, and giving feedback are important skills I will need as a teacher. Effective teachers spend more time explaining new material and providing timely feedback than noneffective ones (Joyce et al., 2015). Structured practice, guided practice, and independent practice are all important for students as they learn. Practice is more likely to be effective when it requires students to practice more than one skill at a time and when practice is distributed over time (Dean, Hubbell, Pitler, & Stone, 2012). Timely feedback lets students know what ideas they are struggling with so that they know which areas to work on. Assigning appropriate amounts of homework that have a legitimate and useful purpose can enhance student retention of skills, ideas, and concepts. Below is a summary of the direct instruction model.

Direct Instruction Model

Direct Instruction Model

I hope to use a variety of these practices and models to promote an enriching and compelling curriculum for my students. Lifelong learning is important for us to grow as individuals. I hope my future students become lifelong learners, good people, and respectful citizens.


Adler, M. (1982). The Paideia Proposal: An Educational Manifesto.

Dean, C., Hubbell, E., Pitler, H., Stone, B. (2012). Classroom Instruction That Works: Research Based Strategies for Increasing Student Achievement. 2nd Ed. Alexandria, VA: ASCD.

Joyce, B., Weil M., & Calhoun, E. (2015). Models of Teaching. 9th Ed. Upper Saddle River, NJ: Pearson Education, Inc.