Psychology Report: Comparing Instructional Strategies in Psychology

This report delves into the realm of instructional strategies within psychology, examining various teaching methods and their effectiveness. The report begins by analyzing key findings from Louden (2015), highlighting the significance of study tours and in-class coaching. It then explores two chapters focusing on instructional methods, comparing and contrasting different approaches. The first chapter introduces innovative instructional methods, including conspicuous strategies, mediated scaffolding, and the implementation of big ideas. The second chapter focuses on diverse learners and their characteristics, emphasizing effective language use and various learning strategies. The report then compares and contrasts these two chapters, highlighting similarities in their focus on instructive learning while acknowledging differences in their emphasis on specific elements. The report also compares current and past teaching scenarios, noting the shift from teacher-centered to student-centered learning. It concludes by emphasizing the importance of student-centered learning and the use of effective instructional tools.

Running head: PSYCHOLOGY
Topic: PSYCHOLOGY
Name of the Student:
Name of the University:
Author’s Note:

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Introduction
From the key findings of the Louden (2015), it is to be confirmed that all the nine
schools have well developed as well as mature professional programs for learning. According
to Louden (2015), the study tours, instructional rounds, peer observation, inter-school visits
and in class coaching and support were reported. From my viewpoint and opinion the study
tours and in class coaching and support can be proven to be more effective. It is due to the
reason that class coaching and support in the schools can not only save time and money, it
could also support the students who cannot travel or avail in distant places for an additional
coaching. Moreover, when it comes to the study tours, I think it could give the students vivid
and lucid interpretation of their study behaviors and attitudes. I think study tours can provide
an exceptional theme for learning outside closed doors. According to John Fleming’s explicit
teaching model I believe that the in class coaching can be made in alignment with the ILNNP
program. I find that the John Fleming’s teaching model can also explore options for
interaction and reasoning. Apart from this, I think that the lower variation of teaching can
inculcate better organizational as well as come to a school wide agreement. Therefore, the
prime focus of this topic is to explore as well as identify the instructional strategies and
compare and contrast between the main ideas of instructional strategies. Furthermore, the
essay will focus on the current as well past teaching expressions and scenario.
Discussion
Explanation and identification of ideas of Chapter 1
In this paper, the aspect of the innovations which are pertaining the instructional
methods are introduced (Cuticelli et al., 2015). These methods are a reflection of the swings
between the various approaches to the methods of education which are exclusively teacher

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oriented and mainly child directed. Six major educational tools inclusive of conspicuous
strategies, mediated scaffolding, the implementation of big ideas, strategic integration long
with the primed background knowledge and the judicious review of the instructions given to
the students are used. The authors have further stated that these effective teaching strategies
would bring about a change in the kind of education given to children and can be used in the
development of the new and improvised instructional tools. Moreover supplementing or
modifying these tools would also be effective in institutions. Finally evaluation and
selection of these tools can be used for the enhancement of the teaching strategies used in
various institutions. Instructional strategies are usually the techniques which are used for
making students for becoming strategic learners and become independent. In the big ideas
the author have focused on the selection of principles, concepts, strategies, rules as well as
histeurics which facilitate the broadest acquisition and most efficient ways of acquiring
knowledge this is in alignment of the instructional strategies which focus on the facilitation o
the knowledge of students to become independent learners. Conspicuous strategies involves
the actions of the teachers and the sequences of the teaching events which are made
conspicuous through the use of the models visual maps, clear explanations. Mediated
scaffolding and strategic integration would focus on the temporary support given to students
for learning new material and the plan full consideration of the sequential instruction in ways
where the differences and the commonalities between the new and old teaching processes are
focused all these strategies align proper with eth the instructional strategies as they focus on
they focus on the step by step strategic instruction along with the support which is required
for enhancing the learning processes of the students like modelling guided practices and the
independent practices. The ideas on the primed background knowledge focus on the related
knowledge which is gained placed effectively in sequence and then the students can poses it
easily for the transfer of knowledge. Lastly among the idea of the judicious review the

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scheduling and the sequencing of the opportunities are planned which helps in the application
and the development of the facilities with the enhancement of new knowledge. Thus the
review should be distributed adequately along with being distributed cumulatively.
Instructional strategies focus on eth cooperative learning processes clubbed with the group
discussions which are involved at the enhanced learning processes of the students. Moreover,
the issues focused in constructive learning like the service learnings and the issue based
inquiries help are overlapped with the method of teaching shown the author and thus properly
justified.
Explanation and Identification of ideas of Chapter 2
The main issues highlighted in the second chapter include the various characteristics
of the students along with the diverse learning processes and the curricular needs of the
students. In the paper the various effective instructional strategies have been highlighted for
the diverse learners which mainly focus on the various characteristics of the learners
inclusive of the various learning strategies, the knowledge involving vocabulary and the
language of coding (Hunter-Doniger, 2018). Among the characteristics which are aimed at
enhancing the learning processes of the students, the characteristics like achievement,
intelligence, motivation are aimed. First of all, effective uses of language in learning method
is one of the most important characteristics in differentiation of the average achievers rom the
diverse learners. Diverse learners can use the four characteristics for their improvement
according to the author.
Among the various instructional considerations for the enhancement of the learning
processes for the diverse learners, there should be explicit instruction in the effective use of
the rehearsal as well as categorization strategies. Moreover, emphasis should be given for the
long-term retention of the underlying meaning of important content. Moreover, learners
should effectively use the information, emphasize the various connections which form and

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complete the various pieces of the information used. Moreover, it helps in the connection of
the processes involving new learning to the learners experiences and then there is systematic
monitoring of the retention of the information as well knowledge over the time. All these
characteristics align perfectly with the issues illustrated in the requirements for instructional
strategies. These strategies help in the motivation of the students and enhance their learning
process through focusing on the attention. Moreover, it helps in the organization for the
information which is important for skills involving remembrance and understanding and
helps in the monitoring and assessing the learning processes. Thus it can be found that the
various strategies incorporated in the regime for students effectively align with the steps for
instructive learning and ultimately enhances effective learning processes of the students.
Among the various learning strategies focused in the paper, it involves the solving of the
problems through the effective use of the diagrams and writing stories for better enhancement
of the memory. According to Klenk (1992), there is a proper framework for the learning
strategies where there is a difference between the home experiences of learning and those
given at educational institutions. According to him home experiences provide better learning
opportunities for the occurrence of incidental learning. Thus the author focuses on the fact
that necessary skills are required for ensuring the efficient use for target strategy. Moreover,
there should be provision of multiple examples for use apart from using a particular strategy
and thus make them explicit and have the proficiency of using and combining the steps for
using the whole strategy.
Comparison and contrast between the two ideas
The first paper by Edward and Robert focuses on the six main theories behind the
effective teaching strategies among students. The ideas highlighted here are implementation
of big ideas, mediated scaffolding, conspicuous strategies, and the primed background
knowledge along with the judicious review. On the contrary, the second paper have focused

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on the various learning strategies among the diverse learners at home or class room. The
authors mainly focus on the various ways of organizing information, retaining the
information taught, restoring long term memory and assessments of the performance on the
task which are considered as the main methods of identification of pervasive long term
memory based tasks which are focused on enhancing the long term learning processes among
children. The second paper also highlights the barriers to the effective learning methods in
effective teaching methods. The various perspectives like retaining information, learning
strategies, along with the proper knowledge of vocabulary is important for the
implementation of the teaching methods among students.
There is similarity between the two papers as both the authors follow the principles of
instructive learning and the requirements for the teachers and the students have been based on
the basic principles of instructive learning which ultimately focus on delivery high quality
learning experiences for the diverse learners. Both the papers focus on the development of the
instructional tools for the effective implementation for the strategies.
The two papers contradict in the various requirement s for effective learning processes
among the students. Firstly, the second paper focuses on the needs of language, use of
effective vocabulary techniques and the languages of coding while the first paper has clearly
etched out thee six main principles of effective teaching. Secondly the first paper focuses on
the gradual shift from the focus of the method of teaching from the teacher to the student
while the second paper have not mentioned or heighted such issue.
The second paper is apt for the implementation for learning processes among diverse
learners as there has been clear difference between the diverse learners and the achievers and
the requirements of the learning processes have been differentiated and justified fruitfully.

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Moreover, the considerations and the implications for the various learning process have been
clearly demonstrated throughout the paper.
Comparison with the current or past scenario
The first paper reflection the effective tools of instruction which has developed
around the sic majors of educational tools. There is also an assertion addressed in the paper
which ensures that when the quality features are embedded in the educational tools, it helps in
better solving of the problems persistent among students and helps in better understanding
among the students. Moreover, such education tools if used if properly assigned can provide
effective learning opportunities or the learners and thus help in the enhancement of
knowledge in areas pertaining to reasoning and content areas. This is different from the
contemporary methods of learning. Various studies have been conducted for the
implementation of teaching strategies in the contemporary teaching practices. According to
Oleson & Hora (2014) , a mixed methods study has been conducted for the examination of
the current beliefs, barriers and the practices which are involved in the technology integration
for the students among learning institutions. Constructive pedagogical beliefs use high self-
efficacy beliefs about the use of technology. Moreover, it places positive values on the
various uses of technology and incorporates the practices of high level learning among the
students in their lessons all these strategies paly a important role in the implementation of
strategies in the teaching needs of students. According to Forani (2015), forgoing ways of
research has led to the investigation of the various ways of focusing of the teacher’s
professional education on the high leverage practices of the teaching practices. Contemporary
teaching methods are directed towards developing practice focused education for the teachers
and raising queries about the possible ways of delivering effective teaching practices.
Moreover over the years there has been change in the focus of implementing effective
teaching strategies from being revolved around the teachers to student centered learning

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where the mental capacities of the students are given the first priority during delivery of
effective information. Thus both the authors agree on the fact contemporary methods of
pedagogy varies from the traditional method of effective learning.
Illeris (2018) believes that according to the principles of proper learning theories,
there is a subtle interplay between the two psychological functions involved in learning
which is inclusive of function of managing and the incentive function which is involved in
provision and direction of necessary mental energy which is involved in running the process.
The three incentives which are involved in learning is incentives, the content of the learning
process and the environment of the process. His learning processes which are stretched out
between the sociality, sensibility and functionalities are the general components of the
competencies. He also believes that earning is process which is involved with the brain and
therefore the mental side is important as a separate functioning system.
The past of historical language teaching has been defined by the search of effective
ways of the teaching for foreign languages. Teaching of any matter pertaining to the usual
methods is based on the analysis of the subject and the nature. Moreover, there should be a
proper application of the learning as well as teaching principles which are drawn from
research and has a pivotal role to play in educational psychology (Richards & Rodgers,
2014). Thus, the authors have agreed with the learning principle highlighted in the
contemporary method of teaching focusing on the proper knowledge of the subject matter.
However, it varies from the contemporary theories in the issues where the understanding of
the student and the absorbance abilities of the students are given more importance then the
gain in the knowledge or subject of the teachers.

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Conclusion
From the above the discussion it could be understood that , John Fleming’s model can
not only give an exceptional organizational as well as give better instructional strategies in
high performing school but can also induce student engagement in the study module and
interaction. Furthermore, there is a clear and lucid hint of professional development when it
comes to the cooperative learning among students. There are other considerations for diverse
learners which has been explored in the discussion segment thoroughly. Moreover, the essay
has targeted towards the outcome based education. Learning methods can be simulated in
different scenarios as different strategies, which is also the fundamental aspect of
consideration. Furthermore, there other selected concepts, principles, rules as well strategies
that can affect the learning and acceptance at varied as well as higher level of learning.
Mediated Scaffolding has been made to understand that the temporary students who have
difficulty in grasping new materials for them, the memory is for the shorter term and usually
fades over the time. The essay has also focused on the strategic integration of understanding
and consideration as well as sequencing of new information or knowledge and old
information. The use of the visual maps and models can also influence the learning
orientation and strategies of the students and this can further can create lucid interpretation in
the student’s mind and objectives of learning. However, the essay considers the importance
of the prime background knowledge that would enable the student to embark and relate upon
various concepts of new information.

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References
Cuticelli, M., Coyne, M. D., Ware, S. M., Oldham, A., & Loftus Rattan, S. (2015). Improving
vocabulary skills of kindergarten students through a multi-tier instructional
approach. Intervention in School and Clinic, 50(3), 150-156.
Forzani, F. M. (2014). Understanding “core practices” and “practice-based” teacher
education: Learning from the past. Journal of Teacher Education, 65(4), 357-368.
Hunter-Doniger, T. (2018). Project-Based Learning: Utilizing Artistic Pedagogies for
Educational Leadership. Art Education, 71(2), 46-51.
Illeris, K. (Ed.). (2018). Contemporary theories of learning: learning theorists... in their own
words. Routledge.
Louden, W. (2015). High performing primary schools: What do they have in common.
Oleson, A., & Hora, M. T. (2014). Teaching the way they were taught? Revisiting the sources
of teaching knowledge and the role of prior experience in shaping faculty teaching
practices. Higher Education, 68(1), 29-45.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching.
Cambridge university press.