This document discusses various instructional strategies for effective learning, including the Socratic method, peer tutoring, flipped classroom, teachable moments, meta-reasoning, mini-lessons, working independently, reality-based teaching, and modeling. It explains the goal and importance of each strategy. In conclusion, it states that these strategies can work individually or together, across disciplines and ability levels, and teachers should consider the student perspective to provide a supportive learning environment.

1. Philosophies of Instructional
Strategies for Effective Learning
Prepared by Geraldine S. Cachero
141 203: Instructional Strategies for Effective Learning
Master of Education in Educational Administration

2. Socratic Method
 It is a form of cooperative argumentative dialogue between individuals,
based on asking and answering questions.
 The goal of this aspect is to enable the students to examine ideas
logically and to determine the validity of those ideas.
 The importance of this aspect is to stimulate critical thinking and to draw
out ideas and underlying presumptions.

3. Peer Tutoring
 It is the process between two or more students in a group where one of
the students acts as a tutor for the other groupmate(s).
 The goal of this aspect is to help tutors develop their ability and skill to
teach and guide other students. This also forces students to be active
learners and to talk through course concepts in their own words.
 The importance of this aspect is to value cooperation, respect for one
another and reciprocal attitudes are also inculcated.

4. Here is a video that would help explain
further what peer tutoring is.

5. Flipped Classroom
 It is a pedagogical model in which the typical lecture and homework
elements of a course are reversed.
 The goal of this aspect is to let students view short video lectures at
home before the class session, while in-class time is devoted to exercises,
projects, or discussions.
 The importance of this aspect is that instead of telling students what to
learn, how to learn, when to learn and how to prove that they learned,
teachers would support them becoming self-directed learners.

6. Teachable Moment
 It is an unplanned opportunity that arises in the classroom where a
teacher has an ideal chance to offer insight to his or her students.
 The goal of this aspect is to discover clarity and make smart decisions
especially when problems arise.
 A teachable moment is important because it provides meaningful
contexts to introduce or expand on something you want students to
learn about.

7. Meta-reasoning
 This aspect is reasoning about the nature of reasoning itself.
 The goal of this aspect is to integrate new information into memory
structures.
 This aspect is important because it is connected to creativity. Creating is
not just about creating new products. It is also about creating processes
that lead to interesting products.

8. Mini-lesson
 It is a short lesson with a narrow focus that provides instruction in a skill or concept
that students will then relate to a larger lesson that will follow.
 The goal of this aspect is to teach particular skills, extend previous learning, create
interest in a topic and generate questions, or introduce strategies.
 This aspect is important because it allows a teacher to convey a tip or strategy to
students that they will use often. Sharing tips and strategies in this way allow students
to gain valuable, relevant skills on a regular basis without spending too much time on
drill and worksheets that might otherwise be used to teach the same skills.

9. Working Independently
 This aspect means becoming self-aware, self-monitoring and self-
correcting in doing projects.
 The goal of this aspect is to learn principles that are foundational to
lifelong learning, professional growth, development, and long term
career satisfaction.
 This aspect is important because it helps the student gains knowledge
and understanding of himself/herself – his/her emotions, beliefs,
assumptions, biases, knowledge base abilities, motivations, interests, etc.

10. Reality-based Teaching
 This aspect refers to the applications that are demonstrated in an extended
diagnostic approach to the selection of an activity for one specific content
area.
 The goal of this aspect is to make a difference in the students’ transfer of
knowledge, skills, and attitudes from the confines of a classroom to their
interactions in the broader world.
 This aspect is important because it aids teachers and students in including
active learning activities with feelings of clarity and confidence.

11. Modeling
 It is an instructional strategy in which the teacher demonstrates a new concept
or approach to learning and students learn by observing.
 The goal of this aspect is to engage learners in imitation of particular behaviors
that encourage learning.
 This aspect is important because it allows students to observe the teacher’s
thought processes.

12. Conclusion
 These aspects are co-existent by supporting a more empowered way of
working together. Although each aspect has its own functions, it is also
affected by the other aspects. Each aspects can work individually or can
also work with the other aspects. These aspects can also be used across
disciplines and in all grades and ability level classrooms.

13. Conclusion
 As teachers and future administrators, we must always consider the
students’ position in the learning process. We must provide a more
supportive learning environment for students. Teachers and
administrators who are diligent, well-prepared, and organized model the
kinds of strategies needed to succeed in the workforce.