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Instructional strategies you found to be most effective in improving student learning
1. Imagine you are interviewing for your first teaching position and are asked the following question: What instructional strategies have you found to be most effective in improving student learning and what research-based learning theory or theories support these strategies?
How would you respond?
2. What are factors to consider when selecting which instructional strategies to use in planning a lesson? What role does the content area have in determining strategy selection? How does age or grade level affect which strategies to choose?
Sample Answer
That's a great interview question that allows you to showcase both your practical skills and your theoretical foundation. Here is a comprehensive response addressing both parts of your prompt.
🍎 1. Effective Instructional Strategies and Supporting Theories
When responding to the interview question, focus on two or three high-impact strategies, linking each clearly to a major learning theory.
Strategy 1: The Flipped Classroom Model (Active Learning)
I have found the Flipped Classroom Model to be exceptionally effective, particularly in high school and college-level courses. Instead of the teacher delivering the primary lecture during class time, students access introductory material (videos, readings) as homework. Class time is then dedicated to active learning, problem-solving, and application.
Supporting Theory: Constructivism (Jean Piaget and Lev Vygotsky).
Theoretical Link: Constructivism asserts that learners actively construct their own understanding and knowledge. The flipped model facilitates this by dedicating class time to student-led activities, discussions, and complex problems, allowing students to build knowledge collaboratively and internalize concepts through application, rather than passive reception.
I frequently use small-group work focused on Problem-Based Learning (PBL), where students work together to solve complex, real-world problems. My role is to act as a facilitator rather than a primary source of answers, offering targeted guidance only when a group is stuck.
Supporting Theory: Sociocultural Theory (Lev Vygotsky).
Theoretical Link: Vygotsky's theory highlights the Zone of Proximal Development (ZPD)—the space between what a learner can do independently and what they can achieve with help. Through scaffolding (my targeted guidance) and peer collaboration (learning from others), students are pulled through their ZPD, achieving higher levels of understanding than they could alone. This social interaction is critical for cognitive growth.
Strategy 3: Immediate and Specific Feedback
Providing immediate, corrective, and specific feedback is paramount. Instead of waiting for a graded paper, I use tools like polling apps, exit tickets, and in-the-moment conferencing to address misunderstandings instantly.
Supporting Theory: Behaviorism (B.F. Skinner) and Cognitive Load Theory (John Sweller).