Instructional Strategies List for Teachers

The Big List of Instructional Strategies for Teachers

There are a LOT of instructional strategies out there.

If you have been teaching for any length of time, you have probably encountered quite a few of them already—sometimes under several different names. Education does seem to have a special talent for taking an idea teachers have been using for years, giving it a new name, adding an acronym, and putting it into a three-ring binder for the next in-service day.

But I digress.

After 24 years in the classroom, I don’t think there is one “best” instructional strategy. Classrooms simply don’t work that way. A strategy that works beautifully with one group of students may fall completely flat with another. Something that works at 9:00 in the morning may be a disaster with the class you have immediately after lunch.

That doesn’t mean instructional strategies aren’t useful. Quite the opposite.

The more strategies you have available, the easier it is to change direction when students aren’t understanding something, get them actively involved when attention starts drifting, give them another way to approach difficult material, or simply keep yourself from teaching every lesson exactly the same way.

Think of this page as a very large teacher’s toolbox.

You certainly don’t need to use everything in it.

Printable Instructional Strategies List

Teachers can download a condensed quick-reference version to print or keep nearby while planning.

Download the Printable Instructional Strategies List (PDF)

What Are Instructional Strategies?

Instructional strategies are the things teachers deliberately do to help students learn.

That can mean how we introduce new information, how students practice it, how we check whether they understand it, how we get them talking and thinking, and how they eventually demonstrate what they have learned.

Some are extremely simple.

Ask a good question.

Have students discuss an idea with a partner.

Let them draw a diagram.

Give them an exit ticket.

Have them explain a concept to someone else.

Others—project-based learning, inquiry-based learning, differentiated instruction, cooperative learning—can shape an entire lesson or unit.

The important question isn’t really, “Which instructional strategy is best?”

I think the more useful question is:

What do my students need to do with this information right now?

Do they need to remember it? Understand it? Apply it? Discuss it? Practice it? Connect it to something they already know? Explain it? Question it?

Once you know that, choosing a strategy gets much easier.

If you want help narrowing the options, try the Instructional Strategy Finder for one best-fit approach, two alternatives, and a useful caution.

Assessment and Checking for Understanding

Assessment does not have to mean a test. Some of the most useful assessments happen while a lesson is still going on and there is actually time to do something about the results.

3-2-1

At the end of a lesson, students identify three things they learned, two things they would like to know more about, and one question they still have.

You can change the prompts to fit almost anything. The value isn’t really in the numbers. It is in forcing students to stop and think about what they know and what they don’t.

Authentic Assessment

Students demonstrate what they know through a meaningful task instead of only answering traditional test questions. That might involve creating something, solving a realistic problem, presenting an argument, conducting an investigation, or applying a skill.

Benchmark Assessment

Benchmark assessments are given periodically to see where students are and how much progress they have made. They can be useful, although teachers need to remember that a benchmark is one source of information about a student—not the student.

Checking for Understanding

This deserves to be much higher on any list of instructional strategies than it usually is.

One thing I learned pretty quickly as a teacher is that students do not reliably announce that they are confused.

“Does everybody understand?”

Silence.

“Any questions?”

More silence.

That does NOT necessarily mean everybody understands.

Ask students to explain something in their own words. Have everyone answer a question instead of relying on the same three hands. Ask for an example. Use a quick problem, a response card, a thumbs-up/thumbs-sideways signal, a whiteboard, or an exit slip.

The important thing is to deliberately look for evidence of understanding instead of waiting for confused students to identify themselves.

Dynamic Assessment

Dynamic assessment looks not only at what a student can do independently, but what happens when the teacher provides prompting, feedback, or support. Instead of simply asking, “Can this student do it?” you are also asking, “What kind of help moves this student forward?”

Entrance Tickets

Give students a very short task as they enter class or begin a lesson. It can review yesterday’s work, activate prior knowledge, expose a misconception, or preview today’s topic.

Exit Tickets

Before students leave, ask them to answer one or two questions that reveal what they understood.

Keep these short. If you need fifteen questions, you have invented a quiz.

Formative Assessment

Formative assessment happens during learning. Its purpose is to give the teacher and student information that can be used to adjust what happens next.

This can include questioning, observation, quick writes, practice problems, discussions, exit tickets, drafts, or almost anything else that gives you useful information while there is still time to respond.

One-Minute Paper

Give students about a minute to respond to a focused prompt. For example:

What was the most important thing you learned today?

What remains confusing?

What connection did you make?

You will not get polished writing. That isn’t the point.

Portfolio Assessment

A portfolio collects student work over time. Done well, it can show progress that a single test cannot.

I especially like the idea of students periodically looking back through their own work and identifying where they have improved. Sometimes they need to see the evidence themselves.

Quick Writes

Give students a short amount of time to write whatever they know or think about a question.

Quick writes work well before discussion because everyone has something to contribute—including students who need more time to organize their thoughts before speaking.

Self-Evaluation

Ask students to evaluate their own work or progress using clear criteria.

Students are not always especially accurate judges of themselves at first. That’s part of why this is useful. Self-evaluation is a skill that improves with practice.

Summative Assessment

Summative assessments evaluate learning after instruction has occurred. Tests, projects, essays, performances, and presentations can all serve this purpose.

The important thing is making sure the assessment actually measures what you intended students to learn.

Active and Experiential Learning Strategies

Students do not need to be physically moving every second in order to learn. There are times when direct explanation is exactly what they need.

Still, not many people learn particularly well when they spend the entire day sitting quietly while someone talks at them.

Think about your last three in-service meetings.

Enough said.

Active Learning

Active learning simply means students are doing something intellectually meaningful with the content instead of only receiving information.

They might solve, discuss, categorize, predict, compare, explain, create, investigate, or apply.

Active Participation

Get students involved.

Ask questions. Give them something to solve. Let them talk to each other. Have them write before answering. Put something in front of them that needs figuring out.

And occasionally, stop talking.

That can be a remarkably effective instructional strategy.

Brainstorming

Students generate as many ideas as possible before evaluating them.

Brainstorming is useful when you want creativity and prior knowledge to surface. If every response is immediately judged, however, students will quickly figure out that brainstorming really means “guess what the teacher is thinking.”

Experiential Learning

Experiential learning involves learning through experience and then thinking about that experience.

Experiments, field work, simulations, service projects, construction tasks, and real-world problem solving can all fit here.

The reflection part matters.

Doing something interesting isn’t automatically the same as learning from it.

Conducting Experiments

I love hands-on science. Always have.

But I’ve also seen students happily spend an entire class building, mixing, measuring, wiring, or otherwise having a wonderful time without having the slightest idea what they were supposed to learn.

An experiment needs to stay connected to the objective.

Ask students what they predict. Ask why. Make them explain the result. Return to the original question afterward.

Otherwise you may have provided a terrific activity without providing much instruction.

Four Corners

Label four areas of the classroom with four possible responses to a question. Students move to the area that represents their answer and then discuss or defend their choice.

Four Corners works particularly well when there isn’t one obvious correct answer.

It also gives students a chance to physically move, which isn’t a bad thing after they have been sitting for a while.

Gamification

Gamification uses elements associated with games—points, challenges, levels, progress, competition, rewards—to encourage participation.

It can be fun and motivating, but the game should support the learning rather than bury it.

If students remember the scoreboard but not the lesson, something went wrong.

Give One/Get One

Students write down an idea, fact, or example and then circulate or work with partners to exchange information.

It is simple, quick, and gives students a reason to interact with several classmates.

Grab Bag

Place questions, tasks, vocabulary words, problems, or prompts into a container and let students randomly select one.

Nothing revolutionary here. Sometimes adding a little randomness is enough to make ordinary practice feel different.

Hands-On Learning

Students manipulate materials, build models, conduct demonstrations, measure things, sort objects, or otherwise work directly with something connected to the lesson.

Hands-on does not mean “educational” automatically.

The hands and the brain need to be working on the same objective.

Problem-Based Learning

Students work through a complex problem that does not necessarily have one obvious solution.

The problem becomes the vehicle for learning.

This differs somewhat from project-based learning, where students generally work toward producing a larger final product or presentation.

Project-Based Learning

Students investigate a meaningful question or problem over an extended period and create a final product, solution, or presentation.

Project-based learning can be terrific, but projects need structure.

Thirty students simultaneously “working independently” on long-term projects can become thirty entirely different problems very quickly.

Build in checkpoints.

Service Learning

Service learning connects academic goals with meaningful service outside the classroom.

The strongest service-learning projects make the academic connection explicit rather than simply attaching community service to a course.

Snowball Fight

Students write a question, answer, fact, problem, or prompt on paper, crumple the paper into a “snowball,” and toss the papers around the room.

Students then retrieve one and respond.

Yes, you are deliberately telling students to throw paper in your classroom.

Plan accordingly.

Stop and Go

Pause periodically during instruction so students can think, discuss, summarize, stretch, or answer something before continuing.

Sometimes a two-minute pause accomplishes more than another ten minutes of explanation.

Think-Pair-Share

Ask a question.

Students think independently first, discuss with a partner, and then share with the larger group.

The “think” portion matters. Without it, your quickest students can dominate the pair before the other student has even decided what he or she thinks.

Think-Pair-Write

Students think about a prompt, discuss it with a partner, and then write a response.

This works especially well when you want discussion to help students develop ideas before committing those ideas to writing.

Thinking and Cognitive Strategies

Good teaching is not just about getting information into students’ heads. We also want students doing something with that information.

Advance Organizers

Give students a framework before introducing new information.

This might be an outline, concept map, question, diagram, timeline, or simply an explanation of where today’s lesson fits into what they have already learned.

I usually liked students to know the day’s objective early. It gave them something to aim at instead of making the lesson feel like a mysterious trip whose destination only the teacher knew.

Bloom’s Taxonomy Activities

Bloom’s Taxonomy can help teachers think about the level of thinking a task requires.

Remembering information has a place. So do understanding, applying, analyzing, evaluating, and creating.

The goal isn’t to eliminate simple questions. Sometimes students need facts before they can do anything interesting with them.

The goal is not to stop there.

Chunking

Break difficult information or a complex task into smaller pieces.

This sounds almost too obvious to deserve a name, but it is incredibly useful.

When students are overwhelmed, sometimes the answer is not another explanation. It is simply making the next step smaller.

Compare and Contrast

Ask students to identify similarities and differences between two or more ideas.

Venn diagrams work. So do charts, written comparisons, debates, and simple lists.

This strategy becomes more powerful when students must explain why the similarities and differences matter.

Concept Mapping

Students create a visual representation showing relationships among ideas.

Concept maps can be especially useful after students have accumulated a lot of separate pieces of information and need to understand how those pieces fit together.

Convergent Thinking

Students use information and reasoning to narrow possibilities and arrive at the best answer.

Many traditional academic problems depend heavily on convergent thinking.

Critical Thinking

Critical thinking asks students to analyze claims, examine evidence, question assumptions, identify relationships, and justify conclusions.

“Think critically” by itself isn’t much of an assignment.

Give students something worth thinking critically about.

Divergent Thinking

Students generate multiple possible answers, explanations, designs, or solutions.

Questions such as “How many ways could we solve this?” or “What might explain this result?” encourage divergent thinking.

Metacognition

Metacognition means thinking about your own thinking and learning.

Ask students what strategy they used, where they became confused, what helped them, what they would do differently, or why one approach worked better than another.

Students can become much more independent when they start recognizing how they learn and solve problems.

Questioning Techniques

Questioning is one of the most powerful tools a teacher has—and one of the easiest to use badly.

Not every question needs to be profound. Sometimes you really do need to know whether students remember a definition or can multiply 7 × 8.

But don’t let questioning stop with recall.

Ask why.

Ask how they know.

Ask what evidence supports the answer.

Ask whether another answer might work.

Ask what would happen if one part of the problem changed.

Most importantly, give them time to think before answering.

Schema Building

Help students connect new information to something they already understand.

Learning becomes easier when new ideas have somewhere to attach.

This is why prior knowledge matters so much—and also why misconceptions matter. Sometimes the thing a student is attaching the new information to is wrong.

Socratic Seminar

Students participate in a structured discussion centered on a text, idea, issue, or question.

The teacher guides more than lectures.

Done well, a Socratic seminar requires students to listen, respond to one another, support ideas with evidence, and change their thinking when appropriate.

Visible Thinking Routines

These are short structures that make student thinking easier to see.

For example, students might identify what they see, what they think about it, and what it makes them wonder.

The specific routine matters less than the basic idea: don’t only ask students for an answer. Give them a way to show how they arrived there.

Collaborative Learning and Classroom Discussion

Students can learn an enormous amount from one another.

They can also spend twenty minutes discussing lunch while one unfortunate group member completes the entire assignment.

So, yes, group work needs structure.

Collaborative Learning

Students work together toward a shared learning goal.

Collaboration is more than putting four desks together.

Give students a reason to need one another’s ideas.

Cooperative Learning

Cooperative learning is usually more structured than general group work. Students may have assigned roles, individual responsibilities, shared goals, or specific procedures.

The structure helps prevent one student from doing everything while everyone else watches.

Classroom Conversations

One of the most interesting teachers I remember observing was a high-school social studies teacher who sometimes appeared, at first glance, to be giving his students a day off.

He wasn’t.

He would get a conversation started and then quietly steer it with questions. Students were talking about history, politics, current events, cause and effect, and one another’s ideas. They were doing far more thinking than they would have done copying another page of notes.

A good classroom conversation is not wasted time.

Sometimes it is the lesson.

Discussion Groups

Small groups discuss a question, reading, problem, or issue.

Give them a purpose. “Discuss Chapter 4” is awfully vague.

“What do you think the character should have done differently, and what evidence supports your answer?” gives them somewhere to go.

Group Work

Group work can support communication, problem-solving, creativity, and peer learning.

It can also create social problems and unequal workloads.

Use it because the task benefits from collaboration—not because “students should work in groups today.”

Jigsaw

Divide a larger body of information into sections.

Students first become knowledgeable about one section and then join new groups where each person teaches his or her piece to everyone else.

This creates real responsibility because each student holds information the others need.

Peer Discussion

Give students time to explain ideas and reasoning to one another.

Even a 60-second partner discussion can dramatically increase participation compared with asking a question to the entire room and calling on one volunteer.

Peer Teaching

Students teach a skill or concept to classmates.

Explaining something forces students to organize what they know in a different way.

Of course, you need to make sure the student doing the teaching actually understands the material first. Otherwise confusion can reproduce itself remarkably efficiently.

Language, Reading, and Writing Strategies

Acrostics

Students use first letters to create a memorable word or phrase.

These are simple mnemonic devices, but sometimes simple works.

Book Talks

Students give short presentations recommending books to classmates.

A good book talk is more personal than a traditional book report. Students explain what interested them without simply retelling the entire plot.

Choral Reading

Students read a passage aloud together.

This can provide supported practice with fluency, phrasing, and pronunciation without putting one individual student on the spot.

Critical Reading

Students examine not only what a text says but how and why it says it.

Who wrote this?

What is the author’s purpose?

What evidence is provided?

What has been left out?

Reciprocal Teaching

Students work with a text using roles or processes such as predicting, questioning, clarifying, and summarizing.

Eventually, students take more responsibility for leading the process themselves.

Sentence Starters and Sentence Stems

Give students the beginning of a sentence that helps them organize an answer.

Examples might include:

“The evidence suggests ___ because…”

“I disagree with ___ because…”

“One similarity between ___ and ___ is…”

These are especially helpful when students understand a concept but struggle to begin expressing that understanding in academic language.

The goal should usually be to remove the support when students no longer need it.

Sheltered Instruction

Make grade-level content more accessible to students who are developing proficiency in English through visuals, modeling, structured language support, background knowledge, and other scaffolds.

Total Physical Response

Students physically respond to spoken language with movements or actions.

It is most commonly associated with language instruction and can be especially useful with beginning language learners.

Word Splash

Display a group of important words connected to a lesson before students learn the material.

Ask students to predict how the words might be related.

Return to the same words later and see how their understanding has changed.

Writer’s Workshop

Set aside structured time for students to write, receive feedback, revise, edit, and share.

Writing becomes a process rather than something students do once, turn in, and never look at again.

Writing Prompts

A good writing prompt gives students somewhere interesting to begin.

A bad writing prompt gives them something to endure.

Whenever possible, make the question specific enough to provoke thought while leaving enough room for students to actually have something of their own to say.

Differentiation, Scaffolding, and Supporting Individual Learners

Ability Grouping

Ability grouping places students together based on current skill or performance.

This is one of those strategies where I think teachers need to be very careful about turning a temporary instructional decision into a permanent label.

Flexible groups based on a specific skill can be useful.

“The smart group,” “the average group,” and “the low group”—whether we actually call them that or not—can create problems of their own.

Adapted Assessments

Adjust an assessment so that a student can demonstrate learning without an unrelated barrier interfering with the result.

The important question is what the assessment is supposed to measure.

Differentiated Instruction

Differentiation means adjusting instruction based on what students need.

That might involve readiness, background knowledge, pace, level of support, language needs, task complexity, or different ways of practicing and demonstrating learning.

Teachers have been doing versions of this forever.

We just didn’t always have a name for it.

Personalized Learning

Personalized learning attempts to give students more individualized pathways through content, pacing, practice, or goals.

I think there is a big difference between genuinely responding to individual students and simply putting everyone on separate software.

Technology can support personalized learning.

Technology is not personalized learning.

Response to Intervention

RTI uses increasingly targeted levels of support based on student need and response to instruction.

The basic idea is sensible: identify difficulty early, provide support, watch what happens, and adjust rather than waiting for failure to become severe.

Scaffolding

Give students temporary support that helps them complete a task they could not yet manage independently.

Modeling, worked examples, prompts, checklists, guided practice, graphic organizers, and sentence stems can all act as scaffolds.

The eventual goal is to remove the scaffold.

Otherwise it has become part of the building.

Student Choice

Give students meaningful choices about topics, products, questions, reading materials, roles, or ways of demonstrating learning when appropriate.

Choice does not mean the teacher gives up control of the objective.

It means there can be more than one reasonable path toward it.

Classroom Organization and Visual Learning Strategies

Some things on a list of “instructional strategies” are really classroom structures or tools. I’m fine with that.

If something helps students learn, teachers probably want to know about it.

Activity Centers and Learning Stations

Students rotate among different tasks or learning activities.

I initially thought centers were going to be far more trouble than they were worth. Once students learned the routine, however, they became much easier to manage.

The setup is the hard part.

Clear directions and predictable procedures make a huge difference.

Classroom Procedures

Teach students how routine classroom tasks are supposed to happen.

How do they turn in work?

What happens when they finish early?

How do they get materials?

What does transitioning between activities look like?

You can save yourself an unbelievable amount of aggravation by answering those questions before thirty students answer them independently. Those procedures are also part of behavior management in the classroom.

Classroom Routines

Routines create predictability and reduce the amount of time spent explaining ordinary tasks.

Still, routines can become ruts.

Sometimes both teachers and students need something different simply because doing the same thing every day has stopped getting anyone’s attention.

Flexible Seating

Allow students some choice in where or how they work when the activity and classroom make that practical.

Flexible seating should serve learning.

If choosing a seat becomes the most complicated part of the lesson, we may have wandered away from the original objective.

Frayer Model

A Frayer Model helps students develop a deeper understanding of a concept by examining its definition, characteristics, examples, and non-examples.

This is much more useful than copying a definition and hoping it sticks.

Graphic Organizers

Graphic organizers visually show relationships among ideas.

Venn diagrams, timelines, concept maps, cause-and-effect charts, flowcharts, and sequence diagrams can all help students organize complicated material.

The organizer should make the thinking clearer—not become another worksheet to complete mechanically.

KWL Charts

Students identify what they Know, what they Want to know, and later what they Learned.

KWL charts are simple, but they can reveal both prior knowledge and prior misconceptions before a lesson really gets going.

Learning Logs

Students periodically record what they are learning, questions they have, problems they encountered, or connections they noticed.

Over time, a learning log can become a record of how their thinking changes.

Math Journals

Students write about their mathematical reasoning rather than recording only answers.

Ask them how they solved something.

Ask which method they chose.

Ask why.

Sometimes the explanation tells you far more than the answer.

Sticky Notes

I have probably used sticky notes in more ways than I can remember.

Questions.

Exit responses.

Sorting ideas.

Voting.

Annotating texts.

Building concept maps.

Posting answers on a “parking lot.”

They are not exactly cutting-edge educational technology, but they work.

Technology-Based Instructional Strategies

Technology changes constantly. Good instruction changes much more slowly.

That distinction is worth remembering.

Blended Learning

Blended learning combines face-to-face instruction with online learning activities.

The online part should do something useful—not simply move a worksheet from paper to a screen.

Collaborative Digital Boards

Digital collaboration boards allow students to post ideas, examples, questions, images, or responses that everyone can see.

I used tools like these many times in the classroom. One nice feature is that students who don’t immediately volunteer during a discussion have another way to contribute.

Digital Storytelling

Students combine writing, images, narration, audio, and sometimes video to communicate an idea or tell a story.

The technology gives students another medium, but the thinking and communication are still the important parts.

Flipped Classroom

In a flipped model, students encounter some instructional content outside class and use class time for practice, discussion, problem-solving, or teacher support.

It can work well when students actually have reliable access to the material outside school.

That little detail matters.

Interactive Simulations

Simulations let students manipulate variables or explore systems that may be difficult, expensive, dangerous, very large, very small, or otherwise impossible to reproduce in the classroom.

Use them to generate questions and test ideas rather than just letting students click around.

Podcasts and Audio

Students can listen to instructional audio or create their own podcasts to demonstrate learning.

Creating the explanation is often more educational than listening to one.

Video Mini-Lessons

A short video can introduce, review, or reteach one focused concept.

“Short” is doing some important work in that sentence.

Virtual Classrooms

Virtual classrooms allow teachers and students to interact when they are not physically together.

I think most of us who taught through the pandemic learned both what online classrooms can do and what they cannot do.

I personally had quite enough virtual teaching for a while.

Still, it belongs in the toolbox.

Virtual Field Trips

Students use video, interactive resources, maps, museum collections, webcams, or virtual environments to explore places they cannot visit physically.

A virtual field trip isn’t quite the same as getting on a bus, but it can take students places no school bus possibly could.

Instructional Strategies for Specific Situations

Sometimes teachers aren’t really searching for a giant theory of instruction.

They have a class tomorrow morning and need an idea.

I understand that.

If students are not participating, try active participation, think-pair-share, quick writes, Four Corners, peer discussion, or a collaborative task.

If students are not understanding, try checking for understanding, chunking, scaffolding, modeling, concept mapping, graphic organizers, or peer teaching.

If students know facts but cannot apply them, try problem-based learning, authentic assessment, hands-on learning, case studies, experiments, or project-based learning.

If students need to think more deeply, try questioning, Socratic seminars, compare and contrast, divergent thinking, critical reading, or metacognition.

If students need help remembering, try retrieval practice, acronyms, acrostics, visual organizers, spaced review, and connecting new information to prior knowledge.

If students need to talk about the content, try classroom conversations, discussion groups, reciprocal teaching, cooperative learning, jigsaw, or peer teaching.

If the class simply seems stale, change something.

Move.

Ask a different kind of question.

Let students write instead of talk.

Let them talk instead of write.

Put something on the table.

Show them something strange.

Give them a problem before giving them the answer.

Sometimes the most effective instructional decision isn’t adopting a complicated new program.

Sometimes it is just breaking the pattern.

Don’t Let Educational Jargon Get in the Way

Education has a seemingly endless supply of terms, models, frameworks, acronyms, initiatives, and “new” approaches.

Some are genuinely useful.

Some are old ideas packaged in new language.

And some will disappear a few years after an in-service presenter assures everyone that education has changed forever.

Teachers do need to keep learning. I certainly changed how I taught over the years.

But you don’t have to chase every new term.

Ask what the strategy actually has students doing.

Ask what they are supposed to learn from doing it.

Ask how you will know whether it worked.

Those questions cut through an amazing amount of educational jargon.

A Few Things I Learned About Instructional Strategies

I don’t think great teaching comes from collecting the greatest possible number of strategies.

It comes from knowing your students well enough to choose among them.

Sometimes students need to explore.

Sometimes they need to talk.

Sometimes they need to struggle with a problem.

Sometimes they need a model.

Sometimes they need practice.

And sometimes they need the teacher to stand in front of the room and explain the thing clearly.

There shouldn’t be anything controversial about that.

The best teachers I have known were flexible. They could tell when a lesson was working and, maybe more importantly, when it wasn’t.

They adjusted.

That is really what this giant list is for.

Not to give you 100 new things you are now somehow supposed to squeeze into your lesson plans.

It is here so that the next time you think, “This isn’t working. What else can I try?” you have somewhere to look.

I will continue adding to and updating this list as I come across ideas worth including.

I hope you find something useful here—and that reading it is at least a little more enjoyable than an in-service day.

If a shorter planning companion would be useful, you can also download the printable instructional strategies list to keep close at hand.

More Instructional Strategies Resources

As you try these strategies, pay attention to what succeeds, what fails, and what your classroom experience reveals beyond the professional-development binder.