Explicit Instructional Strategies Analysis

Students who have a learning disability or struggle to learn math benefit from specific instructional strategies that are proven effective in meeting their individual needs. Therefore, incorporating evidenced-based strategies into the classroom increase achievements in math and help students master the covered concepts. Allowing students to choose strategies when solving math problems prepare them for future employment and higher-level educational opportunities. When students have difficulties with attention, memory or retrieval issues, it can interfere with their abilities to solve word problems. They often lack specific strategies or sequenced instruction for solving these types of problems (Crawford & Snider, 2000). Consequently, teachers can use explicit instruction to present multiple strategies that take advantage of a hands-on-approach and real-life experiences with manipulatives. This approach can facilitate learning and teach students multiple ways to solve a problem.
Explicit instruction helps students learn which strategies to apply when solving word problems by building upon prior background knowledge and breaking down a task into smaller steps (Crawford & Snider, 2000). This approach also supports the development of critical thinking skills
Students can partner together in a small group (Baker, Dimino & Griffiths, 2004). Each student takes a turn acting as a tutor using a think aloud procedure to explain each step in solving the problem. When a student becomes confused, the peer tutor can use a prepared mnemonic or picture cue card that works as a guide to work through the problem-solving process (Baker et al., 2004). Furthermore, peer-assisted strategies provide multiple opportunities for practicing the targeted math skills and offering prompt corrective feedback from peers (Baker et al.,