Name two evidence-based instructional strategies and describe when they are most effective?

• A. Passive listening for new skills; silent individual work for higher-order thinking.
• B. Explicit/Direct Instruction for new skills; collaborative learning for higher-order thinking; both with clear objectives and prompts.
• C. Random activities with no goals; unstructured group work.
• D. Rote memorization only.

Answer: (B)

Evidence-based instructional strategies rely on research showing what actually helps students learn. For introducing and teaching new skills, explicit/direct instruction is most effective. This approach uses a clear objective, explicit modeling of the skill, guided practice with prompts, and immediate feedback. The structured sequence helps novices build a solid, accurate foundation and reduces confusion by breaking skills into manageable steps.

For promoting higher-order thinking, collaborative learning shines when it is well structured. Students work together on tasks that require analysis, evaluation, and creation, guided by specific prompts and roles. Clear goals and prompts keep the group focused and ensure accountability, while discussion and justification of ideas deepen understanding and support transfer to new situations.

Other approaches like passive listening, unstructured activities, or rote memorization lack the deliberate instruction, structure, and goal-directed practice needed to reliably support both acquiring new skills and developing higher-order thinking.