A strategy introduction program is a commonly used education technique that helps students at schools and universities to learn the material they need. Different types of strategies are direct instruction, interactive instruction, and independent study (Brown & Pressley, 2023). All three characteristics benefit students and tutors in diverse ways, like increasing critical thinking and maintaining the same emotional stability level. On different levels of education, students often work with shallow and deeper processing to develop short-term and long-term memory for different purposes.
One key characteristic that makes the strategy introduction program effective is direct instruction. According to Brown & Pressley (2023), this concept is mostly based on the ability of a teacher to provide students with repetitive practices and demonstrate theories in practice. This technique can help build new skills and ensure that specific steps are not missed. Additionally, direct instruction is considered a traditional teaching method (Stockard et al., 2018). Explicit demonstration of the material in front of the class is used in many countries around the world to make education more effective.
Moreover, interactive instruction is one of the main types of strategy introduction programs as it allows students to communicate with the teacher and their peers. Discussion, debates, and question-and-answer classes support this technique and make communication more relaxed. When teachers allow students to have free conversations during classes, the studying process becomes more interactive and effective. During the COVID-19 times, school and university students could not communicate in class and were forced to have discussions online. However, the performance of the interactive instruction method has decreased because people had less eye contact (Sepulveda-Escobar & Morrison, 2020). Communication can allow to understand the thoughts and opinions of other people and learn more about the surrounding world through chatting.
Independent studying also plays an important role in education, and people should be able to motivate themselves to achieve more goals. Students should be prepared to work without supervision when problems such as coronavirus appear. Additionally, some professors and schoolteachers may use this practice to teach students to cope with problems with minimal interaction with other people (Moore, 2020). This characteristic of the strategy introduction program is closely related to the direct instruction methods as students receive specific information during the class and have to do their individual homework based on the retrieved information. Independent study can also develop cognitive endurance and keep a high level of motivation in the future.
People have two types of processing which are shallow and deeper. Shallow processing is a type of a short memory, and deeper processing allows people to store facts for longer (Xu et al., 2021). Even though people want to remember more, shallow processing allows more important information to be stored in deeper processing. Human memory has a complicated structure, and to have more available space for a new data, some previous information should be deleted. Therefore, in some cases, shallow processing stays more important in the process of deciding which information should be kept or deleted. For example, remembering a one-time password is a good example of short-term memory, as people do not have to remember these digits for a long time.
In conclusion, the strategy introduction program has many different techniques that allow students from schools and universities to study better and remember more information. Direct instructions, interactive instruction, and independent study are the key aspects that allow people to try different ways of studying and decide which works better. In all characteristics, people use shallow and deeper processing methods to ensure that more data is stored.
References
Brown, R., & Pressley, M. (2023). Self-regulated reading and getting meaning from text. Routledge.
Moore, M. (2020). On a theory of independent study. Routledge.
Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: Challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607. Web.
Stockard, J., Wood, T. W., & Coughlin, C. (2018). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 88(4), 479-507. Web.
Xu, Y., Zhou, Y., & Sekula, P. (2021). Machine learning in construction: From shallow to deep learning. Development in the Built Environment, 6. Web.