本文主要讲的是教学策略，在课堂中使用多种教学策略将使学生的学习环境更有效率。教学策略的存在是为了帮助学生成为更实际和更独立的学习者。教学策略的目的是为学生创造适当的学习环境。教育不仅仅是内容;教学策略将在激励学生方面起主要作用(Chamot & Kupper, 1989)。合作学习是教师可以协调的一种教学策略。可以创建小的小组，让学生在小组中学习。这个项目将通过增加学生之间的合作来帮助他们更好地学习。可以创建学习小组，分配小组角色等。本篇澳大利亚代写文章由澳洲论文通AssignmentPass辅导网整理，供大家参考阅读。
The use of multiple instructional strategies in the classroom will make the learning environment more productive for the students. Instructional strategies exist to help students become more practical and independent learners. The purpose of the instructional strategy is to create the appropriate learning environment for the student. Education is not just about the content; the instruction strategies will play a major role in motivating students (Chamot & Kupper, 1989).
Cooperative learning is a form of instruction strategy that the teacher could coordinate. Small groups could be created and students could be made to learn within the groups. This program would benefit the student by increasing their cooperation with one another to learn better. Learning groups could be created, group roles could be assigned etc.
Activators and summarizers are a form of learning strategy that could be helpful for students. The purpose of activators is to ensure that student really focus on a problem with clarity before they engage in the problem. This will help stop students from acting on misconceptions (Seif, 2017). Summarizers on the other hand are so designed to assist student to retain new learning and keep what is important in the new learning for future learning. The instruction strategy employed with the activator summarizer form of learning could be a brainstorming session or a word hunt. The traditional instruction strategy could become too normal for the student would lose interest. The use of multiple instruction strategies would be helpful to keep student interest. However, as researchers suggest, the context has to be understood before different strategies are put to use.