Subject: DELM 215 INSTRUCTIONAL MODELS FOR IMPROVING STUDENT ACHIEVEMENTCourse: DOCTOR OF PHILOSOPHYMajor: EDUCATIONAL LEADERSHIP AND MANAGEMENTInstructional Models for Improving 21st Century LearnersThis course deals on instructional models which are essential in improvingthe achievements of the students. It gives emphasis in understanding thelearners in the context of the 21st century. Likewise, principles of variousinstructional models are examined from concepts into practices. Effectiveteaching strategies are also determined before and during the new normal. Having studied Instructional Models for Improving Student Achievement, Ibelieve I have grown in my teaching capabilities equipped with up-to-dateteaching pedagogies and hope to apply what I have learned to my futureteaching journey in the Department of Education. What I have learned: Understanding the learners  Instructional models  Instructional models: principles into practices Effective teaching strategies Improving student achievement in the new normal Based on our discussions, this course explained that as an educationaldesigner will lead to more successful teaching and proposes that this orientationsupports optimal use of the models of teaching that are the focus of this course.  framed the challenges of 21st century teaching, illustrates theinfluence of major trends on the profession, and highlights uniquecharacteristics of 21st century learners.  introduced teachers to the field of instructional design anddemonstrates how systematic processes used by instructionaldesigners can support more effective teaching.  presented the different types of tools available for 21st centuryteaching and promotes the development of specialized knowledgefor their implementation. described the three major types of assessment and their role in theassessment cycle. These are critical for educational designerswhen deciding how to optimally use the instructional models. It was discussed the foundational understanding that enables the us tounderstand the enduring value of the instructional models in the context of 21stcentury teaching and recognize how they can be made even more powerful whenused in concert with the assessment cycle, differentiated instruction practices,and technology tools. It was also presented the 10 powerful, proven models ofteaching: Direct Instruction, Concept Attainment, Concept Development,Inductive, Vocabulary Acquisition, Inquiry, Problem-based Learning, CooperativeLearning, Integrative, and Socratic Seminar. The presentation of these modelsdemonstrated that they can be transformed for new relevance in the digital eraand used to address the challenges of 21st century teaching through: a) the increased use of technology during planning, implementation,and assessment.b) the integration of differentiated instruction principles and practices,andc) their purposeful application by educational designers who applysystematic thinking and processes to design instruction for theirstudents. The 10 models selected for inclusion in this course supported thedevelopment of skills and knowledge required for successful life, work, andlearning in the 21st century including the 4Cs—collaboration, communication,critical thinking, and creative thinking. They also address academic contentacross grade levels, are suitable for use in each content area, and can be usedas specialized tools for addressing specific types of knowledge (i.e., factual,procedural, conceptual, and metacognitive). The reporters of the course alsoprovided us the history of the instructional model, relevant research, its steps,and practical information supporting its best use. Rich illustrations of the model ineducational settings and detailed suggestions for differentiating the content ofinstruction, instructional processes, and evaluation of student learning are alsointegrated throughout. The integration of technology as a tool to make theplanning, implementation, and assessment that supports student learning moreefficient, effective, and engaging is a major emphasis of each task. The integration of technology tools is intended to be treated as a standardpractice—and not as an “add-on”. Embedded in this course is field-tested lessonillustrating how differentiated practices and technology tools support alldimensions of the learning process.This course provided us the insight to described the competencies thatstudents should be equipped with to successfully participate in today‘s