Washington State Standard for the Foreign Language Arts Level K-12

Instructional Strategies Template
Part 1:
National or state standard within the content area and grade level
Washington State Standard for the Foreign Language Arts from the American Council on teaching foreign languages.
K-12 (Grade 12 learners)

Analysis of how the standard fits into the overall curriculum
The Washington State grade 12 World Language Principles explain anything learners should understand and engage in as they master to communicate using a foreign language apart from English (Dorn et al., 2010). The mentioned standards provide sable support for learners, instructors, guardians, and the larger society by regulating the arrangement and incorporation of the global language principles into organization and teaching instruction, national curriculum, and evaluation. On the other hand, the Washington State grade 12 (K-12) World Language Standards provide a well-established plan to allow learners to learn foreign languages chronologically, making it easier to understand foreign languages.

Learning Objective (at least one)
Encouraging the development of oral and written language among grade 12 learners to improve their reading comprehension.
Expanding the vocabulary of grade 12 learners and how to use graphic signs for communication using TIC.

Research-based instructional strategy
Cooperative instructional strategy (learner-centered)

Part 2: Summary
Cooperative instructional learning, also acknowledged as small-group learning is a teaching approach where students or learners are divided into small groups to study together and complete assignments. In some instances, every group learner is responsible for the assignments. On the other hand, students in the group work together with formal role assignments. Elements such as positive interdependence in the groups make students responsible for their actions and effort. On the other hand, cooperative learning encourages face-to-face interactions where students talk and support each other to learn.
According to Mariyana (2020), cooperative learning changes the roles of instructors and students in the classrooms. For example, teaching and learning are shared among students as the teacher observes and makes necessary corrections. On the other hand, the learners and instructors share the authority to set learning goals and assess learning activities. Moreover, a cooperative learning strategy allows students to question and challenge each other and share their ideas and concerns.
Cooperative instructional learning is beneficial because it results in higher individual and group achievement. It also improves the interpersonal relationship of learners and instructors. Furthermore, cooperative instructional learning improves students' cognition, psychological health, and self-esteem. It also improves achievement, learner discussion, and active learning that motivate students to unleash their potential to study hard (Domakin, 2018). Regrettably, cooperative instructional learning suffers some challenges. For example, it can result in group conflict when some are introverted naturally. They may find it difficult to relate and participate in learning activities. Besides, cooperative instructional change rapidly makes measuring its a...