All 3 instructional models incorporate the use of demonstrating, modeling, practicing, giving feedback and generalizing the skills and knowledge to be learned.

• Collaborative approach involves the use of group activities that foster shared responsibilities and contributions for learning. The practitioner acts as a facilitator. The collaborative approach is helpful for learners to practice what they have learned through guided practice and peer review. The rule when using these two approaches is to engage learners in collaborative approach only after they have received direct instruction in the mathematics and the objectives for the group activity. Practitioners need to use a concrete-to-abstract teaching sequence.
• Learning theories can be applied to enhance instruction and provide structure for reflective practice. Learning styles and MI are theories - not instructional models. Thus practitioners are not expected to throw out the old and replace it with a new approach, but rather to use the knowledge gained from the theories to enhance their existing practice. This approach helps learners who view themselves as unintelligent because they equate intelligence with book learning. Using learning theories for reflective practice helps learners to identify their strengths and preferences and helps learners to not only understand the rationale for unconventional learning activities, but to consider them a positive and promising change.
• The ongoing assessment process needs to be inclusive (of both the learner and the practitioner) and it needs to be constructive by providing suggestions to improve or enhance learning. The ongoing assessment not only focuses on the learner's skill acquisition, but also examines any learning strategies the learner is accessing, related accommodations and practitioner instructional approaches. The ultimate aim through this process of ongoing monitoring, assessment and feedback is to encourage learners to move toward self-evaluation and self-correction.