1 of 10

Module 5: Instructional Strategies

​

​

Dr. Amy Pistone, Gonzaga University

Dr. Ellen Lee, University of Pittsburgh

2 of 10

Goals & Objectives!

​

At the end of this module, you will be able to:

  • Identify different forms of instruction that correspond to different types of learning objectives
  • Understand the benefits of active learning
  • Begin to implement strategies for active learning in your classroom

3 of 10

Different Types of Instruction

  • Lectures
  • Discussions (small or large group; Q&A; etc.)
  • Peer Instruction (e.g., student presentations, individual or group)
  • Workshops/Labs/Studios (e.g.: writing; case studies; working through homework)
  • Service Learning/Internships
  • Readings/Viewings
  • Office hours/Study sessions

​

  • How do these types of instruction align with course learning objectives?

4 of 10

What is active learning?

5 of 10

6 of 10

Benefits of Active Learning

  • Increased content knowledge, critical thinking and problem-solving abilities, and positive attitudes towards learning in comparison to traditional lecture-based delivery (Anderson et al, 2005)
  • Increased enthusiasm for learning in both students and instructors (Thaman et al., 2013)
  • Development of graduate capabilities such as critical and creative thinking, problem-solving, adaptability, communication and interpersonal skills (Kember & Leung, 2005)
  • Improved student perceptions and attitudes towards information literacy (Deltor et al., 2012)

From “Why do Active Learning?,” Queen’s University

7 of 10

Strategies for Active Learning

  • Think-Pair-Share
  • Minute Paper, Muddiest Point, or other self-assessment/reflection activities
  • Q&A
  • Active note-taking
  • Student response tech (clickers/apps; backchannel chat; shared docs; live-tweeting; etc.)
  • Small/large group discussion or problem-solving
  • Student presentations or other peer instruction
  • Role playing (e.g., Reacting to the Past)
  • Flipped classroom
  • Experiential learning

8 of 10

9 of 10

What’s a flipped classroom?

  • Students interact with new material (e.g., lectures or readings) outside of class time
  • Class time is reserved for active learning activities: practicing new skills, asking questions, applying new material
  • Student-centered, allows students to learn at their own pace, with the instructor as guide
  • Encourages self-directed learning

10 of 10

Preparing Students for Active Learning

How to avoid student resistance to active learning

  • Give clear instructions (including time limits)
  • Explain rationale for activity
  • Set ground rules for student interaction
  • Debrief after activity to help consolidate what students have learned
  • Focus active learning activities on most important elements of learning
  • Experiment!