Choosing optimal methods to support learning outcomes.
On this page: The Importance of Teaching MethodsTeaching methods are the broader techniques used to help students achieve learning outcomes, while activities are the different ways of implementing these methods. Teaching methods help students:
master the content of the courselearn how to apply the content in particular contextsInstructors should identify which teaching methods will properly support a particular learning outcome. Its effectiveness depends on this alignment. To make the most appropriate choice, an instructor should consider learning outcomes, student needs and the learning environment.
Consider the following example:
Learning outcome: Solve a complex math equation.Learning environment: An in person, upper-level math course with 20 students.Teaching method: Guided instruction. First, the instructor facilitates learning by modeling and scaffolding. Students take time to ask questions and receive clarifications. Next, students practice applying these skills together and then independently. The instructor uses formative assessment to check for understanding.This example demonstrates alignment of what the instructor wants students to do, and how they are supported in these tasks. If the instructor choses a different teaching method, such as a traditional lecture, students would need to process the lecture’s content and apply principles simultaneously. This is very difficult to do and would lead to less successful outcomes.
Choosing the appropriate teaching method brings instruction to life while encouraging students to actively engage with content and develop their knowledge and skills.
Teaching MethodsThe chart below provides a number of teaching methods to choose from. Teaching methods vary in their approach, some are more student-centered while others are more instructor centered, and you will see this reflected in the chart. Choose methods that will best guide your students to achieve the learning outcomes you’ve set and remember that your teaching approach, teaching methods and activities all work together.
Teaching Approach
Teaching Method
Definition/What students do
Activities
Teacher-Centered
Lecture
Instructor presenting material and answering student questions that arise. Students receive, take in and respond
Demonstration, modeling, questions (convergent), presentation, slideshow, note-taking
Directed Discussion
Class discussion that follows a pre-determined set of questions to lead students to certain realizations or conclusions, or to help them meet a specific learning outcome
Direct, specific, or open-ended questions that are connected to learning outcomes and include varied cognitive processes
Direct Instruction
Lecturing, but includes time for guided and independent practice
Create mind/concept maps, free writes, one-sentence summary, one minute papers
Guided Instruction
Direct and structure instruction that includes extensive instructor modeling and student practice time
Showing and explaining examples, model strategies, demonstrate tasks, classify concepts, define vocabulary, scaffold steps
Just-in-Time Teaching
Instructor adjusts class activities and lectures to respond to the misconceptions revealed by assessing students’ prior knowledge
Warmups, Goodfors, Conceptual questions (usually a quiz) to motivate students to do the readings
Student-Centered
Interactive Lecture
A lecture that includes 2-15 minute breaks for student activities every 12-20 minutes.
Multiple-choice items, solving a problem, comparing and filling in lecture notes, debriefing a mini case study, pair-compare, pair-compare-ask, reflection/reaction paragraph, solve a problem, concept mapping activities, correct the error, compare and contrast, paraphrase the idea, answer knowledge and comprehension questions
Experiential Learning
Students focus on their learning process through application, observation and reflection
Debates, panel discussion, press conference, symposium, reflection journals, lab experiments
Case-based Learning
Students apply course knowledge to devise one or more solutions or resolutions to problems or dilemmas presented in a realistic story or situation
Case study analysis, collaborative scenario-based discussions
Inquiry-based or Inquiry Guided Learning
Students learning or applying material in order to meet a challenge, answer a question, conduct an experiment, or interpret data
Worked examples, process worksheets, analyze data sets, evaluate evidence, apply findings to a situation or problem and synthesize resolution(s), answer probing questions about a given research study, ask and answer “What will happen if…?” questions
Problem-based Learning
Student groups conducting outside research on student-identified learning issues (unknowns) to devise one or more solutions or resolutions to problems or dilemmas presented in a realistic story or situation
Review and critique research studies, work in groups/teams to solve a specific open-ended problem, labs
Project-based Learning
Students applying course knowledge to produce something; often paired with cooperative learning
Group work/team project – design or create something – e.g., piece of equipment, a product or architectural design, a computer code, a multimedia presentation, an artistic or literary work, a website, research study, service learning
Role Plays and Simulations
Students acting out roles or improvising scripts, in a realistic and problematic social or interpersonal situation. Students playing out, either in person, or virtually, a hypothetical social situation that abstracts key elements from reality
Real-life situations and scenarios, debates, interviews, frame simulation
Fieldwork and Clinicals
Students learning how to conduct research and make sound professional judgments in real-world situations
Internships, assistantships, community service, shadowing
Table adapted from: Nilson (2016)
Choose Your MethodsUsing the Course Design Template explore the aspects that will likely affect your course.
Step 1: Review your learning outcomes.Step 2: Identify the teaching methods that best align to these learning outcomes and fill in the appropriate column.Step 3: Consider possible activities which will next be examined in further detail. Next StepsNow that you’ve reviewed a variety of teaching methods and considered which ones align with your learning outcomes, the next step is to consider activities.
Designing activities Nilson, L. B. (2016). Teaching at Its Best: A Research-Based Resource for College Instructors (Fourth). John Wiley & Sons.