COMMON TEACHING METHODS

From "Getting the Most out of Your AIDS/HIV Trainings"

East Bay AIDS Education Training Center
Revised from 1989 addition by Pat McCarthy, RN, MSN, 1992
Lecture

STRENGTHS:
- presents factual material in direct, logical manner
- contains experience which inspires
- stimulates thinking to open discussion
- useful for large groups
LIMITATIONS:
- experts are not always good teachers
- audience is passive
- learning is difficult to gauge
- communication in one way
PREPARATION:
- needs clear introduction and summary
- needs time and content limit to be effective
- should include examples, anecdotes
Lecture With Discussion

STRENGTHS:
- involves audience at least after the lecture
- audience can question, clarify & challenge
LIMITATIONS:
- time may limit discussion period
- quality is limited to quality of questions and discussion
PREPARATION:
- requires that questions be prepared prior to discussion
Panel of Experts

STRENGTHS:
- allows experts to present different opinions
- can provoke better discussion than a one person discussion
- frequent change of speaker keeps attention from lagging
LIMITATIONS:
- experts may not be good speakers
- personalities may overshadow content
- subject may not be in logical order
PREPARATION:
- facilitator coordinates focus of panel, introduces and summarizes
- briefs panel
Brainstorming
STRENGTHS:
- listening exercise that allows creative thinking for new ideas
- encourages full participation because all ideas equally recorded
- draws on group's knowledge and experience
- spirit of congeniality is created
- one idea can spark off other other ideas
LIMITATIONS:
- can be unfocused
- needs to be limited to 5 - 7 minutes
- people may have difficulty getting away from known reality
- if not facilitated well, criticism and evaluation may occur
PREPARATION:
- facilitator selects issue
- must have some ideas if group needs to be stimulated
Videotapes

STRENGTHS:
- entertaining way of teaching content and raising issues
- keep group's attention
- looks professional
- stimulates discussion
LIMITATIONS:
- can raise too many issues to have a focused discussion
- discussion may not have full participation
- only as effective as following discussion
PREPARATION:
- need to set up equipment
- effective only if facilitator prepares questions to discuss after the show
Class Discussion

STRENGTHS:
- pools ideas and experiences from group
- effective after a presentation, film or experience that needs to be
analyzed
- allows everyone to participate in an active process
LIMITATIONS:
- not practical with more that 20 people
- few people can dominate
- others may not participate
- is time consuming
- can get off the track
PREPARATION:
- requires careful planning by facilitator to guide discussion
- requires question outline
Small Group Discussion

STRENGTHS:
 - allows participation of everyone
- people often more comfortable in small groups
- can reach group consensus
LIMITATIONS:
- needs careful thought as to purpose of group
- groups may get side tracked
PREPARATION:
- needs to prepare specific tasks or questions for group to answer
Case Studies

STRENGTHS:
- develops analytic and problem solving skills
- allows for exploration of solutions for complex issues
- allows student to apply new knowledge and skills
LIMITATIONS:
- people may not see relevance to own situation
- insufficient information can lead to inappropriate results
PREPARATION:
- case must be clearly defined in some cases
- case study must be prepared
Role Playing

STRENGTHS:
- introduces problem situation dramatically
- provides opportunity for people to assume roles of others and thus
appreciate another point of view
- allows for exploration of solutions
- provides opportunity to practice skills
LIMITATIONS:
- people may be too self-conscious
- not appropriate for large groups
- people may feel threatened
PREPARATION:
- trainer has to define problem situation and roles clearly
- trainer must give very clear instructions
Report-Back Sessions

STRENGTHS:
- allows for large group discussion of role plays, case studies, and small
group exercise
- gives people a chance to reflect on experience
- each group takes responsibility for its operation
LIMITATIONS:
- can be repetitive if each small group says the same thing
PREPARATION:
- trainer has to prepare questions for groups to discuss
 Worksheets/Surveys

STRENGTHS:
- allows people to thing for themselves without being influences by others
- individual thoughts can then be shared in large group
LIMITATIONS:
- can be used only for short period of time
PREPARATION:
- facilitator has to prepare handouts
Index Card Exercise

STRENGTHS:
- opportunity to explore difficult and complex issues
LIMITATIONS:
- people may not do exercise
PREPARATION:
- facilitator must prepare questions
Guest Speaker

STRENGTHS:
- personalizes topic
- breaks down audience's stereotypes
LIMITATIONS:
- may not be a good speaker
PREPARATION:
- contact speakers and coordinate
- introduce speaker appropriately
Values Clarification Exercise

STRENGTHS:
- opportunity to explore values and beliefs
- allows people to discuss values in a safe environment
- gives structure to discussion
LIMITATION:
- people may not be honest
- people may be too self-conscious
PREPARATION:
- facilitator must carefully prepare exercise
- must give clear instructions
- facilitator must prepare discussion questions

Teaching Methods
Each pedagogic approach is described succinctly so you can quickly
understand how the technique might be relevant to your teaching. Written
by fellow educators, these descriptions include tips for effectively using
each technique, related research on their impacts on learning, as well as a
set of example activities.

This list is by no means comprehensive. It reflects the interests and

priorities of the partners and projects that have contributed to the library
so far. If you'd like to contribute to the library and help this list grow we'd
love to hear from you.

• Assessment provides educators with a better understanding of what

students are learning and engages students more deeply in the
process of learning content. Compiled by William Slattery at
Departments of Geological Sciences and Teacher Education, Wright
State University, Dayton, Ohio.
• Calibrated Peer Review™ (CPR) is a web-based management tool
that enables discipline-based writing with peer review in classes of
any size. Compiled by Arlene A. Russell, Department of Chemistry
and Biochemistry, UCLA.
• Campus-Based Learning uses the campus environment itself as a
teaching tool. Compiled by Suzanne Savanick at SERC, Carleton
College.
• Classroom Experiments are activities where any number of students
work in groups on carefully designed guided inquiry questions.
Compiled by Sheryl Ball, Virginia Tech, with assistance from Tisha
Emerson, Jennifer Lewis, and J. Todd Swarthout.
• Classroom Response Systems use technology that promotes and
implements active and cooperative learning. Compiled by Joe
Calhoun, Florida State University, then enhanced with the valuable
assistance from S. Raj Chaudhury, Shelby Frost, Bill Goffe,
KimMarie McGoldrick, Mark Maier, and Scott Simkins.
• Coached Problem Solving is a class format in which professors
provide a structured, guided context for students working
collaboratively to solve problems. Compiled by Debby Walser-
Kuntz, Sarah Deel and Susan Singer, Carleton College.
• ConcepTests are conceptual multiple-choice questions that focus on
one key concept of an instructor's learning goals for a lesson. When
coupled with student interaction through peer instruction,
ConcepTests represent a rapid method of formative assessment of
student understanding. Compiled by David McConnell, North
Carolina State University.
• Context-Rich Problems are short realistic scenarios giving the
students a plausible motivation for solving the problem. Compiled
 by Joann Bangs, St. Catherine University and enhanced by Jennifer
Docktor and Ken Heller, University of Minnesota, Brian Peterson,
Central College, and Rochelle Ruffer, Nazareth College.
• Cooperative Learning involves students working in groups to
accomplish learning goals. Compiled by Rebecca Teed and John
McDaris, SERC at Carleton College, and Cary Roseth, University of
Minnesota.
• Documented Problem Solving (new module) is an active learning
assessment technique in which students become more aware about
their learning and their problem-solving, resulting in a transition
from the "steps used to solve a problem" to the application of
analytical and critical thinking skills. Compiled by Linda Wilson,
University of Texas at Arlington, with help from Amber Casolari,
Riverside City College, Katie Townsend-Merino, Palomar College and
Todd Easton, University of Portland.
• Using an Earth History Approach helps students understand how
human impact on the Earth's systems has increased exponentially
over time. Compiled by Rebecca Teed at SERC, Carleton College.
• Experience-Based Environmental Projects get students involved in
their own learning. Compiled by Karin Kirk at Montana State
University.
• Field Labs introduce students to complex natural systems, breaks
down barriers among academic fields, encourages multiple
observations, and introduces students to the area near their
campus. Compiled by Mary Savina, Carleton College.
• The First Day of Class is your opportunity to stimulate excitement
about the course, establish a positive classroom climate, and
engage students with course content - right from the start.
Compiled by Carol Ormand at SERC, Carleton College.
• Gallery Walk activities get students out of their chairs to actively
work together. Compiled by Mark Francek at Central Michigan
University.
• Game-Based Learning was written to assist geoscience faculty who
want to start using games to help them teach. Compiled by
Rebecca Teed at SERC, Carleton College.
• Guided Discovery Problems offer intriguing puzzles to solve,
structured hands-on activities, carefully worded leading questions,
crucial hints, and just-in-time presentations of information in order
to escort students step-by-step through the process of scientific
discovery. Compiled by Ann Bykerk-Kauffman, California State
University, Chico.
• Indoor Labs provide students with opportunities for structured
investigations and experiments of materials, models, and other
equipment. Compiled by Mary Savina, Carleton College.
• Interactive Lectures provide short activities that can break up a
lecture. Compiled by Heather Macdonald, College of William and
Mary and Rebecca Teed at SERC, Carleton College.
• Interactive Lecture Demonstrations engage students in activities
that confront their prior understanding of a core concept. The
activity can be a classroom experiment, a survey, a simulation or
an analysis of secondary data. Compiled by Dorothy Merritts and
Robert Walter, Franklin & Marshall College, and Bob MacKay, Clark
College. Enhanced by Mark Maier with assistance from Rochelle
Ruffer, Sue Stockly, and Ronald Thornton.
• Interdisciplinary Approaches to Teaching entails the use and
integration of methods and analytical frameworks from more than
one academic discipline to examine a theme, issue, question or
topic. Compiled by Art Goldsmith, Darrick Hamilton, Karen Hornsby,
and Dave Wells.
• Inventing and Testing Models approach uses Model-Eliciting
Activities, which are posed as open-ended problems that are
designed to challenge students to build models in order to solve
complex, real-world problems. Compiled by Joan Garfield, Robert
delMas and Andrew Zieffler, of the University of Minnesota.
• Investigative Case-Based Learning involves students in addressing
real world problems. Compiled by Ethel Stanley, BioQUEST, Beloit
College and Margaret Waterman, Southeast Missouri State
University.
• Jigsaws are an option when you have several related data sets you
would like students to explore. In a jigsaw, each student develops
some expertise with one data set, then teaches a few classmates
about it (and learns about related data sets from those classmates).
Compiled by Barbara Tewksbury, Hamilton College.
• Just-in-Time Teaching gets students to read assigned material
outside of class, respond to short questions online, and then
participate in discussion and collaborative exercises in the following
class period. Compiled by Laura Guertin, Pennsylvania State
University Delaware County.
• Lecture Tutorials are short worksheets that students complete in
class to make lecture more interactive. They are designed
specifically to address misconceptions and other topics with which
 students have difficulties. Compiled by Karen Kortz, Community
College of Rhode Island, and Jessica Smay, San Jose City College.
• Measurement and Uncertainty provides science educators with
clearly written, effective material to teach introductory level
students the fundamentals of effective measurement, and describes
how to integrate these ideas into science teaching. This increases
scientific literacy, helps students use data to understand science
concepts during inquiry-based labs and activities, and prepares
students for future science education. Compiled by Peter Bohacek
and Greg Schmidt, Sibley Public High School.
• Models help students understand the relationships between data
and Earth processes. Compiled by Bob MacKay at Clark College.
o Conceptual Models are qualitative models that help highlight
important connections in real world systems and processes.
Compiled by Bob MacKay, Clark College.
o Mathematical and Statistical Models involve solving relevant
equation(s) of a system or characterizing a system based
upon its statistical parameters. Compiled by Bob MacKay,
Clark College.
• Peer Review uses interaction around writing to refine students
understanding. Compiled by Laura Guertin, Pennsylvania State
University Delaware County.
• Peer-Led Team Learning engages teams of six to eight students in
learning sciences, mathematics and other undergraduate disciplines
guided by a peer leader. Peer leaders are drawn from the pool of
students who have done well in the course previously. Compiled by
Pratibha Varma-Nelson, Indiana University Purdue University
Indianapolis.
• PhET Interactive Science Simulations(new module) is a suite of
research-based interactive computer simulations for teaching and
learning physics, chemistry, math, and other sciences. Compiled by
Sam McKagen, based on material from the PhET Team.
• Process of Science means going beyond the content to help
students understand how we know what we know and giving them
the tools they need to think scientifically. Compiled by Anne E.
Egger, Stanford University.
• Process-Oriented Guided Inquiry Learning (POGIL) is a research-
based learning environment where students are actively engaged in
mastering course content and in developing essential skills by
working in self-managed teams on guided inquiry activities.
Compiled by Rick Moog, James Spencer, Frank Creegan, Troy
 Wolfskill, David Hanson, Andrei Stroumanis, Diane Bunce, and
Jennifer Lewis.
• Professional Communication Projects ask students to effectively
communicate scientific information in a genre that professional
scientists are expected to master, such as with scientific posters,
conference proposals or oral presentations. Compiled by Colleen H.
Fava and Darrell Henry, Louisiana State University.
• Quantitative Writing engages students with numbers by asking
them to analyze and use quantitative data in written reports and
arguments. Compiled by John C. Bean, Seattle University.
• Role Playing immerses students in debate around Earth science
issues. Compiled by Rebecca Teed at SERC, Carleton College.
• SCALE-UP is a Student-Centered Active Learning Environment for
Undergraduate Programs. Carefully designed studio classrooms
facilitate student teamwork and instructor movement between
groups. Developed by Bob Beichner, North Carolina State
University, and Sharon Isern, Florida Gulf Coast University.
• Service Learning in the Geosciences offers the opportunity to link
academic learning with community service. Compiled by Suzanne
Savanick at SERC, Carleton College.
• Socratic Questioning turns a lecture into a guided discussion.
Compiled by Dorothy Merritts and Robert Walter at Franklin &
Marshall College.
• Structured Academic Controversy is a type of cooperative learning
strategy in which small teams of students learn about a
controversial issue from multiple perspectives. Compiled by Claudia
Khourey-Bowers, Kent State University.
• Studio Teaching can provide a quintessential active and cooperative
learning environment. Compiled by Dexter Perkins, University of
North Dakota.
• Teaching Quantitative Reasoning with the News describes how one
can use media articles as the main content for a course focused on
honing students' ability to critically think about and analyze
quantitative information. Compiled by Stuart Boersma, Central
Washington University.
• Teaching Urban Students assists educators of urban students to
bring a rich set of experiences to the classroom that may be
significantly different than those of students in small-town settings.
Effective teaching of urban students requires instructors to tap into
these rich experiences, cultural customs, and practical skills sets.
 Compiled by Wayne Powell, Brooklyn College, City University of
New York.
• Teaching with Data helps faculty find and integrate real data sets
into their classes. Compiled by Robert MacKay, Clark College.
• Teaching with Data Simulations allows students to visualize
probability distributions, which in turn can make the processes
associated with probability more concrete. Compiled by Danielle
Dupuis, University of Minnesota - Twin Cities.
• Teaching with GIS in the Geosciences shows how this powerful new
tool can be used to help teach geoscience. Compiled by Brian Welch
at Dept. of Environmental Studies, St. Olaf College, Northfield, MN.
• Teaching with Google Earth provides detailed instructions for
bringing rich imagery and interactive information into the
classroom. Compiled by Glenn A. Richard, Mineral Physics Institute,
Stony Brook University.
• Teaching with Learning Assistants (new module) incorporates
talented undergraduate students, primarily in mathematics and the
sciences, chosen for their broad interest in teaching and prepared
to provide support for student learning in interactive classroom
environments. Compiled by Stephanie Chasteen and Valerie Otero,
University of Colorado at Boulder.
• Teaching with Simulations uses a model of behavior to gain a better
understanding of that behavior. Compiled by Betty Blecha, San
Francisco State University and refined and enhanced by Mark
McBride, Teresa Riley, Katherine Rowell, KimMarie McGoldrick, Mark
Maier, and Scott Simkins.
• Teaching with Spreadsheets Across The Curriculum helps students
build spreadsheets and apply elementary mathematics to solve
problems in context. Compiled by Len Vacher at University of South
Florida, Tampa.
• Teaching with the Case Method combines two elements: the case
itself and the discussion of that case. Teaching cases provide
information, but neither analysis nor conclusions. The analytical
work of explaining the relationships among events in the case,
identifying options, evaluating choices and predicting the effects of
actions is the work done by students during the classroom
discussion. Compiled by Ann Velenchik, Wellesley College.
• Teaching with Visualizations helps students see how systems work.
Compiled by Bob MacKay, Clark College.
• Testing Conjectures is an effective way of engaging students in
learning and helping them to develop their reasoning abilities.
 Compiled by Shirley J. Alt, The University of Minnesota - Twin
Cities.
• Undergraduate Research provides opportunities for students to
collaborate with faculty on actual research projects, learning about
both a particular topic in a field and the research process in
general. Compiled by Elizabeth Perry-Sizemore, Randolph College
with assistance from George Alter, Mary Borg, Steve DeLoach,
Steve Greenlaw, KimMarie McGoldrick, Sheila Kennison, Mark
Maier, and Scott Simkins.
• Using an Earth System Approach introduces concepts and resources
centered on space, air, water, land, life, and human dimensions.
• Using Socioscientific Issues to Teach Science (new
module)combines the use of controversial socially-relevant real
world issues with course content to engage students in their
learning. Compiled by Sandra Latourelle, Alex Poplawsky, Brian
Shmaefsky, and Susan Musante.