Once you have decided on the learning goals, student learning objectives, selected content and determined assessment strategies and activities, the next step would be to determine the teaching strategies you will be using to engage students with the material, interact with them and meet your instructional objectives. These are strategic decisions which are tailored to your course and strategies can be implemented during class, in lab or studio or as homework assignments.<\/p>\n
“How will the level of the course objectives influence my teaching strategies?”
\n“Which kinds of strategies will work the best for my content?”
\n“How do I motivate students to learn and keep engaged with the content?”<\/p>\n
Teaching strategies when designed to align with the level of your objectives can facilitate student learning towards meeting those objectives.
\nIn an introductory course, for example, you may wish for students to master the names and descriptions of certain topics. At this lower level of learning you would choose strategies which involve recognition, repetition, and giving examples.
\nIn a more advanced course, you may wish for students to analyze problems related to introductory concepts introduced in earlier courses. In this case you would use strategies like case studies, modeling expert behavior, and have students in groups evaluating effectiveness of possible derived solutions.<\/p>\n
“Are my teaching strategies for this unit a fit with my desired student learning objectives?” Example Teaching Strategy: Group work<\/em><\/p>\n Identify Appropriate Instructional Strategies: Resource on aligning instructional strategies with objectives from Carnegie Mellon<\/p>\n Lectures\u00a0<\/strong> Once you have decided on the learning goals, student learning objectives, selected content and determined assessment strategies and activities, the next step would be to determine the teaching strategies you…<\/p>\n","protected":false},"author":164,"featured_media":0,"parent":860,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"","meta":{"_acf_changed":false,"source":"","ncst_custom_author":"","ncst_show_custom_author":false,"ncst_dynamicHeaderBlockName":"","ncst_dynamicHeaderData":"","ncst_content_audit_freq":"","ncst_content_audit_date":"","footnotes":""},"class_list":["post-1112","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/pages\/1112","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/users\/164"}],"replies":[{"embeddable":true,"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/comments?post=1112"}],"version-history":[{"count":0,"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/pages\/1112\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/pages\/860"}],"wp:attachment":[{"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/media?parent=1112"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nExample 1<\/em>
\nCourse context: You have 20 students in a 200 level general education course. Your assigned classroom seats 25 students with movable desks. Field trips to community gardens are pre-arranged. Classroom has white boards, and computer and projector.<\/em>
\nGoal: Students will design a garden\u00a0<\/em>
\nObjective: Given a site and theme for a garden, students will be able to develop a plan for a garden that is appropriate to the location and climatic conditions.\u00a0<\/em>
\nBlooms Outcome Level: (Higher-Level) Analysis, Synthesis\u00a0<\/em>
\nExample Course Topics:\u00a0<\/em><\/p>\n\n
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Further Resources<\/h2>\n
Examples of Teaching Strategies<\/h3>\n
\nActive Learning<\/a>
\nDeath by Powerpoint<\/a> by Rich Felder and Rebecca Brent, NC State
\nAny Questions?<\/a> by Rich Felder: A guide to structuring and asking questions in the classroom
\nActive Learning<\/strong>
\nActive Learning Strategies<\/a>: Explanations, research, and strategies from Rich Felder and Rebecca Brent
\nDoes Active Learning Work: A Review of the Research<\/a>: A study looking at the evidence for active learning by M. Prince. (2004
\nInquiry-Guided Learning<\/strong>
\nInquiry-Guided Learning in Sociology<\/a> by Maxine Atkinson and Andrea Hunt, NC State: Exemplary strategies for courses across the curriculum
\nGroup Work<\/strong>
\nGroup Discussion:<\/a> Planning class discussion considering not only cognitive issues, but also social and emotional factors from Carnegie Mellon
\nGroup Projects<\/a> : Ideas from Carnegie Mellon about how to structure and assess student groups in your class
\nCollaborative Learning<\/a>: Group Work and Study Teams by B. Davis from Tools for Teaching, UC Berkeley.
\nOnline Learning<\/strong>
\nLearning Technology<\/a>: Extensive resources for the NC State Campus from DELTA including accessibility tools, digital media tools, templates, and more.
\nOnline Instructional Strategies<\/a>: Instructional Strategies for Online Courses from the Illinois Online network
\nBlended Learning<\/a>. A blended learning approach combines face to face classroom methods with online activities to form an integrated instructional approach.
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