{"id":1112,"date":"2011-09-28T10:07:49","date_gmt":"2011-09-28T14:07:49","guid":{"rendered":"http:\/\/ofd.ncsu.edu\/?page_id=1112"},"modified":"2026-02-06T19:03:08","modified_gmt":"2026-02-06T19:03:08","slug":"selecting-teaching-strategies","status":"publish","type":"page","link":"https:\/\/provost.ncsu.edu\/ofe\/teaching-learning\/preparing-for-your-course\/selecting-teaching-strategies\/","title":{"rendered":"Selecting Teaching Strategies"},"content":{"rendered":"\n\n\n\n\n<p><span style=\"font-weight: 400\">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 the lab or studio or as homework assignments.<\/span><\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Guiding Questions<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>\u201cWhat do I know about my students that will affect my teaching strategies?\u201d<\/li>\n\n\n\n<li>\u201cHow will the level of the course objectives influence my teaching strategies?\u201d<\/li>\n\n\n\n<li>\u201cWhich kinds of strategies will work the best for my content?\u201d<\/li>\n\n\n\n<li>\u201cHow do I motivate students to learn and keep engaged with the content?\u201d<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Aligning Teaching Strategies with Learning Objectives<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Teaching strategies, when designed to align with the level of your objectives, can facilitate student learning towards meeting those objectives. <\/li>\n\n\n\n<li>In 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.<\/li>\n\n\n\n<li>In 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.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Guiding Question<\/h3>\n\n\n\n<p>\u201cAre my teaching strategies for this unit a fit with my desired student learning objectives?\u201d<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Example<\/h4>\n\n\n\n<p><em>Course 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><br><em>Goal: Students will design a garden\u00a0<\/em><br><em>Objective: 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><br><em>Blooms Outcome Level: (Higher-Level) Analysis, Synthesis\u00a0<\/em><br><em>Example Course Topics:\u00a0<\/em><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Course context: <\/strong>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. <\/li>\n\n\n\n<li><strong>Goal<\/strong>: Students will design a garden\u00a0 <\/li>\n\n\n\n<li><strong>Objective<\/strong>: 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 <\/li>\n\n\n\n<li><strong>Blooms Outcome Level<\/strong>: (Higher-Level) Analysis, Synthesis\u00a0<\/li>\n\n\n\n<li><strong>Example Course Topics<\/strong>:\u00a0\n<ul class=\"wp-block-list\">\n<li><em>Steps of the planning process<\/em><\/li>\n\n\n\n<li><em>Climate zones and influences on local gardening<\/em><\/li>\n\n\n\n<li><em>Types of plants, shrubs and trees<\/em><\/li>\n\n\n\n<li><em>How to select plants for a garden<\/em><\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Example Teaching Strategy<\/strong>: Group work\n<ul class=\"wp-block-list\">\n<li><em>Students will be working in small groups. Each small group will find background information on one of these key components of planning a garden: planting zones, NC climate, types of plants which grow locally, etc.\u00a0<\/em><\/li>\n\n\n\n<li><em>Students will share information gathered. Information will be shared on basis of a planning template.<\/em><\/li>\n\n\n\n<li><em>Each small group of students will develop a garden plan, as well as a plan implementation process, using the information gathered.<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Examples of Teaching Strategies<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.purdue.edu\/activelearning\/Need%20Help\/alstrategies.php\" target=\"_blank\" rel=\"noreferrer noopener\">Active Learning<\/a>: Move beyond passive listening with strategies that challenge students to analyze, synthesize, and apply course concepts in real time. (Link to new Active Learning page to replace the current external link)<\/li>\n\n\n\n<li><a href=\"https:\/\/www.queensu.ca\/ctl\/resources\/instructors\/instructional-strategies\/inquiry-based-learning\" target=\"_blank\" rel=\"noreferrer noopener\">Inquiry-Based Learning<\/a>: Foster critical thinking by guiding students through the investigation of complex, real-world problems.<\/li>\n\n\n\n<li><a href=\"http:\/\/www.cmu.edu\/teaching\/designteach\/design\/instructionalstrategies\/discussions.html#cognitive\" target=\"_blank\" rel=\"noreferrer noopener\">Group Discussions<\/a>: Facilitate meaningful dialogue by balancing cognitive goals with the social and emotional dynamics of the classroom.<\/li>\n\n\n\n<li><a href=\"http:\/\/www.cmu.edu\/teaching\/designteach\/design\/instructionalstrategies\/groupprojects\/index.html\" target=\"_blank\" rel=\"noreferrer noopener\">Group Projects<\/a>: Implement effective structures for team-based work, from initial formation to fair and transparent assessment.<\/li>\n\n\n\n<li><a href=\"https:\/\/teaching.cornell.edu\/teaching-resources\/active-collaborative-learning\/collaborative-learning\" target=\"_blank\" rel=\"noreferrer noopener\">Collaborative Learning<\/a>: Leverage the power of peer-to-peer engagement through structured study teams and cooperative work.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Online Learning &amp; Technology<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"http:\/\/delta.ncsu.edu\/learning-technology\/\" target=\"_blank\" rel=\"noreferrer noopener\">Digital Learning<\/a>: Connect with NC&#160;State\u2019s extensive DELTA resources to explore accessibility tools, our learning management system, and digital media integration.<\/li>\n\n\n\n<li><a href=\"https:\/\/crlt.umich.edu\/tstrategies\/tsot\" target=\"_blank\" rel=\"noreferrer noopener\">Online Instructional Strategies<\/a>: Master the nuances of the digital environment with strategies specifically designed to maintain engagement, rigor, and community in a virtual space.<\/li>\n\n\n\n<li><a href=\"https:\/\/teaching.charlotte.edu\/teaching-guides\/blended-hybrid-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Blended and Hybrid Learning<\/a>: Create a seamless educational experience by integrating traditional face-to-face methods with purposeful online activities for a unified, flexible instructional approach.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>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&hellip;<\/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\/default-header","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":4,"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/pages\/1112\/revisions"}],"predecessor-version":[{"id":32376,"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/pages\/1112\/revisions\/32376"}],"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}]}}