An Inventory of Teaching Strategies
Lecturing
An informative oral presentation with or without student interaction and with or without audio/visual script.
Lecturing is certainly the most familiar learning tool. Indeed, it is generally used as a baseline for comparisons
when speaking about instructional strategies and is referred to as the “traditional method.” Typically, the
professor speaks in front of the class while students take notes; however, sometimes students ask questions
throughout. Ideally, the instructor does not lecture more than 20 minutes non-stop. The texts on PowerPoint
slides should not be excessive so it does not interfere with the lecture.
The importance given to the balance between the instructor and the learners is heavily influenced by the size of
the class: the larger the group, the greater the instructor’s importance. Active participation is usually minimal in
a large group during a lecture (Chamberland 1995 pp. 37-39).
Group Work
A group of learners who meet to accomplish a specific task within a specific timeframe.
In group work, it is assumed that the instructor has explained the task to the learners and has provided them
with the instructions needed to organize their work (allocated time, restrictions to follow, etc.) The instructor
supervises the activity, going around from one group to another to deal with any issues or to provide feedback
and encouragement (Chamberland 1995 pp. 103-104).
Discussion in the Form of a Debate
A timed discussion between learners on a given topic; this discussion is generally supervised by the teacher.
Debate is a strategy that is very different from discussion. It divides the group into two or more sub-groups,
each having to defend a different point of view. Typically, a problem is introduced to the learners so that they
can defend their position either “for” or “against” the topic concerned.
Ideally, each group should be given a certain amount of time to gather information and prepare their
arguments. Once most of the arguments have been prepared, the debate will take place between both sides.
The instructor acts as a mediator, designating the floor to each side and provokes reactions by throwing
questions into the mix (Chamberland 1995 pp. 132-133).
Demonstration
The act of demonstrating an action or operation in front of learners.
A demonstration is used to show the steps, procedures, or characteristics that are hard for learners to grasp
through simple oral instruction alone. Also, to be effective, it needs to be prepared in a way that emphasizes key
aspects related to a given outcome. Obviously, a demonstration needs to be accompanied with explanations. As
mentioned, learning is entirely controlled by the instructor. However, the instructor can encourage interaction
by asking questions and having learners explain, summarize, comment, and predict (Chamberland 1995 pp. 4546).
Case Study
A case study is the examination of a real or fictitious problem for the purpose of diagnosing, proposing a
solution, and deducing rules and principles applicable to similar cases. Originating from Harvard law school, a
case study is a formula that aims to enable learners to experience a problem-solving activity through the cases
that they receive. Therefore, the learner is presented with a real case (toxic waste) or a fictional case (citizens in
the year 2025) but with the bill of reality — that is to say, it must be as plausible as possible. This reference to
reality exercises a great attraction for the learner who is then able to assess the relevance of the theoretical
elements surrounding the case.
Often, the same case (when amply comprehensive) can be used at different times within a course; the
emphasis, therefore, is placed each time on a different aspect of the case to bring out distinct principles
(Chamberland 1995 pp. 91-92).
Games
Games are an effective teaching tool because they are intrinsically motivating. The key factor is competition,
and especially keeping score, “which motivate[s] the players and provide[s] an assessment of their performance.
Note that players are not necessarily competing against each other. In fact, a lot of games have players working
as a team to overcome some obstacle or opponent which is built into the game” (Science Education Resource
Centre 2008). When teaching with games, consider first what it is you want the students to learn. “It's very
important to keep this idea central to planning your lesson and choosing or designing a game, or you may end
up using a game in which the material to be learned is bypassed by the players” (SERC, 2011).
Tournament
A tournament is a group-based learning task organized in a way that fosters competition between learners. The
tournament usually takes place in two stages. The instructor first asks students to study specific content, and
then he or she forms teams to compete in the tournament. During the tournament, learners answer questions,
play a game or complete an exercise. When the time for the activity is up, the instructor may consider
reconfiguring the teams in order to obtain teams that are more equally balanced (Chamberland, 1995, pp. 8789).
Simulation
A simulation is characterized by the learner’s interaction with a model which represents key aspects of reality in
a carefully-structured way. A good simulation presents reality stripped of its non-essential elements for
educational purposes. One can simulate municipal operations, for example, to educate learners on
administrative structures. Another example is a simulation or representation of the world’s wealth distribution
to raise awareness of poverty (Chamberland, 1995, p. 81).
Laboratory Session
In this learning situation, learners study a subject or theory in a practical and hands-on way while proceeding
through the steps of observation, experimentation, and research. The lab is a teaching strategy that enables the
study of various subjects: physics, chemistry, sociology, psychology. Learning laboratories also enhance the
study of other subjects, including language, natural sciences, nutrition or reading (Chamberland, 1995, pp. 117118).
Repetitive Exercises
Repetitive exercises are a way to consolidate a learner’s knowledge with the goal of developing automatic
responses. One could say that this teaching strategy is used to retain information such as mathematical
formulas, verb conjugations, the proper use of lab instruments, etc. Repetitive exercises have their place,
provided that they are used judiciously. Repetitive exercises risk creating a boring learning atmosphere, so they
should not be used too frequently (Chamberland, 1995, p. 143).
Question and Answer Pairs
"Question and answer pairs" is an exercise in which teams of students practice asking and answering challenging
questions. To begin, the instructor asks students to partner with someone nearby. Each student takes a minute
to formulate one question based on the information presented in the lecture or course readings. Student A
begins by asking student B a question. Then the roles are reversed, with student B becoming the questioner. The
instructor may choose to ask for a sampling of student questions, either verbally or by collecting them at the
end of the period. Particularly good questions can be highlighted in subsequent lectures or used on practice
examinations. The strategy is particularly useful for teaching students how to frame good questions. It can also
be used to encourage students to prepare for class if the instructor asks students to formulate questions based
on their readings (U of Minnesota, 2008).
Guided Questions
In a variation of the above activity, professors provide students with a list of generic questions which the
students use to help them develop the questions they will ask each other. For example: What is the main idea of
______? What would happen if ______? How does ______ influence _______? What are the consequences of
_______? These questions can be used to develop synthesis, comparison and contrast skills, as well as the ability
to extrapolate to other contexts. In a group of two or three, students try to answer the questions. A plenary
session could follow where the professor helps students to pool their answers (Millis and Cottell, 1998).
Opening Question
In order for students to learn effectively, they must make connections between what they already know (prior
knowledge) and new content to which they're exposed. The opening of a lecture should facilitate these
connections by helping students exercise their prior knowledge of the day's subject matter.
One useful strategy is to open the lecture with a question. Present an "opening question" on a PowerPoint slide,
give students a moment to think about their response, and then ask a few members of the class for answers.
This strategy is easy to initiate, takes very little time, works in small or large classes, and effectively focuses
students' attention on the day's topic. It also provides the instructor with useful feedback on what students
know and don't know about the material being presented (U of Minnesota, 2008).
Peer Assessment
When students are asked to correct the work of their peers, they have to assess the quality of the work that
they are given. This exercise provides dual benefits: students receive feedback so that they can improve on their
work, and they develop their critical analysis skills, which will allow them to better assess the quality of their
own work. There are several ways to structure this task and it depends greatly on the complexity of the work
involved. For the activity, students must hand their written work to another student before the final submission
date. That student then edits and assesses the work, providing feedback and suggestions to improve the work
before it is handed in to the instructor. This process may include a class period when students can discuss their
corrections (National Institute for Science Education, 1997).
Focused Listing
Focused listing is a strategy in which students recall what they know about a subject by creating a list of terms or
ideas related to it. To begin, the instructor asks students to take out a sheet of paper and begin generating a list
based on a topic presented on a PowerPoint slide. Topics might relate to the day's assigned reading, to a
previous day's lecture material, or to the subject of the current session. Instructors often move around the room
and look at students' lists as they write, and then briefly summarize major trends or themes as a way of closing
the exercise. Others ask students randomly to share the contents of their lists before moving on with their
lecture. In either case, focused listing need not take more than a few minutes. It's an effective way to get
students to actively engage with the material, and it offers feedback that the instructor can use to tailor the
subsequent presentation of material to students' needs (U of Minnesota, 2008).
Think-Pair-Share
"Think-Pair-Share" is an active learning strategy that engages students with the material on an individual level,
in pairs, and finally as a large group. It consists of three steps. First, the instructor poses a prepared question and
asks individuals to think (or write) about it quietly. Second, students pair up with someone sitting near them and
share their responses verbally. Third, the lecturer chooses a few pairs to briefly summarize their ideas for the
benefit of the entire class.
When used at the beginning of a lecture, a Think-Pair-Share strategy can help students organize prior knowledge
and brainstorm questions. When used later in the session, the strategy can help students summarize what
they're learning, apply it to novel situations, and integrate new information with what they already know. The
strategy works well with groups of various sizes and can be completed in four or five minutes, making it an ideal
active learning strategy for classes in which lecture is the primary instructional method (U. of Minnesota, 2008).
Note Check
The note check is a strategy in which the instructor asks students to partner with someone nearby and compare
their notes, focusing on summarizing key information and locating misconceptions. Students can also generate
questions or solve a problem posed by the instructor. This exercise can be completed in as little as two or three
minutes. Some instructors find this strategy problematic because they assume that students will simply not take
notes, relying instead on their peers to do the work for them. It's important to remember that students are not
giving their notes to one another in this exercise, but working together to fill gaps in their collective
understanding of the information. In this way, instructors can help students learn good note taking skills, as well
as monitor whether or not students are able to identify the key ideas in the day's material (U of Minnesota,
2008).
One-Minute Paper
In this strategy, the instructor pauses and asks students to write a response to a question presented on a
PowerPoint slide. The strategy can be used at any point in a lecture, but it's particularly useful at the end as a
way of encouraging students to summarize the day's content. The minute paper forces students to put
information in their own words, helping them internalize it and identify gaps in their understanding.
When collected at the end of the period, the minute paper can serve as a classroom assessment technique to
help instructors gauge how well students are learning the material, what they understand, and what the
instructor needs to spend more time on (U of Minnesota 2008).
Jigsaw
The students divide themselves up in sub groups. This allows them to discuss the work that needs to be done
and decide upon a division of labor (if there are 4 students per sub group there will be 5 topics per sub group).
Subsequently each member of a sub group rotates to another sub group, whose members have the same topic
to discuss (ex. : all the numbers one together, all the numbers two together, etc.). Every sub group can then
explore the common problem at hand and become ‘experts’. Once the exercise is over, the students return to
their initial subgroup to share their findings. Finally, every sub group can finish the overall task and report to the
instructor.
Initiate
Explore
Regroup
Aquarium (Fish Bowl):
The professor asks a group of students to form a circle (while
sitting down) and another group to form a circle surrounding the
first group (while standing up). The professor assigns different
tasks to each group without the other group hearing it.
Subsequently, members of the inner circle attempt to resolve the
task / problem at hand, while the members of the outside group
observe and take note of what is being said, including how it is
being said. Once the discussion is over, the observers describe
their experience and the members of the inner group do likewise.
The professor can create a multitude of fish bowls in the class
depending on the number of students in the course and the
context.
Project based learning in 6 steps
Project based learning is a process in six steps which allows students, often in group, to integrate their
knowledge over the long run, as such a project usually is spread out over the semester.
Reference
Chamberland, G., Lavoie, L. & Marquis, D. (1995). 20 Formules pédagogiques. Québec, QC : Presses de l’Université du Québec.