2025
BPT1501
EXAM PACK
2025
SEMESTER 1
,TEACHING STRATEGIES
Institutions of higher learning across the nation are responding to political, economic, social
and technological pressures to be more responsive to students' needs and more concerned
about how well students are prepared to assume future societal roles. Faculty are already
feeling the pressure to lecture less, to make learning environments more interactive, to
integrate technology into the learning experience, and to use collaborative learning strategies
when appropriate.
Some of the more prominent strategies are outlined below. For more information about the
use of these and other pedagogical approaches, contact the Program in Support of Teaching
and Learning.
Lecture. For many years, the lecture method was the most widely used instructional strategy
in college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported
using some form of the lecture method to teach students (Cashin, 1990). Although the
usefulness of other teaching strategies is being widely examined today, the lecture still
remains an important way to communicate information.
Used in conjunction with active learning teaching strategies, the traditional lecture can be an
effective way to achieve instructional goals. The advantages of the lecture approach are that it
provides a way to communicate a large amount of information to many listeners, maximizes
instructor control and is non-threatening to students. The disadvantages are that lecturing
minimizes feedback from students, assumes an unrealistic level of student understanding and
comprehension, and often disengages students from the learning process causing information
to be quickly forgotten.
The following recommendations can help make the lecture approach more effective (Cashin,
1990):
1. Fit the lecture to the audience
2. Focus your topic - remember you cannot cover everything in one lecture
3. Prepare an outline that includes 5-9 major points you want to cover in one lecture
4. Organize your points for clarity
5. Select appropriate examples or illustrations
6. Present more than one side of an issue and be sensitive to other perspectives
7. Repeat points when necessary
8. Be aware of your audience - notice their feedback
9. Be enthusiastic - you don�t have to be an entertainer but you should be
excited by your topic.
(from Cashin, 1990, pp. 60-61)
Case Method. Providing an opportunity for students to apply what they
learn in the classroom to real-life experiences has proven to be an effective
way of both disseminating and integrating knowledge. The case method is
an instructional strategy that engages students in active discussion about
issues and problems inherent in practical application. It can highlight
,fundamental dilemmas or critical issues and provide a format for role
playing ambiguous or controversial scenarios.
Course content cases can come from a variety of sources. Many faculty have
transformed current events or problems reported through print or broadcast
media into critical learning experiences that illuminate the complexity of
finding solutions to critical social problems. The case study approach works
well in cooperative learning or role playing environments to stimulate
critical thinking and awareness of multiple perspectives.
Discussion. There are a variety of ways to stimulate discussion. For
example, some faculty begin a lesson with a whole group discussion to
refresh students� memories about the assigned reading(s). Other faculty
find it helpful to have students list critical points or emerging issues, or
generate a set of questions stemming from the assigned reading(s). These
strategies can also be used to help focus large and small group discussions.
Obviously, a successful class discussion involves planning on the part of the
instructor and preparation on the part of the students. Instructors should
communicate this commitment to the students on the first day of class by
clearly articulating course expectations. Just as the instructor carefully plans
the learning experience, the students must comprehend the assigned reading
and show up for class on time, ready to learn.
Active Learning. Meyers and Jones (1993) define active learning as
learning environments that allow �students to talk and listen, read, write,
and reflect as they approach course content through problem-solving
exercises, informal small groups, simulations, case studies, role playing, and
other activities -- all of which require students to apply what they are
learning� (p. xi). Many studies show that learning is enhanced when
students become actively involved in the learning process. Instructional
strategies that engage students in the learning process stimulate critical
thinking and a greater awareness of other perspectives. Although there are
times when lecturing is the most appropriate method for disseminating
information, current thinking in college teaching and learning suggests that
the use of a variety of instructional strategies can positively enhance student
learning. Obviously, teaching strategies should be carefully matched to the
teaching objectives of a particular lesson. For more information about
teaching strategies, see the list of college teaching references in Appendix
N.
Assessing or grading students' contributions in active learning environments
is somewhat problematic. It is extremely important that the course syllabus
explicitly outlines the evaluation criteria for each assignment whether
individual or group. Students need and want to know what is expected of
, them. For more information about grading, see the Evaluating Student Work
section contained in this Guide.
Cooperative Learning. Cooperative Learning is a systematic pedagogical
strategy that encourages small groups of students to work together for the
achievement of a common goal. The term 'Collaborative Learning' is often
used as a synonym for cooperative learning when, in fact, it is a separate
strategy that encompasses a broader range of group interactions such as
developing learning communities, stimulating student/faculty discussions,
and encouraging electronic exchanges (Bruffee, 1993). Both approaches
stress the importance of faculty and student involvement in the learning
process.
When integrating cooperative or collaborative learning strategies into a
course, careful planning and preparation are essential. Understanding how to
form groups, ensure positive interdependence, maintain individual
accountability, resolve group conflict, develop appropriate assignments and
grading criteria, and manage active learning environments are critical to the
achievement of a successful cooperative learning experience. Before you
begin, you may want to consult several helpful resources which are
contained in Appendix N. In addition, the Program in Support of Teaching
and Learning can provide faculty with supplementary information and
helpful techniques for using cooperative learning or collaborative learning in
college classrooms.
Integrating Technology. Today, educators realize that computer literacy is
an important part of a student's education. Integrating technology into a
course curriculum when appropriate is proving to be valuable for enhancing
and extending the learning experience for faculty and students. Many faculty
have found electronic mail to be a useful way to promote student/student or
faculty/student communication between class meetings. Others use
listserves or on-line notes to extend topic discussions and explore critical
issues with students and colleagues, or discipline- specific software to
increase student understanding of difficult concepts.
Currently, our students come to us with varying degrees of computer
literacy. Faculty who use technology regularly often find it necessary to
provide some basic skill level instruction during the first week of class. In
the future, we expect that need to decline. For help in integrating technology
into a course curriculum contact the Program in Support of Teaching and
Learning or the Instructional Development Office (IDO) at 703-993-3141.
In addition, watch for information throughout the year about workshops and
faculty conversations on the integration of technology, teaching and
learning.
BPT1501
EXAM PACK
2025
SEMESTER 1
,TEACHING STRATEGIES
Institutions of higher learning across the nation are responding to political, economic, social
and technological pressures to be more responsive to students' needs and more concerned
about how well students are prepared to assume future societal roles. Faculty are already
feeling the pressure to lecture less, to make learning environments more interactive, to
integrate technology into the learning experience, and to use collaborative learning strategies
when appropriate.
Some of the more prominent strategies are outlined below. For more information about the
use of these and other pedagogical approaches, contact the Program in Support of Teaching
and Learning.
Lecture. For many years, the lecture method was the most widely used instructional strategy
in college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported
using some form of the lecture method to teach students (Cashin, 1990). Although the
usefulness of other teaching strategies is being widely examined today, the lecture still
remains an important way to communicate information.
Used in conjunction with active learning teaching strategies, the traditional lecture can be an
effective way to achieve instructional goals. The advantages of the lecture approach are that it
provides a way to communicate a large amount of information to many listeners, maximizes
instructor control and is non-threatening to students. The disadvantages are that lecturing
minimizes feedback from students, assumes an unrealistic level of student understanding and
comprehension, and often disengages students from the learning process causing information
to be quickly forgotten.
The following recommendations can help make the lecture approach more effective (Cashin,
1990):
1. Fit the lecture to the audience
2. Focus your topic - remember you cannot cover everything in one lecture
3. Prepare an outline that includes 5-9 major points you want to cover in one lecture
4. Organize your points for clarity
5. Select appropriate examples or illustrations
6. Present more than one side of an issue and be sensitive to other perspectives
7. Repeat points when necessary
8. Be aware of your audience - notice their feedback
9. Be enthusiastic - you don�t have to be an entertainer but you should be
excited by your topic.
(from Cashin, 1990, pp. 60-61)
Case Method. Providing an opportunity for students to apply what they
learn in the classroom to real-life experiences has proven to be an effective
way of both disseminating and integrating knowledge. The case method is
an instructional strategy that engages students in active discussion about
issues and problems inherent in practical application. It can highlight
,fundamental dilemmas or critical issues and provide a format for role
playing ambiguous or controversial scenarios.
Course content cases can come from a variety of sources. Many faculty have
transformed current events or problems reported through print or broadcast
media into critical learning experiences that illuminate the complexity of
finding solutions to critical social problems. The case study approach works
well in cooperative learning or role playing environments to stimulate
critical thinking and awareness of multiple perspectives.
Discussion. There are a variety of ways to stimulate discussion. For
example, some faculty begin a lesson with a whole group discussion to
refresh students� memories about the assigned reading(s). Other faculty
find it helpful to have students list critical points or emerging issues, or
generate a set of questions stemming from the assigned reading(s). These
strategies can also be used to help focus large and small group discussions.
Obviously, a successful class discussion involves planning on the part of the
instructor and preparation on the part of the students. Instructors should
communicate this commitment to the students on the first day of class by
clearly articulating course expectations. Just as the instructor carefully plans
the learning experience, the students must comprehend the assigned reading
and show up for class on time, ready to learn.
Active Learning. Meyers and Jones (1993) define active learning as
learning environments that allow �students to talk and listen, read, write,
and reflect as they approach course content through problem-solving
exercises, informal small groups, simulations, case studies, role playing, and
other activities -- all of which require students to apply what they are
learning� (p. xi). Many studies show that learning is enhanced when
students become actively involved in the learning process. Instructional
strategies that engage students in the learning process stimulate critical
thinking and a greater awareness of other perspectives. Although there are
times when lecturing is the most appropriate method for disseminating
information, current thinking in college teaching and learning suggests that
the use of a variety of instructional strategies can positively enhance student
learning. Obviously, teaching strategies should be carefully matched to the
teaching objectives of a particular lesson. For more information about
teaching strategies, see the list of college teaching references in Appendix
N.
Assessing or grading students' contributions in active learning environments
is somewhat problematic. It is extremely important that the course syllabus
explicitly outlines the evaluation criteria for each assignment whether
individual or group. Students need and want to know what is expected of
, them. For more information about grading, see the Evaluating Student Work
section contained in this Guide.
Cooperative Learning. Cooperative Learning is a systematic pedagogical
strategy that encourages small groups of students to work together for the
achievement of a common goal. The term 'Collaborative Learning' is often
used as a synonym for cooperative learning when, in fact, it is a separate
strategy that encompasses a broader range of group interactions such as
developing learning communities, stimulating student/faculty discussions,
and encouraging electronic exchanges (Bruffee, 1993). Both approaches
stress the importance of faculty and student involvement in the learning
process.
When integrating cooperative or collaborative learning strategies into a
course, careful planning and preparation are essential. Understanding how to
form groups, ensure positive interdependence, maintain individual
accountability, resolve group conflict, develop appropriate assignments and
grading criteria, and manage active learning environments are critical to the
achievement of a successful cooperative learning experience. Before you
begin, you may want to consult several helpful resources which are
contained in Appendix N. In addition, the Program in Support of Teaching
and Learning can provide faculty with supplementary information and
helpful techniques for using cooperative learning or collaborative learning in
college classrooms.
Integrating Technology. Today, educators realize that computer literacy is
an important part of a student's education. Integrating technology into a
course curriculum when appropriate is proving to be valuable for enhancing
and extending the learning experience for faculty and students. Many faculty
have found electronic mail to be a useful way to promote student/student or
faculty/student communication between class meetings. Others use
listserves or on-line notes to extend topic discussions and explore critical
issues with students and colleagues, or discipline- specific software to
increase student understanding of difficult concepts.
Currently, our students come to us with varying degrees of computer
literacy. Faculty who use technology regularly often find it necessary to
provide some basic skill level instruction during the first week of class. In
the future, we expect that need to decline. For help in integrating technology
into a course curriculum contact the Program in Support of Teaching and
Learning or the Instructional Development Office (IDO) at 703-993-3141.
In addition, watch for information throughout the year about workshops and
faculty conversations on the integration of technology, teaching and
learning.
