Step 1: Ensure all students are familiar with Generative AI

ChatGPT. Bard. WALL-E. Many students are likely familiar with at least one of these Generative AI tools. Ask learners to engage with a platform of their choice to better grasp the functionality that AI can offer. In turn, this process will allow students to critically evaluate the affordances—and shortcomings—of such platforms. Stommel advises educators to not require students to create accounts when exploring on their own. His rationale as to why will become increasingly evident after reviewing any Generative AI platform’s Terms of Service.

Step 2: Read and discuss Generative AI’s Terms of Service

When was the last time you read the Terms of Service after signing up for a new technology? Most of us just bypass the legalese, and there’s a good chance your students do the same. But taking a closer look can be illuminating. Have students review the T’s and C’s for a given platform in small groups and ask them to report out on anything they find striking—a great exercise to help them become more conscious digital citizens.

Consider asking students to respond to the following questions when engaging in their exploration.

1. How does generated content get stored? 
2. Does user data get harnessed by AI platforms to improve their language models? 
3. Am I able to claim ownership of AI-generated work? 
4. Is the content generated considered my intellectual property?
5. What happens to data in the event of a breach?
6. What’s one thing that surprised you when reviewing the Terms of Service?

The answers to the questions above can be deeply complex. It’s why it’s so crucial to have an open discussion with students on how these platforms function from a technical lens.

Step 3: Input a research prompt or question

Let students formulate a research question or prompt to ask Generative AI that’s relevant to their coursework. Before students input their prompts, ask them to reflect on what type of response they expect to receive from Generative AI. What might they do to improve the value of the output? Now’s a great time to remind students that the strongest AI prompts are fairly robust, offering clear instructions and providing plenty of supporting context. Here are some examples of strong and weak AI prompts.

Step 4: Consider the generated results

Ask students to analyze the responses that Generative AI spits out. This works well as an individual or small group exercise. What do they notice? Does the work appear as though it was created by a human? Why or why not? Are there proper references? How would they assess the voice and tone or level of subject matter expertise? Who does the intellectual property belong to? You might also encourage students to consider how they would adjust their prompt to improve the output.

Step 5: Consider how AI fuels ethical risks

Host a discussion with students to address questions related to bias, plagiarism, intellectual property, and fair access. For example, since Generative AI is trained on vast amounts of existing data, how might existing biases affect the outputs we see? How would they handle attribution when using Generative AI for coursework? If students regularly use AI for assignments, how will future employers have confidence in their own knowledge and capabilities?  How would they manage fair use knowing that many of the latest tools require paying for a subscription? Or, as the theorist and cultural critic Neil Postman suggests, how does this technology privilege or marginalize students at the intersection of identity (i.e. race, language, culture, disability, age)?

Looking harder at the company’s developing AI tools, Stommel suggests the following questions to get students thinking critically in evaluating the technologies they use. 

1. Who owns the tool? What is the name of the company and the CEO? What are their politics? 
2. What does the tool say it does? What does it actually do?
3. What flexibility do we have to be anonymous, or to protect our data? Where is data housed and who owns it? What are the implications for in-class use? Will others be able to own our work on these platforms? How might this affect workers at companies where protecting intellectual property is essential?
4. How accessible is the tool? For a blind student? For a hearing-impaired student? For a student with a learning disability? For introverts? For extroverts?

Step 6: Determine your path forward

You might consider using the outputs to co-create a Standard of Conduct similar to this list shared by Harvard Business School to guide students in their approach to using AI. This could include recommendations on citing work students generate using AI as well as managing confidential information in line with your school’s Information Security Policy. 

Stommel’s vision is that the rise of Generative AI encourages educators to host a larger set of conversations with students. The process of evaluating Generative AI is a journey—not a destination. It’s Stommel’s hope that the steps above will help you transition from the passenger seat to the driver’s seat when using AI in your course. So buckle up: there may be some turbulence on your journey, but we promise it’ll be worth it.

Get to know Top Hat Ace, our new AI-powered assistant. Our human-centered application of AI will help further our mission to make education more effective, inclusive and accessible.

References

1. GenAI In Higher Education: Fall 2023 Update Time for Class Study (2023). Tyton Partners. https://tytonpartners.com/app/uploads/2023/10/GenAI-IN-HIGHER-EDUCATION-FALL-2023-UPDATE-TIME-FOR-CLASS-STUDY.pdf

The post A 6-Step Exercise for Discussing AI In Education appeared first on Top Hat.

We know students are using AI, and we can expect that the majority will continue to do so for future coursework. These revelations have triggered alarm bells over how we assess learning, with a specific focus on minimizing the risk of academic dishonesty. But let’s not overlook the emotional toll on our students. According to a recent Best Colleges survey, 27 percent of students express worry about AI’s influence on their education, while 31 percent grapple with concerns about their future career prospects. Nearly half are anxious about AI’s broader societal impact. 

What’s striking is most students report their instructors have not broached the subject of AI, let alone its potential ramifications for education, careers, or the disciplines they are pursuing. Regardless of whether we have fully comprehended the implications of AI or its impact on the work we assign our students, it is important we initiate a broader conversation. Extensive research underscores the disruptive impact of stress on learning, particularly on memory formation and retrieval. Constructive, meaningful dialogue can alleviate this. By addressing the apprehensions AI has stirred among students, we also open a channel to discuss concerns over academic integrity.

Facilitating effective discussions

To steer clear of a reactionary discussion, we need to set the stage. Using ‘before, during, and after’ phases offers a useful framework for conducting substantive discussions.

To prepare for the discussion, assign readings that encompass diverse perspectives on AI and include comprehension questions for students to address beforehand. Summaries like the one provided by Danny Liu and Adam Bridgeman from a recent student forum at the University of Sydney offer a rich tapestry for exploration. The Best Colleges Survey, which delves into insights on student AI utilization, academic integrity, education, societal outlook, and the world of work, might also serve as a foundational resource. Contemplate having students complete a survey of your own, probing into these themes and adding questions tailored to your field.

Preparation for engagement

Engaging students often presents a formidable challenge. Beginning the discussion with a series of reflection questions, polls or ‘think-pair-share’ dialogues are effective ways to set the stage for interaction. Student engagement platforms like Top Hat provide an array of options, encompassing polling and word responses, to help students gain insights into what their peers are thinking.  Tools like this can be especially beneficial to students who may be less inclined to share their thoughts out loud. 

What are their overall views with respect to AI? What worries them or interests them most? What skills or knowledge do students deem indispensable in the age of AI? What do they hope to gain from their college experience? Questions like these are a powerful way to fuel discussion and deepen engagement. 

Check out our Top Hat course: AI in Focus: A Classroom Discussion

If feasible, use a discussion tool to establish a backchannel where students can pose questions and provide comments, fostering peer-to-peer dialogue and collectively addressing concerns throughout the discussion. If you teach a larger classroom, ask a student or TA to report out periodically, or make a point of pausing to check in on what’s transpired. 

If you devise your own survey to serve as the backbone of your discussion, disclose the results at pivotal junctures and encourage opinions and counterarguments. You might contrast your own findings with those from the Best Colleges survey to uncover commonalities and disparities. 

Potency in reflection

At the culmination of the discussion, have students write an exit ticket or a minute paper, encapsulating their key takeaways, shifts in their attitudes toward AI, and their plans moving forward. This not only provides instructors with invaluable insights but also ensures that the information and experiences endure.

If an end-of-class assignment feels rushed, consider assigning reflection questions for extra credit. Encourage students to delve into aspects of AI that pique their interest, exploring how AI could revolutionize traditional approaches in your field or enhance efficiency in their personal lives. They might also ponder what future employers will find valuable in terms of their education and experience with AI. 

Anxiety often stems from uncertainty. Encouraging students to undertake critical self-reflection about their thoughts, emotions, and potential courses of action can assist them in distinguishing perceived threats from genuine ones. By facilitating meaningful dialogue, we empower students to shape their perspectives and future plans, granting them a greater sense of agency in navigating the impact of AI.

The post Students Are Anxious About AI. Talking Will Help. appeared first on Top Hat.

Help your students thrive post-graduation and land their dream jobs by placing greater emphasis on five career readiness skills in your course.

Skills to promote workforce readiness

Self-management

Going directly from the classroom to the workforce isn’t easy. Students must show that they’re responsible, diligent and can oversee several projects at once with a high degree of efficiency. Students are encouraged to hone their project and time management skills and approach all scenarios with respect and dignity.

Example (Arts majors): Create an assignment where students redesign their resumés and cover letters. This will help them sharpen their project management skills, while familiarizing themselves with digital technology tools like Adobe Illustrator or InDesign.

Communication

Communication skills are a core part of workforce readiness. Whether it’s communicating via code or presenting solutions to a client, students need to effectively convey their ideas using digestible language and supporting aids. In the corporate world, presenting ideas, providing project updates and making the case for investments are often a day-to-day occurrence. With a little creativity, there are endless opportunities to get students to put their verbal and written communication skills to practice.

Example (Biology majors): Ask students to submit a podcast episode on a course concept of their choosing, such as the stages of mitosis. Encourage students to discuss their topic in two minutes or less, prompting them to think creatively and critically about how to illustrate the most important points.

Collaboration and teamwork

The majority of jobs involve working with others to share knowledge and address a business need. The adage, ‘you’re only as strong as the weakest link,’ holds true here. Give students the opportunity to learn from one another, take on varying roles within groups (i.e. not just being a notetaker in every group project) and demonstrate cooperation and initiative when working with others.

Example (Public Speaking majors): Start each class with a few rounds of improv to get students communicating in front of one another. This can even strengthen teamwork and problem solving. Depending on the game, you could ask students an open-ended question and have each ask a question in response to the one before it, going around in a circle.

Critical thinking

Do you search for a solution to a problem immediately or pause to collect as much information as possible and ask peers for their opinions? Risk assessment, data analysis and collaboration are all core tenets of this soft skill. Students make sound decisions by objectively reviewing several sources of information.

Example (Business majors): Taking the form of a group project, ask students to form a ‘proof of concept’ for a new product of their choice. Group work will help students become effective communicators and critical thinkers, and improve their people skills. This activity will also leave students with something to add to their professional portfolio at the end of your course.

Emotional intelligence

Empathy, integrity, care. It’s what goes into learning with an emotionally intelligent lens. Students are able to recognize and manage their own emotions and influence the emotions of others. In the workplace, students may need to put their emotions aside in order to resolve conflicts, coach and motivate their peers and create a culture of collaboration. Practicing giving critical feedback to a friend in class, for example, could be a great way for students to build up this skill.

Example (English majors): Have students grade each other’s essays using a rubric that ensures they are evaluating students on fair criteria. The process of peer-grading will promote collaboration and teamwork as well as emotional intelligence—making sure students give empathetic feedback that focuses on growth as opposed to shortcomings.

Class activities to support workforce readiness

Nurturing the five skills above will do wonders in helping students prepare for their first job out of school. Aside from skill development, there are several other tactics you might use to make learning more applicable and relevant to the professional aspirations of your students.

1. Bring in industry experts

Guest lectures can help expose students to diverse perspectives and advice—and video conferencing software means the possibilities for inviting guest speakers have been blown wide open. Bringing in guest speakers may also reduce your workload. Jasmine Roberts, a strategic communication lecturer in the School of Communication at The Ohio State University, mixes up guest lectures with group discussions to maintain a lively classroom while reimagining student engagement. Give your students enough time to prepare questions for your guest in advance, and consider using an anonymous discussion board, or social media, to keep the conversation going outside of class.

2. Promote networking and mentorship opportunities

“It’s not what you know, it’s who you know,” goes the old adage, and that may never be more true than during a job search. By some estimates, up to 70 percent of jobs (at least) aren’t even advertised, instead being filled by social and professional networks. To help bridge the gap between your classroom and the workplace, consider inviting a past student to deliver a guest lecture. In addition, you might spotlight job fairs occurring on campus or in your city for students to attend and expand their network.

3. Spotlight your campus’ career resources

From job fairs to resumé critiques or cover-letter writing workshops, familiarize yourself with your campus’ career services and highlight them on your syllabus. Consider setting up a discussion board for students to share any additional career-specific resources. You might consider incentivizing students to attend a writing workshop offered on campus by giving them an extra point or two on an assignment if they can prove their attendance.

4. Incorporate real-world examples into your course materials

When students see content that they can easily relate to, they’re more likely to retain it. Across your textbook readings, lectures and homework assignments, make sure your examples and case studies reflect real-life events and stories as much as possible. Stephen Buckles, Principal Senior Lecturer of Economics at Vanderbilt University, did just this when the GameStop stock saga made headlines in January 2021. By incorporating this case study into his Top Hat textbook, he was able to make explicit connections between his course material and the world beyond his course. Buckles also added stories exploring the effects of COVID-19 on employment, income and prices—especially captivating for students who were watching these stories unfold in real time.

References

1. Essential Job Readiness Skills That Every Graduate Needs To Develop. (n.d.). GradSiren. https://www.gradsiren.com/career-advice/essential-job-readiness-skills-graduate-needed/

The post Workforce Readiness Begins By Nurturing These 5 Essential Skills appeared first on Top Hat.

What is career or workplace readiness?

Career readiness, also known as workplace readiness, refers to the preparedness of individuals to enter the workforce and thrive in their chosen careers. It encompasses a broad spectrum of skills, knowledge, and attributes that go beyond academic achievements and technical expertise such as emotional intelligence, cultural competence, financial literacy, and much more. Career readiness prepares students to tackle the challenges and complexities of the modern workplace, enabling them to adapt, excel, and contribute meaningfully to their chosen professions.

Why is career readiness important for higher education students?

Beyond the obvious benefit of making sure students are ready for the workforce, many reports, including one by Indeed, note that career readiness, when focused on at the college level, help students find a fulfilling career—which is the goal of most higher ed learners. Here are a few reasons career readiness is critical for higher ed students.

• Enhanced employability: The primary goal of higher education is to equip students with the skills and knowledge needed for gainful employment. Career readiness ensures that graduates are well-prepared to secure meaningful jobs in their respective fields.
• Economic advancement: Graduates who are career-ready tend to command higher salaries and experience faster career advancement. This not only benefits individuals but also contributes to the economic growth of the nation.
• Meeting employer expectations: Employers seek candidates who not only possess technical competencies but also demonstrate strong soft skills and adaptability. Career-ready graduates are more likely to meet these expectations, making them attractive to potential employers.
• Reducing skills gap: Career readiness helps bridge the gap between academia and the real world. Data from a PwC study indicates that by 2030, the talent shortage and skills gap in the U.S. alone is expected to hit a total loss of $8.5 trillion.¹ Graduates who are prepared for the workforce can bridge the gap immediately, reducing the need for extensive training and onboarding.

How can professors help students become workplace ready?

In a survey conducted by Top Hat in 2022, 72 percent of students indicate that their instructors help them understand how what they are learning will support their career readiness after college.² Professors play a pivotal role in preparing students for the workplace, and there are several actions they can take to enhance career readiness.

Firstly, professors can actively assist students in securing internships and co-op opportunities by offering guidance, sharing industry contacts, and providing information about available positions. Moreover, aligning coursework and assignments with real-world applications and challenges can help students bridge the gap between theory and practice.

Professors can foster a collaborative and team-oriented learning environment, as teamwork and communication are vital workplace skills. Encouraging students to engage in group projects that simulate workplace dynamics can further enhance their ability to work effectively in teams. Additionally, professors can offer career counseling, workshops on resume-building and interviewing skills, and provide insights into industry trends and expectations. By combining academic knowledge with practical experience and career-oriented support, professors can significantly contribute to students’ readiness for the professional world.

Top Hat’s Interactive eTexts can also promote career readiness competencies. The MBA Human Resources department at the University of Canada West (UCW) created three custom Top Hat textbooks, packed with real-world examples that could help students digest concepts faster. “Every chapter has cases from the Canadian context that students can relate to,” shares Nisa Chand, Assistant Professor in UCW’s MBA program. The level of detail found within all three Top Hat texts has an added benefit: students can now earn their Chartered Professionals in Human Resources (CPHR) accreditation during the program versus upon graduation. Allowing students to learn from relevant course materials hasn’t only helped with engagement, it’s enabled students to more effectively apply their learnings to the business world.

How do soft skills help with career readiness?

Soft skills, often referred to as interpersonal or non-technical skills, play a crucial role in career readiness. As reported by the Department of Labor, the three ‘Rs’ (reading, writing, and arithmetic) may be essential to your job, but soft skills could be just as, if not more, important to work readiness. These skills are not specific to any particular profession but are essential for success in any job. Some of the key soft skills that contribute to career readiness include:

Soft skills vs. technical skills

Soft skills and technical skills represent distinct yet interconnected components of an individual’s skill set, and both play pivotal roles in career readiness within the context of higher education.

Soft skills: Soft skills, also known as interpersonal or non-technical skills, encompass a broad range of qualities and behaviors that enable effective communication, collaboration, and adaptability in various settings. These skills are inherently transferable and can be applied across different professions and industries. 

Examples of soft skills include communication, teamwork, critical thinking, problem-solving, emotional intelligence, leadership, and time management. In higher education, cultivating soft skills is essential as they empower students to navigate the complexities of academic and professional environments successfully. 

Soft skills help learners engage in meaningful class discussions, collaborate effectively on group projects, and build relationships with professors and peers. Furthermore, these skills are vital for job interviews, networking, and career advancement, making them integral to career readiness in higher education.

Jessica Roisen, Professor of Philosophy at St. Ambrose University, relies on her Top Hat Interactive eText to help hone career readiness competencies including soft skills. Roisen incorporates case studies that reflect our economic landscape today—presenting an engaging alternative to traditional problem solving. During classes, she asks students to read their assigned chapters and create slideshows of their takeaways in small groups. The process helps sharpen a number of soft skills, including leadership, teamwork and communication.

Technical skills: In contrast, technical skills are specific competencies related to a particular field, discipline, or profession. These skills are typically acquired through formal education, training programs, or hands-on experience and are directly applicable to a specific job or industry. 

Examples of technical skills range from programming languages and laboratory techniques to legal research and financial analysis. In higher education, technical skills are often the core focus of specialized programs and courses, equipping students with the expertise required for their chosen career paths. 

These skills provide a foundation for students to excel in their fields of study and ultimately secure employment. However, it’s essential to recognize that even in higher education, technical skills are most effective when complemented by strong soft skills. Graduates who can communicate their technical knowledge, work collaboratively, and adapt to changing circumstances are better prepared for the ever-evolving job market.

Career readiness in higher education: The integration of soft skills and technical skills is a cornerstone of career readiness in higher education. Institutions must not only impart technical expertise but also provide opportunities for students to develop and hone their soft skills. This can be achieved through interactive classroom environments, group projects, leadership opportunities, internships, and career development programs. 

By fostering a holistic, twenty-first century skill set that combines technical proficiency with strong soft skills, higher education institutions prepare students not only for their first job but also for long-term career success. As graduates enter the workforce, they can draw upon their comprehensive skill set to communicate effectively, adapt to industry changes, collaborate in diverse teams, and demonstrate leadership qualities, all of which contribute to their readiness for a fulfilling and prosperous career.

Ninety-three percent of students say the variety of assessment types in Top Hat helped them develop critical thinking skills—a core competency for any career today. See how to create assignments and exams in Top Hat that prepare students for the workplace.

What are NACE career readiness competencies?

The National Association of Colleges and Employers (NACE) has identified eight career readiness competencies that serve as a valuable framework for higher education institutions and students. These competencies provide a structured approach to developing the skills and attributes necessary for career success. Here are the eight NACE career readiness competencies.

• Critical thinking / problem solving: Graduates can demonstrate the ability to think critically, analyze information, and solve complex problems.
• Oral / written communication: Career-ready individuals are proficient in conveying ideas effectively through both written and oral communication.
• Teamwork / collaboration: They can work effectively in diverse teams, demonstrating the ability to contribute to group dynamics and achieve common goals.
• Digital technology: In today’s digital age, proficiency in using technology and adapting to new tools and platforms is essential.
• Leadership: Career-ready graduates exhibit leadership qualities, whether in formal leadership roles or through influencing and motivating others.
• Professionalism / work ethic: They maintain a strong work ethic, including demonstrating reliability, integrity, and a commitment to professional growth.
• Career management: Graduates have the skills to navigate their career paths effectively, including setting goals, seeking opportunities, and adapting to changing career environments.
• Global / intercultural fluency: In an increasingly globalized world, career-ready individuals can work effectively in diverse cultural contexts and demonstrate an understanding of global issues.

A survey conducted by Job Outlook of 172 employers indicates that critical thinking, teamwork and professionalism are ranked among the most essential career readiness competencies. However, using a five-point scale, employers rate critical thinking 3.6, teamwork 3.83 and professionalism 3.4.³ These findings underscore the importance of honing career readiness competencies in the classroom environment.

Top Hat’s interactive polls and quizzes make it easy to facilitate low-stakes assessments. Faculty can choose from 14 question types—including matching, word answer and click-on-target—which sharpens a number of career readiness competencies along the way. The dynamic format of Top Hat questions also helps students feel more confident in writing long-form responses or defending their opinion, which may be required of them in the workplace.

Five career readiness competencies in focus

While all eight NACE competencies are important, let’s delve deeper into five key competencies that can significantly impact a graduate’s career:

It’s also important to note that workplace readiness and career readiness competencies don’t just form in the lecture hall. Students sharpen these invaluable skills when interacting with friends, completing extracurricular or athletic activities, and working part-time jobs. Combined, these experiences help shape students into well-rounded individuals who possess both the technical understanding and people skills required for success upon entering the workplace full-time. 

Quiz: How much are you promoting career readiness in your course?

Conclusion

In today’s fast-paced and competitive job market, career readiness is no longer a nice-to-have but a necessity for higher education students. Graduates who possess the right mix of technical expertise and soft skills are better equipped to secure meaningful employment, excel in their careers, and contribute positively to their organizations and society.

By understanding the importance of career readiness and focusing on key competencies like critical thinking, communication, teamwork, leadership, and professionalism, higher education institutions can prepare their students for success in the real world. In doing so, they not only fulfill their educational mission but also empower graduates to navigate the path to a bright and prosperous future.

References

1. Probst, L. & Scharff, C. (2019). The Lost Workforce: Upskilling for the Future. PwC. https://www.pwc.com/m1/en/world-government-summit/documents/wgs-lost-workforce.pdf
2. Lai Read, D. (2022). Top Hat Field Report: 2,798 Students on Assessments, Career-readiness, and Diversity and Inclusion in the Classroom. Top Hat. https://tophat.com/blog/feb-2022-student-survey/
3. NACE Staff. (2019). The Four Career Competencies Employers Value Most. National Association of Colleges and Employers. https://www.naceweb.org/career-readiness/competencies/the-four-career-competencies-employers-value-most/

The post A Guide to Navigating College and Career Readiness (+ Quiz) appeared first on Top Hat.

This article will explain what curriculum development is, why it’s important for an instructor’s pedagogy, and how the three different models of curriculum design can be used to set any course up for success. You’ll understand why a thoughtful course plan is essential to the success of any classroom—and any group of students. Plus, we’ll guide you through building your own curriculum using our fully customizable course planning template.

Table of Contents

1. What is curriculum development?
2. What is curriculum design?
3. What are the three models of curriculum design?
4. What are the different categories of curriculum development?
5. What is curriculum planning?
6. What is curriculum development and renewal?
7. What’s the difference between curriculum development and curriculum design?
8. How to create your own college curriculum [with free course planning template]
9. Conclusion

What is curriculum development?

The way we understand and theorize curriculum today has changed significantly over the years. Today, the most simple definition of the word “curriculum” is the subjects that make up a course of study at schools, universities or colleges. The word curriculum has roots in Latin. It originally meant “racing chariot” and came from the verb currere, “to run.” Curriculum development is synonymous with course planning or course development.

It’s important to recognize that differences in course design exist: a math course taken at one university may cover the same material, but the educator may teach it in a different way. However, the core fundamentals of curriculum development remain the same.

Higher education institutions must balance two opposing schools of thought. On the one hand, some believe students should have a foundation of common knowledge, through core curriculum requirements. Others believe that students should be able to choose their own educational pursuits, by choosing their own courses or area of study. This fundamental disagreement is a frequently discussed topic in higher education environments, due to Harvard University’s core course requirement restructuring process.

An important element of curriculum design is identifying the prerequisites for each course. This can include prior courses taken, as well as relevant work experience or entrance exam completion. Typically, more advanced courses in any subject require some foundation in basic courses, but some coursework requires study in other departments, as in the sequence of biology classes for upper-level biochemistry courses.

The curriculum is the foundation for educators and students in outlining what is critical for teaching and learning. The curriculum must include the required goals, methods, materials and assessments to allow for effective instruction.

Goals: Goals within a curriculum are the expectations based on course standards for learning and teaching. The scope and skills required to meet a goal are often made explicitly clear to students. Goals must include the range and level of detail that instructors must teach.

Methods: Methods are the instructional approaches and procedures that educators use to engage inside and outside the classroom. These choices support the facilitation of learning experiences in order to promote a student’s ability to understand and apply content and skills. Methods are differentiated to meet student needs and interests, task demands, and learning environment. Methods are adjusted based on ongoing review of student progress towards meeting the goals. 

Materials: Materials are the tools selected to implement methods and achieve the goals of the curriculum. Materials are intentionally chosen to support a student’s learning. Material choices reflect student interest, cultural diversity, world perspectives, and address all types of diverse learners.

Assessment: Assessment in a curriculum is the ongoing process of gathering information about a student’s learning. This includes a variety of ways to document what the student knows, understands, and can do with their knowledge and skills. Information from assessment is used to make decisions about instructional approaches, teaching materials, and academic supports needed to enhance opportunities for the student and to guide future instruction.

Take your curriculum development to the next level with our Course Planning Template

What is curriculum design?

Now that we’ve covered curriculum development and planning, let’s discuss curriculum design. Curriculum design is the deliberate organization of course activities and delivery within a classroom. When higher ed instructors design their curriculum, they identify:

• Learning objectives
• Method(s) of delivery
• Timely and relevant bridge-ins
• Course content and readings
• Both low- and high-stakes assessments

Remember that the curriculum contains the knowledge and skills that a student needs to master in order to move to the next level. By thinking about how their curriculum is designed, teachers ensure they’ve covered all the necessary requirements. From there, they can start exploring various approaches and teaching methods that can help them achieve their goals.

Download Now: Free Course Planning Template

What are the three models of curriculum design?

There are three models of curriculum design: subject-centered, learner-centered, and problem-centered design.

Subject-centered curriculum design

Subject-centered curriculum design revolves around a particular subject matter or discipline, such as mathematics, literature or biology. This model of curriculum design tends to focus on the subject, rather than the student. It is the most common model of standardized curriculum that can be found in K-12 public schools.

Instructors compile lists of subjects and specific examples of how they should be studied. In higher education, this methodology is typically found in large university or college classes where teachers focus on a particular subject or discipline.

Subject-centered curriculum design is not student-centered, and the model is less concerned with individual learning styles compared to other forms of curriculum design. This can lead to issues with student engagement and motivation and may cause students who are not responsive to this model to fall behind.

Learner-centered curriculum design

Learner-centered curriculum design, by contrast, revolves around student needs, interests and goals. It acknowledges that students are not uniform but individuals, and therefore should not, in all cases, be subject to a standardized curriculum. This approach aims to empower learners to shape their education through choices.

Differentiated instructional plans provide an opportunity to select assignments, teaching and learning experiences, or activities that are timely and relevant. This form of curriculum design has been shown to engage and motivate students. The drawback to this form of curriculum design is that it can create pressure to form content around the learning needs and preferences of students. These insights can be challenging to glean in an online or hybrid learning environment. Balancing individual student interests with the course’s required outcomes could prove to be a daunting task. Download our free course planning template that takes a learner-centered approach to building your curriculum.

Problem-centered curriculum design

Problem-centered curriculum design teaches students how to look at a problem and formulate a solution. A problem-centered curriculum model helps students engage in authentic learning because they’re exposed to real-life issues and skills, which are transferable to the real world. Problem-centered curriculum design has been shown to increase the relevance of the curriculum and encourages creativity, innovation and collaboration in the classroom. The drawback to this model is that the individual needs and interests of students aren’t always accounted for.

By considering all three models of curriculum design before they begin planning, instructors can choose the model that is best suited to both their students and their course.

Download: Free Course Planning Template

What are the different types of curriculum development?

Current curriculum can be broken down into two broad categories: the product category and the process category. The product category is results-oriented. Grades are the prime objective, with the focus lying more on the finished product rather than on the learning process. The process category, however, is more open-ended, and focuses on how learning develops over a period of time. These two categories need to be taken into account when developing curriculum.

What is curriculum planning?

Curriculum planning involves implementing different instructional strategies and organizational methods that are focused on achieving optimal student development and student learning outcomes. Instructors might structure their curriculum around daily lesson plans, a specific assignment, a chunk of coursework, certain units within a class, or an entire educational program.

During the curriculum planning phase, educators consider factors that might complement or hinder their lesson. These include institutional requirements, for example. Each administrator at a university or college will have guidelines, principles and a framework that instructors are required to reference as they build out their curricula. Educators are responsible for ensuring that their curriculum planning meets students’ educational needs, and that the materials used are current and comprehensive.

Educators should employ the curriculum process that best incorporates the six components of effective teaching. These components are applicable at both the undergraduate and graduate level:

• To demonstrate knowledge of content
• To demonstrate the knowledge of students
• To select suitable instructional strategy goals
• To demonstrate knowledge of resources
• To design coherent instruction
• To assess student learning

What is curriculum development and renewal?

Curriculum development and renewal are vital components of higher education course planning, as they are critical for maintaining the quality and relevance of academic programs. Curriculum development involves the strategic design and creation of educational pathways, ensuring that courses align with institutional objectives and evolving industry needs. It encompasses the establishment of clear learning outcomes, pedagogical approaches, and assessment methods. Given the constantly changing educational landscape, curriculum development is crucial to incorporating emerging knowledge, technologies, and instructional strategies, fostering dynamic and engaging learning experiences. Regular review and updates are essential to keep the curriculum current, reflecting the dynamic nature of disciplines and the evolving requirements of the job market.

Curriculum renewal is equally indispensable, as it allows institutions to revisit and refresh existing academic programs, thus enhancing their quality and continued relevance. It responds to the recognition that curricular content and instructional methods may become outdated over time, necessitating adjustments to maintain program effectiveness. Curriculum renewal involves a comprehensive analysis of program outcomes, stakeholder feedback, and assessment data, ultimately leading to curriculum redesign, the integration of emerging best practices, or the development of new courses and concentrations. The primary aim of curriculum renewal is to ensure that higher education institutions offer programs that equip students with the knowledge and skills needed for success in an ever-changing world while adhering to the expectations of accreditation bodies and the needs of employers, thereby ensuring the value and competitiveness of their educational offerings.

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What’s the difference between curriculum development and curriculum design?

Curriculum development and curriculum design are two interrelated but distinct processes in the field of higher education. Curriculum development involves the overarching conceptualization and creation of a curriculum, often guided by educational goals, institutional mission, and learner needs. It encompasses the identification of key learning outcomes, the selection of appropriate content, and the sequencing of courses or modules. Curriculum development also involves decisions about assessment strategies, teaching methods, and the overall structure of the educational program. It’s a strategic and long-term endeavor that sets the direction for the educational experience.

Conversely, curriculum design refers to the more detailed and tactical aspects of implementing the curriculum that has been developed. It involves crafting the specific learning materials, activities, and assessments to achieve the established goals and outcomes. Curriculum design focuses on the day-to-day organization of individual courses, determining the order and timing of lessons, and creating instructional materials, such as syllabi, assignments, and assessments. It’s about translating the broader curriculum into practical, actionable plans that educators can use to guide their teaching and students can use to navigate their learning journey. In essence, curriculum development sets the vision, while curriculum design brings that vision to life in the classroom.

How to create your own college curriculum [with free course planning template]

Now that we’ve outlined the three models of curriculum development, how do you get started on building out your own course plan? An effective course plan will highlight your proposed curriculum for the semester along with your individual lesson plans. Developing an engaging course plan means considering how learning occurs before, during and after your class. Here are some factors to consider.

• Before your lesson, consider your learning objectives and source meaningful content
• During your lesson, administer relevant formative assessments to gauge pre-existing—and current—understanding of course concepts
• After your lesson, determine what students have learned by facilitating summative assessments

A thoughtful course plan is an essential piece of the instructional design process. Not only does it help you track progress towards your learning objectives, it ensures lectures are balanced with adequate opportunities for reflection, application of knowledge and community building. Here are a few questions to ask yourself pertaining to your learning objectives, assessments and course content.

These steps and questions are only just the tip of the iceberg. Depending on the curriculum model, educators must make a concerted effort to design and deliver content that strengthens a sense of belonging, participation and performance in and out of class.

Curriculum design tips

These curriculum design tips can help higher education instructors manage every step of designing their classroom curriculum:

• Identify stakeholder needs as early as possible when designing the curriculum. By conducting data analysis on a group of learners, instructors can uncover data what learners already know and what they still need to learn, in order to be proficient in a particular area or skill. It may also include information about a student’s strengths and weaknesses.
• Try making a curriculum map in order to evaluate the order and flow of instruction. Curriculum mapping provides educators with indexes or visual diagrams of a curriculum. This way, educators can easily identify potential learning gaps, repetition or ordering issues in instruction plans.
• Establish evaluation methods that will be implemented throughout the duration of the term to better understand instructor and learner achievement, as well as the efficacy of the curriculum. Evaluation will help instructors better understand if the curriculum design is achieving its desired results. The most effective evaluation is summative, and ongoing throughout the duration of the term. 
• Remember that curriculum design is not a one-step process; continuous improvement is a necessity. The design of the curriculum should be assessed periodically and refined based on assessment data. This may involve making alterations to the design partway through the course to ensure that learning outcomes or a certain level of proficiency will be achieved at the end of the course.

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Conclusion

Developing, designing and implementing an education curriculum is no easy task—especially with online and hybrid learning. With educational technology playing an increasingly essential role in higher education and with today’s diverse student body, instructors have their work cut out for them. But by following the fundamental guidelines and framework of curriculum development, educators will be setting themselves—and their students—up for long-term success.

The post Curriculum Development and the 3 Models [+ Free Course Plan Template] appeared first on Top Hat.

There are many reasons why students and professors struggle with work-life balance. Rigorous academic demands are ever present, in the form of coursework, deadlines and extracurricular activities. In the pursuit of academic success, a culture of overachievement prevails, encouraging students and professors alike to continuously push their boundaries. Of course it doesn’t help that modern technology blurs the lines between work and personal life. What’s more, for both early-career academics and students striving for future career prospects, the fear of job insecurity can drive them to overcommit and sacrifice personal time for professional advancement.

If you’re currently a student or professor, do you feel these effects? Do you know someone who does? If you want to better manage your work-life balance, it starts with understanding the factors that contribute to burning out and why work-life balance is so important.

What is work-life balance?

For both professors and students in higher education, work-life balance signifies the art of effectively juggling academic commitments and personal well-being. It involves skillfully managing the demands of lectures, assignments, research projects, and exams while also carving out time for family, relaxation, and pursuing passions. 

Attaining work-life balance empowers professors to deliver engaging lectures, mentor students, and contribute to scholarly pursuits while maintaining their own mental and emotional vitality. Similarly, for students, this balance ensures the capacity to excel academically while nurturing personal growth, social connections, and holistic well-being. By embracing work-life balance, both professors and students can create a richer academic experience that not only encompasses rigorous learning but also a fulfilling personal life.

In this blog post, we will explore why students and professors may struggle with work-life balance, identify factors contributing to stress and burnout, and highlight the importance of achieving equilibrium between professional and personal life.

Why work-life balance is important

Work-life balance fosters overall well-being, enhances productivity, and promotes healthier relationships, allowing individuals to lead fulfilling and sustainable lives. Here are four specific reasons why it’s worth pursuing a better work-life balance.

1. Improved Mental Health: Maintaining a healthy work-life balance allows individuals to recharge and reduce stress, enhancing mental well-being. A refreshed mind is more creative, resilient, and better equipped to handle challenges.
2. Increased Productivity: Research has shown that individuals with a balanced lifestyle are more productive and focused when they are working. By taking time for personal pursuits, professors and students can return to their academic responsibilities with renewed vigor.
3. Stronger Relationships: Nurturing personal relationships outside academia strengthens social support systems, providing emotional sustenance during tough times and fostering a sense of belonging.
4. Enhanced Job Satisfaction: When professors and students can strike a balance between their professional and personal lives, job satisfaction increases. Contentment in one’s work positively impacts the quality of education and research output.

All said, work-life balance is incredibly important, but can be hard to accomplish. We tackle that next.

Factors contributing to stress and burnout

The overwhelming workload, academic pressures, lack of work-life balance, and the constant pursuit of high achievement contribute to stress and burnout for both students and professors in higher education. Here are four contributing factors:

1. Heavy Workloads: Students often juggle multiple courses and academic responsibilities, while professors face a myriad of tasks, including grading, lesson planning, and research commitments. An overwhelming workload can lead to burnout, affecting overall mental and physical health.
2. Research Pressure: In academia, research productivity is a critical metric for success. The pressure to publish papers and secure grants can create significant stress for professors, impacting their work-life balance.
3. Emotional Labor: Both students and professors invest emotional energy in their academic pursuits. Students may feel stressed by exams and performance expectations, while professors may face emotional challenges in managing diverse student needs and dealing with academic pressures.
4. Time Constraints: Balancing academic commitments with personal life can be challenging due to limited time. Finding time for family, hobbies, and self-care can become elusive in the face of packed schedules.

How does student burnout impact work-life balance?

Student burnout is a pervasive and concerning phenomenon characterized by physical and emotional exhaustion, reduced motivation, and a sense of detachment from academic pursuits. It arises from chronic and prolonged exposure to high levels of academic stress, overwhelming workloads, and unrealistic expectations, often compounded by personal pressures and external responsibilities. As students strive for excellence, they may push themselves beyond their limits, sacrificing much-needed rest and leisure time. This relentless pursuit of achievement, coupled with a fear of failure, can lead to a state of burnout, where the initial passion for learning gives way to feelings of disillusionment and apathy.

At the core of student burnout is the imbalance between academic demands and the ability to cope with them effectively. The constant pressure to excel in academics, coupled with the fear of disappointing oneself or others, can create a toxic cycle that erodes mental and physical well-being. As burnout sets in, students may experience difficulty concentrating, a decline in academic performance, and feelings of hopelessness. The toll of burnout extends beyond the classroom, impacting personal relationships, overall life satisfaction, and even physical health. Recognizing the signs of student burnout and implementing proactive measures to promote well-being is essential for fostering a healthier learning environment and ensuring that students can achieve their full potential without compromising their mental and emotional health.

10 work-life balance tips for students and professors

Here are 10 ways students and professors can improve their work-life balance. 

1. Prioritize and Plan: Create a weekly schedule that allocates time for both academic and personal activities. Prioritize essential tasks and set realistic goals to avoid feeling overwhelmed.
2. Set Boundaries: Establish clear boundaries between work and personal life. Avoid checking emails or engaging in academic tasks during designated personal time, and vice versa.
3. Practice Self-Care: Make self-care a priority. Engage in activities that promote relaxation and well-being, such as exercise, meditation, hobbies, or spending time with loved ones.
4. Learn to Say No: It’s essential to recognize your limitations and not overcommit to extracurricular activities or additional academic tasks. Saying no when necessary allows you to protect your time and energy.
5. Delegate and Collaborate: Students and professors can benefit from delegating responsibilities and collaborating with peers. Working together can reduce individual workloads and foster a sense of community.
6. Utilize Campus Resources: Many educational institutions offer resources for stress management and work-life balance. Take advantage of counseling services, wellness programs, and workshops to support your well-being.
7. Create Technology-Free Zones: Designate specific areas or times where technology is off-limits. Disconnecting from screens can help you unwind and focus on personal relationships or relaxation.
8. Communicate Openly: Encourage open communication with professors, students, and colleagues about workloads and stress levels. Understanding each other’s challenges can lead to a more supportive and empathetic academic environment.
9. Plan Short Breaks: Integrate short breaks into your study or work routine. Taking small, refreshing breaks can help maintain focus and prevent burnout during long academic sessions.
10. Reflect and Adapt: Regularly evaluate your work-life balance and adjust your strategies accordingly. Each semester or academic year may bring new challenges, so being flexible and open to adaptation is essential for sustained well-being.

On top of this, here are four valuable resources on work-life balance for students and professors:

1. National Academies of Sciences, Engineering, and Medicine – “Graduate Students and Postdoctoral Researchers: Balancing Family and Work.” This report provides insights and recommendations for balancing academic pursuits with family life for graduate students and postdoctoral researchers. It offers valuable strategies and resources to manage work-life challenges in academia.
2. The JED Foundation – “Love is Louder’s Guide to Finding Your Happy Place.” This guide focuses on mental health and well-being for college students, offering practical tips for achieving work-life balance, managing stress, and building a support system. The JED Foundation is dedicated to promoting emotional health and preventing suicide among young adults. 
3. Inside Higher Ed – “Work-Life Balance in Higher Ed” Series. Inside Higher Ed features a collection of articles, webinars, and resources addressing work-life balance issues in academia. From managing workloads to navigating personal challenges, this series provides valuable insights and expert advice for both professors and students.
4. Mindful – “The Mindful Guide to Academic Success.” This resource offers mindfulness-based strategies for students and professors to manage stress, increase focus, and achieve work-life balance. Mindfulness practices can promote overall well-being and help maintain equilibrium between academic responsibilities and personal life. 

These resources cover a wide range of work-life balance topics and can provide valuable guidance and support to students and professors navigating the challenges of academia while prioritizing their well-being and personal lives.

Conclusion

Achieving work-life balance in the demanding world of higher education is an ongoing journey that requires conscious effort and commitment. By implementing these ten practical tips, both students and professors can create a more harmonious and fulfilling academic experience. Prioritizing self-care, setting boundaries, and fostering open communication within the academic community can lead to improved mental health, enhanced productivity, and a more vibrant and supportive learning environment. Remember, taking care of yourself is not a luxury; it’s an investment in your overall well-being and academic success.

Want to determine your own work-life balance? Take our interactive quiz below.

The post How to Manage Academic Work-Life Balance appeared first on Top Hat.

In this guide, you will:

• Learn what teaching styles are and how they impact learning
• Get teaching styles examples and resources
• Review an inventory of different teaching styles, informed by higher ed experts like Anthony Grasha, Kay Mohanna, Ruth Chambers and David Walls
• Receive methods for experimenting with a range of different teaching styles (including the demonstrator and facilitator teaching styles) to improve your course delivery

1. What are teaching styles?

Teaching styles are linked to a professor’s educational value system and stem from their philosophy of education. Being aware of your own teaching style (or styles) can help you improve your teaching methods, by designing your course to increase student engagement and, ultimately, enhance student outcomes. The types of teaching styles you adopt will depend on your course goals, course material and learning objectives.

Teaching styles not only refer to the instructional strategies and methods employed but also the use of certain types of rhetoric. In fact, Daniel K. Schneider, an associate professor at TECFA, a research and training unit in the faculty of psychology and education at the University of Geneva, says that educators are usually not aware of their own teaching style and it could even be described as an “emergent property.”

One educator, for example, might be more teacher-centered, viewing themselves as an authority figure on a particular topic. Another, meanwhile, might approach teaching from a mentorship perspective, functioning more in an advisory role and giving students the latitude to work more independently. Neither would be making a necessarily conscious decision to teach in that way.

Anthony Grasha, the late Professor of Psychology at the University of Cincinnati, and a noted expert on teaching styles defined five types of teaching methods: expert, formal authority, personal model, facilitator and delegator. Ideally, educators can experiment with multiple styles, consider their strengths and develop an approach that they’re comfortable with that can maximize student engagement. Often, this will involve making conscious use of a mix of teaching styles.

2. How different teaching styles affect learning

Harry and Rosemary Wong, former teachers and co-authors of The First Day of School: How to be an Effective Teacher and The Classroom Management Book, believe that there are three goals of teaching styles: to develop effective classroom management skills, to achieve lesson mastery and to have positive expectations.

Teaching styles can vary considerably based on individual classroom settings, the subject you’re teaching and the diverse group of students in your class. An authority or lecture-based teaching style, for example, is well-suited to large classes and subjects that require heavy memorization, like history. A delegator or group teaching style might be more conducive to subjects that require lab activity, like chemistry, or subjects that involve significant feedback, like debate and creative writing. In the latter style, the teacher inspires and observes rather than recites facts.

The goal of any teaching style is to remain focused on teaching objectives and engaging students as best you can. Not all students respond well to a particular style, which is why many professors who are versed in teaching styles use a combination of them based on the subject matter or environment.

Students are the most important factor in building your course environment: and it’s essential to use a teaching method to engage students at all levels of learning and ability. Using a balanced mix of teaching styles that blend the best of what you have to offer will reach every student effectively.

2.1. A teaching style inventory made for any course or instructor

The first step in developing and understanding your curriculum delivery is to review a teaching style inventory.² Several resources can offer structure to this self-reflective exercise. The most effective resources that can help you understand the different teaching styles are below.

1. Mohanna, Chambers and Wall’s Staffordshire Evaluation of Teaching Styles (SETS) is a self-evaluation questionnaire and scoring sheet that helps educators select their own teaching style from a list of six options. The types of teaching methods include: a) all-around flexible and adaptable, b) student-centered and sensitive, c) official curriculum, d) straight facts; no-nonsense, e) big conference and f) one-off.³
2. The Teaching Behavior Preferences Survey by Behar and Horenstein (2006), meanwhile, includes statements (such as “My teaching is guided by instructional strategies”) to determine if you are more teacher- or student-centered, and into which of four subdomains you might fall.⁴
3. The Principles of Adult Learning Scale by Conty (1983) includes 44 self-administered questions to determine where you fall on the spectrum of teaching styles.⁵
4. Another option is the Constructionist On-Line Learning Environment Survey by Taylor and Maor (2000), which measures the quality of an online environment and teaching styles.⁶

3. What are the different types of teaching styles?

There’s no canonical group of teaching styles. The concept can be sliced in many different ways in terms of definition. One group of classifications, for example, is based on content while another is based on student communication.

The important consideration is that teaching styles identify the gaps between where learners are and where they need to be and find a way to help bridge that gap.

Teaching styles can range from strict authorities to, more commonly nowadays, those that promote active and collaborative learning. Here are two of the most commonly used sets, which stem from Mohanna, Chambers and Wall’s teaching styles and Grasha’s teaching methods.

3.1. Types of teaching styles proposed by Mohanna, Chambers and Wall

Kay Mohanna, Ruth Chambers and David Wall developed SETS in 2007, to discover if there were distinct teaching styles that could be measured.⁷ They were familiar with the idea of learning styles but felt that these did not take into account the importance of the teacher in the learning process as well. They also wondered if a mismatch between an educator’s teaching style and a student’s preferred learning style could stand in the way of positive educational outcomes.

The researchers analyzed aspects of teaching by studying educational literature and looked for patterns and associations. The themes they came up with fit into six identifiable teaching styles: all-around flexible and adaptable; student-centered, sensitive; official curriculum; straight facts, no-nonsense; big conference; and one-off. From there, they created a self-evaluation questionnaire and scoring sheet to provide professors with personal scores in each type to identify their strongest preferences. Plotting these points onto a Staffordshire Hexagon provides a visual representation of an educator’s personal teaching style matrix.

Below, we break down the six types of teaching styles as proposed by Mohanna, Chambers and Wall.

3.1.1. Student-centered, sensitive

This teaching style emphasizes emotions and gives students more responsibility for their own learning. It’s used by educators who are not comfortable delivering lengthy presentations, or when a subject does not necessarily call for formal lectures. Roleplay and drama can even be involved. For example, professor Sergio Juarez at California State University, Fresno takes an empathetic approach to student assessment. Using a dynamic Top Hat textbook, he allows students to deliver speeches in the language they feel most comfortable in, boosting student engagement and morale.

This student-centered teaching style promotes greater interaction and uses an active learning environment to help students develop critical thinking and meta-cognitive skills. However, this teaching method might not be effective for all students—many people can quickly get frustrated or lose a sense of direction with personal, unsupervised learning. Top Hat’s interactive and inclusive discussion tool sparks conversations where students are invited to share their ideas in a variety of ways, no matter how big the class.

This teaching style is best used in smaller classrooms, and where discovery and exploration would be more effective in the learning process than reciting facts and note-taking. It can be used in disciplines such as medicine and teaching a patient-centered mindset. It’s also ideal for a subject where activities like role-playing, lab work and drama can be used, such as debate and creative writing.

3.1.2. Official curriculum teacher

Teaching styles like this one are for the well-prepared and accredited educator who is aware of and wants to follow the formal curriculum to a tee. As Wall explains, “As well as being familiar with the curriculum statements, this teacher is very careful to match their teaching with these curriculum statements so that over time, the whole curriculum has been properly covered.”

This teaching style focuses on external targets for teaching, as well as faculty development and “teaching the teacher,” and offers dependency and security to instructors and students alike. Knowledge of the curriculum itself, of course, is paramount and this teaching style cannot work without it. However, one major disadvantage to this is that teaching with a structure in place means that one cannot deviate from it, even for subjects that students may find interesting or worth more time. As a result, student engagement can potentially suffer.

3.1.3. Straight facts, no-nonsense

Similar to the official curriculum teaching style, this style describes educators who like to teach facts and figures, typically in a lecture format. These educators are less focused on multi-disciplinary teaching and learning and place more value on specific course material that needs to be taught. It’s most appropriate for students at the beginning of a subject who need to absorb the foundations of a topic. This teaching style also works well for subjects that involve heavy memorization.

Content-based, teaching styles like this align well with the cognitive domain in Bloom’s taxonomy. For skills, Miller’s pyramid may be more useful. But aligning to structure could be hard for educators who prefer to take a more personal approach to their class—the authors recommend anybody who wants to adopt this teaching style attend ‘teach the teacher’ courses.

3.1.4. Big conference

This teaching style is adopted by professors who like to get up on stage in front of a big audience to share their knowledge on a topic. These teachers can potentially be very engaging speakers who can hold students’ interest, even if there is little interaction in class.

This teaching style works well when applied to subjects like psychology, philosophy or law, especially for large first-year courses. Quizzes and polls are one of the best ways to get a read on how your students are progressing. You can use them to highlight concepts in different, interactive ways and encourage student collaboration—but with Top Hat, they also create real-time insights that instantly let you know how your class is doing.

Of course, stage fright or fear of public speaking can be a significant problem for many teachers in this particular teaching style. Being able to network, engage others and engender respect are vital parts of speaking at a conference and teaching in a conference style. And, just because somebody can give a compelling presentation, it doesn’t mean they can necessarily teach. As Chambers says, “Quite often when a charismatic speaker has given a rousing lecture, you can think afterward, ‘Well, what did they actually say?’ and not be able to voice a single take-home message.”

3.1.5. One-off

The one-off teaching style is defined by professors who prefer to deliver small, self-contained bits of teaching on a one-on-one basis versus lecturing on a topic for an hour in front of a big audience. There are no props or fancy presentations—just the teacher and student. It can also cover any impromptu teaching time or guest workshops. The downside to this teaching method is that students often have little-to-no connection with their professor, making learning feel highly impersonal.

“One-off teaching is impersonal, flexible, self-confident, self-contained, resourceful, centered more on the purpose of teaching than learners’ needs [and] discontinuous,” Chambers writes. A one-off teacher ultimately might be brought in to fill a knowledge gap so that curriculum goals can be fulfilled.

3.1.6. All-round: Flexible and adaptable

Those who prefer this teaching style are comfortable using different skills and methods in the classroom. Educators take into account both the environment and individual student needs and adapt on the fly—knowing that students differ in needs and learning styles. The integrated approach is inclusive and allows professors to adjust as needed, thus potentially reaching more students effectively.

Some educators might feel that it’s easier to stick to one teaching style, but a base awareness of different teaching styles and how they can apply to different students is a good first step towards developing an all-around mentality. “The all-around flexible teacher does however possess one skill we should all aspire to as teachers; the main role of any teacher is to create an educational environment that supports learning,” says Mohanna.

3.2. Teaching styles proposed by Grasha

Anthony Grasha coined five approaches to teaching styles in 1996⁸: expert, formal authority, personal model, facilitator and delegator.

Grasha believes that all educators possess each of these five teaching styles to varying degrees, though they gravitate to some more than others. He likens teaching styles to an artist’s palette: the teacher’s primary or dominant teaching style(s) are similar to the foreground of a painting, while the other qualities still exist, but are farther into the background. All styles and colors, however, are needed to some degree to create a painting with dimensions and layers.

Many educators and educational institutions use Grasha’s styles to help define their approaches to learning and teaching. One study with English as a First Language (EFL)⁹ educators found that this group most frequently adopts the facilitator teaching style, followed by delegator, personal, expert and formal authority. The study determined that these types of teaching methods helped create an environment that was more conducive to learning, promoted higher levels of motivation and helped students achieve their goals.

3.2.1. Expert

The expert teaching style defines professors who want to showcase a high level of knowledge and expertise in a subject and use the information to challenge students. The goal is to transmit information to students to prepare them for assignments, exams and further studies. This tremendous knowledge transfer can be helpful for students looking to soak up information from credible resources in their field. But this method can be intimidating for students if it’s overused. And while this style focuses on facts and figures, it might not successfully show the processes used to find answers to problems.

Similar to the official curriculum teaching style—and the one-off style, for parachuted-in knowledge—the expert style is ideal for large and more mature classes in higher education, including introductory sophomore classes where there are countless facts and figures that students need to grasp.

3.2.2. Formal authority

Educators who use the formal authority teaching style establish status among students, clearly define their learning goals and expectations and follow a set list of rules of how things should be done. This teaching style is great for students who need structure since there are clear guidelines and expectations, and an understanding of the acceptable way to do things. 

However, this teaching style can also be too rigid and standardized for many students who appreciate more active learning settings, interaction and better engagement. This teaching method can work effectively in disciplines like law or music where there are established rules that need to be followed, and where an instructor can lead by example by playing an instrument or discussing legal procedures.

3.2.3. Personal model

In the personal model, educators use any opportunity they can to teach by using real-life examples and establishing a prototype of how to think and behave based on their own beliefs and methods. Educators oversee, guide and direct work, but don’t necessarily present themselves as authorities on a subject. Rather, they show students how to do things and encourage them to observe and follow directions to complete tasks. This educator, then, is essentially a role model.

This type of teaching style provides hands-on experience and direct observation. But some educators run the risk of pushing their own way as the best way, which can cause some students to feel inadequate if they can’t live up to the standards. This method could work well, however, in a higher education setting where students already have a good grasp of the material and abstract concepts, and where all students are working on the same level, like in advanced medical studies.

3.2.4. Facilitator

Providing a warm, more emotional climate, the facilitator’s teaching style focuses on teacher-student interaction on a personal level. Students are encouraged to ask questions, explore different options and suggest alternatives, and are guided along the way as they learn by trial and error. The goal is to help students think independently and take more responsibility for their own learning process. Elizabeth Sargent, Biology Lecturer at Georgia Southern University, takes on a facilitator teaching style in her classroom. During assessment time, she asks students to suggest new topics to discuss and debate. Sargent also runs group exams—held before a formal end-of-term test—to allow students to build connections with their peers and to help one another arrive at a solution.

In this teaching style, the instructor works in a more consultative role, providing support and encouragement. This style allows for much greater flexibility in the classroom and focuses on student needs and goals. But it can be time-consuming and ineffective if the subject matter is one where a more direct approach is needed. Some students might also be uncomfortable with a less structured approach. Facilitation can work well in smaller classroom settings or upper-level and graduate courses where creativity and exploration are encouraged, and if students are at a point they feel willing to take risks.

3.2.5. Delegator

The ultimate goal for someone adopting this teaching style is for students to be able to function autonomously, working independently on assignments and projects or as part of small teams with peers. The instructor is available when needed, to be used as a resource. Educators who use the delegator teaching style don’t host formal lectures.

A teaching style like this can help students develop the tools to be confident and independent learners. Still, students who aren’t ready for such autonomy could become anxious and not perform well. This method is great for upper-level studies where students already have an appropriate level of knowledge and don’t need much hand-holding. They are ready to rise to the next level of learning and view the educator as a guide, not someone who’s there for standard instruction.

4. Why teaching styles are important

4.1. Teaching style examples in higher education

Teaching styles used in K-12 classroom settings won’t necessarily work in higher education settings. Younger children will initially respond more to authoritative teaching methods, and while older students might benefit from blended learning or working on their own projects, incoming college students will be expected to do a great deal of research and work on their own.

Many studies have found that there is value in higher education instructors sharing some aspects of their personal lives with students. It humanizes them and makes them appear more relatable and approachable. Doing so could be as simple as mentioning your love of a popular TV series as an aside (bonus points if you can relate it to the course material) or even some family circumstances. “When [a faculty member] shared that she has a daughter beginning college at another university, she showed that she understands from multiple perspectives what it is like to be a college student,” says Dr. Sarah M. Ginsberg, associate professor at Eastern Michigan University, in an essay entitled Shared Characteristics of College Faculty Who Are Effective Communicators.

Content isn’t the be-all, end-all of classroom management. More important than knowing is being able to use effective instructional strategies to share it. In other words, how you teach something is just as important as what you teach.

“I think that deep engagement is really hard work for students. If they become engaged that means they’re applying effort, it means they’re exposing themselves to possible failure, it means they’re taking risks. One of the best ways to engage students is to challenge them. To push them to the outskirts of their ability and even a bit beyond. For all of those reasons, engagement is hard work for students. I view it as offering them an open hand to succeed.”

Professor Sarah Rose Cavanagh, author and psychology professor, author of Hivemind and Spark.

In addition to trying to make your curriculum more personal, seeking feedback from students throughout the year (not just at the end of a course) can help educators gain a better understanding of how well their teaching style is working, and how they can adjust it to better reach students. Technologies like clickers and in-class polls and surveys can help, as well as simply observing student behavior to gauge their interest and enjoyment in the class.

Change doesn’t have to be drastic. Employing simple tactics can go a long way to increasing student engagement. It could be asking students to write their questions, comments or responses on assignments for your feedback—taking some inspiration from the more student-centered teaching styles—or structuring an otherwise lengthy lecture to include breaks, which would require some flexibility in teaching.

4.2. Teaching styles and academic performance

Many studies have found a relationship between teaching styles and academic performance. In Malaysia, one study¹⁰ found a “significant but moderate” relationship between a lecturer’s teaching style and student academic engagement. More support for the relationship between student engagement and a teacher’s teaching style can be found in the OECD Program for International Student Assessment (2000).

A student’s ability and willingness to learn also depends on how suitable a teaching style is to the way they prefer to absorb course material. Psychological investment and the institution’s culture can also impact student participation.

Overall, student involvement is an important predictor of academic performance. The more students are involved in and engaged with their studies, the better they are likely to perform.

4.3. Teaching styles and active learning

Not surprisingly, some teaching styles lend themselves more to active learning than others. Any teaching style that involves less lecture time and more student interaction is conducive to active learning. This includes teaching styles like the delegator, facilitator and personal model in Grasha’s classifications, and the student-centered, sensitive, one-off and all-around, flexible and adaptable teaching methods in Mohanna, Chambers and Wall’s. Any blended teaching style, of course, incorporates some active learning components.

To encourage an active learning environment, and ensure that it thrives, find a comfortable balance between both the cognitive and affective dimensions of teaching and work to develop a genuine relationship with students in some way.

Even if you gravitate more toward an expert or authoritative teaching style, try and make yourself more approachable by carving out some time to create meaningful activities for students. Presentations, demonstrations, and responsive feedback—part of the delegator or facilitator teaching style—are vital aspects of active learning.

Even teaching styles such as formal authority or a one-off lecture can incorporate some active learning strategies. Flipped classrooms can be achieved with a curriculum-based teaching style; a ‘straight facts’ approach melds well with a ‘muddiest point’ exercise.

4.4. Teaching styles versus learning styles

Teaching styles and learning styles can work hand-in-hand. And when they match, it can result in a positive experience all around

Learning styles, in general, describe ways that students prefer to absorb and understand information, and the classifications they put themselves in based on their preferences. Some sets include visual learners, auditory learners, kinesthetic learners or verbal learners. Since there’s no common definition for learning styles, there’s no scientific basis to them: nevertheless, taking the student’s perspective is valuable when considering your teaching style.

Like learning styles, it’s widely acknowledged that teaching styles fall on a spectrum and are contextual rather than fixed. An educator doesn’t necessarily adopt just one type of teaching style but they might employ a secondary or tertiary style when necessary. Or the instructor might switch styles based on subjects, students, course curriculum or other mitigating factors as part of a plan to adopt more effective learning strategies.

At least one study has found a statistically significant correlation between successful teaching styles and learning styles.¹¹ But a mismatch between the two, for example, could in some ways be beneficial for first-year students and those in the early stages of learning. Some students can benefit from being pushed to learn in new ways outside of their comfort zones, and thus develop new learning skills.

Regardless of the primary teaching style, the goal should always be to adopt a balanced method that doesn’t favor one style too much, that is open-minded to different types of teaching and can accommodate different learning styles.

5. How teaching styles can improve student engagement

The teaching style(s) you choose to employ can directly predict student engagement, collaboration and participation. Research shows that when students feel that their teacher is more involved and supportive of their goals, students will be more engaged inside the classroom and, in turn, more likely to perform better academically.¹² For example, the delegator teaching style may require a greater level of effort and persistence on students’ part. The facilitator teaching style prompts students to take the lead in managing discussions and projects, which will simultaneously increase their engagement and sense of agency. Here are some ways that students may feel more involved in the learning process.

• Polls and discussions may encourage students to reflect upon a statement and voice their opinions
• Visual diagrams, 3D simulations and even hands-on dissections can allow students to observe and experiment with something foreign
• Group work and activities can lead to friendly competition and help learners forge connections with their classmates

6. Conclusion

Teaching styles are not set in stone, and course delivery shouldn’t be placed in specific boxes. Every educator falls somewhere on a spectrum, from the authoritative expert to the student-centered facilitator and delegator. More important than defining where you fall on the spectrum—though this is useful to determine—is analyzing and observing your curriculum, students and subject matter and finding the best teaching style to match.

Teaching styles that match students’ learning styles, and that put student needs and learning at the forefront, can lead to more positive academic outcomes. Students tend to be more engaged, and thus better grasp the material.

Educators who are aware of their teaching style, who re-evaluate it, try new things and get feedback from students can take teaching to a new level.

References

1. Bohren, A. (2019, March 8). Teaching styles: Everything you need to know about teaching methods and strategies. CogniFit. https://blog.cognifit.com/teaching-styles/
2. Teaching Styles. (n.d.). Center for Research on Learning & Teaching, University of Michigan. https://crlt.umich.edu/tstrategies/tsts
3. Mohanna, K., Chambers, R., & Wall, D. (2007). Developing your teaching style: increasing effectiveness in healthcare teaching. Postgraduate medical journal, 83(977), 145–147. https://doi.org/10.1136/pgmj.2006.054106
4. Teaching Style. (2018). ART 601: Teaching Assistant Seminar. http://art601.weebly.com/uploads/2/2/5/1/22512830/teaching_style.pdf
5. Principles of Adult Learning Scale. (n.d.). Conti-Creations. http://www.conti-creations.com/Online_Page.htm
6. The Constructivist On-Line Learning Environment Survey (COLLES). (n.d.). Curtin University of Technology. https://surveylearning.moodle.com/colles/
7. Mohanna, K., Chambers, R., & Wall, D. (2008). Your teaching style: A practical guide to understanding, developing and improving. Oxford: Radcliffe.
8. Grasha, A. F. (1994). A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, and Delegator. College Teaching, 42(4). 10.1080/87567555.1994.9926845.
9. Heydarnejad, T., Fatemi, A. H., & Ghonsooly, B. (2017). An Exploration of EFL Teachers’ Teaching Styles and Emotions. Journal of Applied Linguistics and Language Research, 4(2), 26-46.
10. Shaari, A. S., et al. (2014). The Relationship between Lecturers’ Teaching Style and Students’ Academic Engagement. Procedia – Social and Behavioral Sciences, 118. 10.1016/j.sbspro.2014.02.002.
11. Hussain, Nasreen & Ayub, Nadia. (2012). Learning Styles of Students and Teaching Styles of Teachers in Business Education: A Case Study of Pakistan. Procedia – Social and Behavioral Sciences. 69. 10.1016/j.sbspro.2012.12.122.
12. Fall, A.-M. and Roberts, G. (2012), High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35: 787-798. https://doi.org/10.1016/j.adolescence.2011.11.004

The post 11 Teaching Styles to Increase Student Engagement appeared first on Top Hat.

This is the research that Dr. Todd Zakrajsek, Associate Professor in the Department of Family Medicine at the University of North Carolina at Chapel Hill, has immersed himself in for much of his career. As author of The New Science of Learning, Dr. Zakrajsek has tapped into legacy motivational theories to help faculty keep their students interested and engaged in their own learning. We sat down with Dr. Zakrajsek to decode three key theories and uncover tangible ways to help students—and educators—find joy in the classroom.

➝ Free toolkit: Fuel student engagement this semester

Tip #1: Reduce cognitive load where possible | Cognitive load theory

If we gave you a verbal recount of how to get from your university to a Walmart 20 minutes away, chances are you won’t remember more than the second or third street to drive down. That’s because you’re likely to feel cognitively overloaded.

Proposed by Richard Atkinson and Richard Shiffrin in 1968, cognitive load theory relates to the amount of information the brain can absorb at any given time. It’s also why forgetting is so normal. “If you’re teaching new material, you’ll likely max out students’ cognitive load. That’s why it’s so important to mix in breaks and activities to stop and solidify information before moving on,” Dr. Zakrajsek says.

The solution to helping students retain information? Intersperse your lectures with moments of action, discovery and curiosity. Or, as James Lang, author of Distracted: Why Students Can’t Focus and What You Can Do About It, might advise, start thinking like a poet and a playwright to reawaken student attention. Dr. Zakrajsek suggests turning to leaders in the film industry for inspiration. “Filmmakers lay down plot lines and include action scenes so that you won’t have monotony which will shut the brain down,” he shares. He recommends switching things up every 15 minutes in class to avoid students checking out.

Tip #2: Give students a taste of success | Expectancy theory

When you expect to be successful, you’re more likely to work harder towards a task. That’s exactly the science behind the expectancy theory, proposed by Victor Vroom of Yale School of Management in 1964. Dr. Zakrajsek unravels the three components of this theory using the example of a student preparing for an upcoming test.

• Expectancy (Effort): Can a student learn the material just enough to pass their test? If they don’t believe they’re capable, then motivation falls flat.
• Instrumentality (Performance): If a student believes they’re able to pass the test, do they believe they can produce answers that are correct and will lead them to get the overall grade they are after?
• Valence (Reward): How much does a student value achieving an ‘A’ grade in your class?

Keep students motivated by making it clear how to achieve success in your class and how that success will give them an advantage in the future. It could be upper-year course preparedness, an easier transition into the workplace, or at minimum, having the soft skills necessary to excel in an apprenticeship program or co-op.

Tip #3: Promote competence, autonomy and relatedness | Self-determination theory

Determination and motivation go hand in hand. The self-determination theory, proposed by Edward Deci and Richard Ryan in 1985, supports the idea that people are more motivated to take action when they believe doing so will impact the outcome. Related, there are three basic psychological needs all humans (not just students) desire:

• Competence: Gain mastery of one’s environment
• Autonomy: Choose to maintain control of one’s own life and behaviors
• Relatedness: Experience a sense of belonging, care and connection with others

Competence is synonymous with control. “We don’t like the feeling of offering an answer to a question and the teacher telling you that you’re wrong,” says Dr. Zakrajsek. 

Autonomy is all about giving students choice and freedom to influence elements of their learning journey. For instance, you might allow students to weigh in on assignment frequency or format. 

Community also has an outsized impact on the student experience and can even inform patterns in retention. Dr. Zakrajsek’s suggestion: use group work as a means of cultivating peer-peer connections. If you’re met with groans and looks of despair, you’re not alone. “Universally, almost all students don’t like group work. But there’s good evidence that shows if you teach students how to work well in groups, they won’t hate it,” he says. Consider taking a step back and share group roles and responsibilities to help all students contribute fairly and equally.

➝ Plan your best course yet with our new Student Engagement Toolkit

References

1. Reuell, P. (2019, Sept. 4). Lessons in Learning. The Harvard Gazette. https://news.harvard.edu/gazette/story/2019/09/study-shows-that-students-learn-more-when-taking-part-in-classrooms-that-employ-active-learning-strategies/
2. The Treisman Model. (n.d.). Merit Program for Emerging Scholars. https://merit.illinois.edu/for-educators/the-treismans-model/

The post Boosting Joy and Motivation in Class: In Conversation with Dr. Todd Zakrajsek appeared first on Top Hat.

What is a course syllabus?

Before defining a syllabus template, it’s essential to clarify the definition of a course syllabus itself. A course syllabus for higher education contains necessary information about that class. This includes, but is not limited to, the topics to be covered, accommodation and participation policies, learning resources and a list of assignments and their associated weightings. A course syllabus template should also outline learning outcomes as well as rules, expectations and pedagogical practices to get students excited about the term ahead.

→ Download Now: Higher Ed Course Syllabus Template [Free]

Table of Contents

1. What to include in a course syllabus template
2. Why is a course syllabus important?
3. Who should I write my syllabus template for?
4. How to design a course syllabus for an online or in-person course
5. What you can do with a course syllabus template
6. How to make your course syllabus fun and interactive
7. Download a free course syllabus template
8. Conclusion
9. Frequently asked questions

What to include in a course syllabus template

A great deal of information goes into a typical course syllabus template. A syllabus template includes four basic aspects:

1. Information about the instructor
2. Academic and non-academic policies
3. Required texts and supplies
4. Schedule of classes and assignments

The purpose of a course syllabus is to give students a roadmap of what will be expected of them in your class, where to seek support and outlines what students should expect to learn by the end of your course. Our downloadable course syllabus template includes the following sections and information—which will make this essential course document easier to read.

• The basics: Include information about the college, department, term and course credit, course location, the teacher and any co-instructors along with their contact information and office hours. It may also include specific details like email etiquette for students, academic or school policies and, if applicable, a campus Indigenous land acknowledgment statement.
• Table of contents: A section clearly laying out the content and flow of the syllabus with hyperlinked entries to give students the quickest and easiest access to navigate the document.
• About the course: Contextual elements of the course, such as the official course description, objectives, pre-and post-requisites, required resources like textbooks, hardware and software (such as required technology tools and platforms), assignments and assessments overview, learning outcomes, collaboration expectations, and activities and advice on how to be successful in the course.
• Course policies and expectations: This section highlights administrative elements of the course, such as its policies regarding attendance, participation and camera use for online courses, accommodations, computer and Internet access and plagiarism. You can also include a basic needs statement here to direct students who need basic food and housing assistance to the on-campus and external resources that can help them thrive.
• Attendance policy: How many sessions is a student permitted to miss and still pass the course? Is attendance taken each session and, if so, how will it be recorded? What must a student do if they’re going to be absent? How should they make up for any missed coursework? How does lateness affect a student’s grade, and what must a student do if they are going to be late for a session? If your course is asynchronous, how will attendance and participation be measured?
• Participation requirements: Similarly, how much are students expected to participate in the class and how much does this contribute to their grade? What degree of participation do you expect from each student, and what does this look like in practice? Does the course entail lab sessions, tutorials or seminars in which the students are required to participate? Is the course synchronous, asynchronous or blended, and how does that affect your participation expectations of students?
• Behavioral expectations: Outside of participation, how do you expect students to act and treat one another in class? If your course is online, what netiquette guidelines will you provide to your students?
• Academic integrity statement: This is a statement of your expectations and the rules and regulations regarding students’ academic performance in and out of class. If there are any academic prerequisites or corequisites associated with the course, outline them here. This may include not only prior coursework but previously acquired knowledge, skills or abilities you expect from students. This section can also clarify aspects of the course that may commonly confuse students. An important element to clarify is what counts as appropriate collaboration and the boundaries between acceptable paraphrasing and required citation.
• Personal support: For students requiring mental and emotional support, you may include a statement detailing support and services available to them through the school or local community. 
• Course schedule or calendar: The final section of your college course syllabus should include a clear and detailed outline of the course schedule over the calendar term, including important deadlines and exam or assessment dates.

Why is a course syllabus important?

The value of a course syllabus cannot be overlooked. Research shows that 92 percent of General Psychology university students keep their syllabus in their notebook or binder through at least three quarters of the semester. The same study also indicates that more than 62 percent of students turn to the course syllabus to gauge whether there will be a scheduled quiz during their next lecture. Fifty-seven percent of students regularly reviewed the syllabus to understand what topics and readings would be covered in that day’s class.

In any postsecondary course, a syllabus is one of the initial points of contact between an educator and student. It serves as a central source of information about a course that all students can refer to anytime they have a question to ensure they receive the same uniform answer. The course syllabus can be referred to when building out your class administration—whether in Top Hat or another educational technology platform. Regardless of whether you’re running an in-person class or a synchronous or asynchronous online course, our syllabus template can be edited to fit the needs of any teaching environment.

No matter what course you teach, the purpose of a course syllabus remains the same. A course syllabus serves as a contract, a permanent record and a learning tool. The ideal course syllabus takes all three of those objectives into account in its crafting. Later on, we’ll explore the three purposes of class syllabi in depth.

A course syllabus template can help you make sure you have all necessary information listed around course policies, accommodation guidelines and assessments. Syllabus templates may additionally offer guidelines on how to write different sections with inclusivity in mind. Some universities also offer syllabus templates that offer tactics on making your course document approachable and appealing to Generation Z.

Who should I write my syllabus template for?

When crafting a college syllabus template, it’s critical to keep in mind your audience. While your students may be the primary focus, they are far from the only readers. You should also craft your course syllabus with colleagues and administrators at your school in mind.

The educator

A syllabus is important to you, the educator, because it prompts you to think about how you’ll prepare for and spend each day of the program. It serves as a reminder of what’s coming up next and ensures you stay on track in meeting your course objectives. Giving students a comprehensive syllabus also frees up your time to focus on areas that require specialized attention, like developing lesson plans, grading papers and checking in with students on their progress.

The student

For students, a syllabus helps set them up for success by giving them all they need to know to excel in the class. The ideal course syllabus is a student’s complete guide to the class they have enrolled in. By reviewing the course syllabus closely, a student should be able to understand exactly what will be expected of them in the course. They should also be able to identify the specific activities and assignments they must complete in order to pass the course.

When students have access to all required materials in a single view, they’re more likely to succeed. “All the assignments were in the same place and we were able to work ahead. I got As in all my Top Hat classes,” shares one Business student from a recent student survey. Our syllabus template offers pre-written course policies, accommodation guidelines and more accessible from a single document.

Colleagues

Your syllabus is important to your colleagues in case any of them have to fill in for you during an absence. It can also help new instructors take over your role if you’re promoted or take on a teaching position at a different institution. You might also compare your syllabus with a colleague teaching the same course as you. Doing so will ensure that both of you are delivering an equivalent educational experience regardless of which class students have enrolled in.

Administrators

Administrators will likely use your syllabus to ensure that your course is consistent with the department it falls under, with the school’s expectations and teaching philosophy and with the larger standards of the state. Sometimes, complying with certain state standards in your course syllabus is necessary in order for your school or program to receive funding.

The two main groups that will likely rely on syllabus templates are educators and administrators. Administrators may mandate their staff to use a particular syllabus template to ensure all students receive the same quality and course experience, no matter what year or discipline they’re in. Educators can also use college syllabus templates to guide them in writing the various components of this essential course document.

How to design a course syllabus for an online or in-person course

No two course syllabi are alike. While each individual syllabus will contain some of the aforementioned elements, differences will always exist due to teaching modality. The format of online courses, such as synchronous and asynchronous, will also inform what information is included on the syllabus.

Syllabus examples for synchronous vs. asynchronous courses

A syllabus will differ depending on whether you’ll be conducting the course in a synchronous, asynchronous or blended format. It helps to understand the differences between these approaches. 

• In synchronous learning, the students and teacher all meet together in the same place and time, even if that “place” is online, such as a video conference. Students access activities, resources and course content at a specified time and place. In some cases, students taught synchronously may still have some control over their pace. Students also have direct and immediate access to teachers and peer support while undertaking tasks and assignments.

Synchronous learning allows for greater class engagement, dynamic learning and educational depth. However, it imposes a rigid schedule and the possibility of certain logistical difficulties, such as access to a computer and reliable Internet.

• In asynchronous learning, students move through the coursework at their own pace. Students can access course materials and work on their studies from anywhere that offers an Internet connection. In some cases, students can even download coursework and materials in advance of their study time so they can work when and where a computer or Internet connection may be lacking. 

Students are fully in charge of the time, place and pace of their learning and complete all tasks and assignments independently. Asynchronous learning allows for greater flexibility. However, it can also involve greater isolation and the potential for apathy and technical difficulties, such as computer software errors and Internet access issues.

• In blended learning, some of the coursework is conducted in real-time. Students and instructors meet at the same time and location to conduct some course activities. Other work is conducted on the student’s own time. An example of blended learning is low-residency programs. In these programs, students meet with teachers and each other on campus for a brief period at the start of each term. Then, they conduct their studies for the remainder of the term asynchronously at home on their own time.

Considering the differences between synchronous, asynchronous and blended learning, it’s easy to see how a course syllabus for each should be adapted accordingly.

• For a synchronous course: The times and locations of each class session and exam will be strictly scheduled. Attendance, lateness and absence policies are typically detailed in the course policies section.
• For an asynchronous course: A greater focus is placed on due dates and deadlines. As long as a student reviews materials and completes assignments, exams and other assessments within the expected timeframe, they remain in good standing. Course policies for this type of course may place a greater focus on academic integrity than attendance and participation. A course syllabus for asynchronous learning should also detail exactly how students will be assessed and what learning outcomes they should strive for.
• For a blended course: Synchronous and asynchronous elements of the course must each be delineated. While both elements must be scheduled, students need to be clear on which require real-time, in-person participation and which aspects are merely deadlines and due dates. Course policies may focus strongly on participation, given the opportunities to do so will be limited.

What to include in an online course syllabus

As classes continue to be offered in virtual modalities, it’s important to note some of the differences between online and blended courses.

For an online course course syllabus, be sure to include:

• Unit of time: Do you use a weekly time frame or more flexible modules to structure the course? If using a weekly time frame, consider making assignments due at the end of each weekly period. If using modules, incorporate regular check-ins or incremental due dates to maintain consistent contact with students and encourage progress.
• Weekly structure: On what days does each weekly period begin and end? This can help students better organize their time in the lead up to each assignment and avoid lateness. It can also keep students from attempting to contact you during times you don’t wish to be contacted.
• Workload: Include a rough idea of how much time students are expected to commit to coursework each week. You may even include additional guidance on the degree of motivation and self-discipline necessary to succeed in the course.
• Type(s) of learning: Online courses can be synchronous, asynchronous or blended. Let students know in the online syllabus what type or types of learning will take place in the course and the procedures and expectations for each. How will classroom discussions take place: in a schedule, real-time chat or over an asynchronous forum?

An online course syllabus template may also include information on where and how students can obtain technical support and what software or services students should use to communicate with peers and instructors. 

An online course syllabus is also a good place to remind students of protocol associated with the technologies and platforms you’ve chosen for your class. As with any course document, you should also include tips and advice on how to succeed in the course.

What you can do with a course syllabus template

The majority of course syllabus templates are completely editable. That means you may add, delete, alter and reshuffle any of the content to suit your specific needs.

Most syllabus templates aren’t meant to be copied and submitted to students as-is. Instead, each section provides prompts to effectively draft each section. It’s up to you to pick and choose which criteria to include and how to present it.

For the best use of these free course syllabus templates, be sure to reflect yourself, your teaching philosophy and your own unique points of focus. Apply your own personality to your college syllabus template. Consider using this template to give your students a sense of your teaching style. You can even create an interactive syllabus template by using colors and, if appropriate, including images, GIFs, fun facts or interesting links.

Make sure your final course syllabus demonstrates empathy for the learning process. This is also a critical opportunity to convey respect for students’ time and learning challenges, particularly if you’re teaching a remote or blended course.

→ Download a sample syllabus template with easy-to-follow directions

How to make your course syllabus fun and interactive

As long as your course syllabus contains all essential information, this important class document doesn’t have to be stale and boring. Instructors far and wide have come up with different types of creative, innovative syllabi. 

For example, if you’re savvy with graphic design software, you can create a graphical syllabus, also known as a ‘visual’ syllabus. This may include images, charts and graphs, like an infographic. Similarly, you can parse out the information you need to convey in bite-sized chunks by creating a PowerPoint document.

Some tips for an effective graphic syllabus:

• For a college syllabus template, limit your choice of colors to avoid visually overwhelming students.
• Keep the design relatively simple, avoiding clutter and allowing for plenty of space to maintain readability and flow. Avoid intricate, hi-res graphics, as well. Instead, use simpler line drawings and vector images.
• Use basic fonts, avoiding anything too fancy that may be hard for some to read.
• If your students will be downloading the document to print on their own, keep the document and pixel size to a reasonable level so accessing it doesn’t become prohibitive. Creating a syllabus template in Google Docs is a great way to ensure it is accessible for students.

Understanding how to develop a great syllabus means defining the roles and responsibilities of teacher and student alike and presenting a clear assertion of the course’s intended learning outcomes. Ideally, it should establish procedures and standards for assessment and apprise students of all logistics about the course. This, in turn, helps create a clear channel for communication between students and instructors. 

Captivate student attention from day one by watching our on-demand session for building an interactive course syllabus.

Download a free course syllabus template

This free, course syllabus template is ready to use upon download and works as a Microsoft Word or Google Docs file. Simply open the course syllabus template in your preferred program and begin entering in your responses to each of the prompts in the text boxes provided. It’s really as simple as that.

→ Download our free sample syllabus template for higher ed instructors today

Conclusion

College students are expected to be more self-directed and accountable for their learning progress than students in primary and secondary educational environments. A course syllabus must therefore be designed with self-directed learning in mind. Postsecondary students may also have greater demands outside of class. It’s why giving students a complete view of assignments, exam dates and deadlines to schedule into their calendars is particularly important in avoiding conflicts. 

On a purely administrative level, a course syllabus may also require more detailed information about the credits a student earns for completing the course and the exact times and locations on campus or virtually for any classes, conferences or labs. Make your next class accessible, inclusive and effective by referring to our course syllabus template for higher ed instructors—downloadable for free.

Frequently asked questions

1. What is a course syllabus template used for?

If a course syllabus is a student’s guide to a course, a college syllabus template is a teacher’s guide to creating an effective syllabus. Rather than merely provide instructions, like a tutorial, a template provides prompts for certain specific information and gives you the spaces in which to enter it. Then, when it’s completed, the course syllabus template allows you to print out a ready-to-use course syllabus you can distribute immediately to your next group of students.

Some syllabus templates may already be pre-written for arts, STEM and social science courses. Contrastingly, you may be able to download a free syllabus template, which you can adapt to the needs of your course and students.

2. What are some well-designed examples of course syllabi?

No matter how many students are in your next course or what subject matter you teach, well-designed syllabus templates can help your students feel motivated and supported from the beginning of the semester. We share effective syllabus examples below for you to base your own document around.

• The University of Nebraska-Lincoln’s course syllabus template clearly outlines the various parts of an effective syllabus, along with grading guidelines. Including a course calendar in your own syllabus can further make it easy for students to stay on track, while letting advanced students read ahead.
• The University of Wisconsin-Stevens Point’s college course syllabus template offers guidelines for writing the five major sections of any class syllabus: course information, course learning outcomes, topic schedule, grading policy and course policies. This syllabus is an effective example since it also provides clear netiquette tips for online classes—which can be applied to any hybrid or blended course as well.
• The University of South Carolina Center for Teaching Excellence offers three free, syllabus examples that are designed for face-to-face, online and blended courses. These syllabi examples outline how to write each section effectively, while the university also offers syllabus best practices for faculty. You’ll learn what pieces are essential to include on your next syllabus, no matter what modality you choose to teach in.

3. Tips for editing your course syllabus template

Once you’ve completed a draft of your class syllabus template, try and read it through the eyes of your students. Imagine you know nothing about yourself or the course, and see if your syllabus provides a clear and cogent idea of who you are, what the course is about, how it is structured, what the student will get out of it and why you are qualified to teach this course. 

Another powerful way to sharpen your course syllabus before sharing with students is to submit it to colleagues in your department for peer review. This certainly doesn’t take the place of your own meticulous self-review, but it can give you the benefits of a fresh, unbiased set of eyes. In particular, ask your chosen peer-reviewers to identify anything that may be confusing and any gaps that may need filling.

Use the following syllabus checklist for additional questions you can ask both in your self-review and peer-review of your course syllabus:

• Is the description of your course thorough enough to inform the reader of the value of the course content and the instructional methods you plan to use?
• Are all the required materials, supplies, texts and prerequisites listed essential to the course, and do they each contribute to achieving the learning outcomes of the course?
• Have you included sufficient details about the structure of the course to distinguish it from other classes on similar subjects?
• Are the learning outcomes clearly described, and are they appropriate for student learning at that level?
• Are the assessment methods outlined clearly, and are they appropriate for student learning at that level?
• Have you identified the components and course activities that will run in person and online, both synchronous and asynchronous?
• Do students clearly know where to seek support when facing financial, socioeconomic or basic needs concerns?

→ Download your free, customizable syllabus template today

The post The Ultimate Guide to Creating a Course Syllabus appeared first on Top Hat.

Prioritizing diversity in your syllabus goes beyond selecting work from scholars of color. We recommend four strategies to guide you in advancing diversity, equity and inclusion when compiling your reading list. Plus, we spotlight how Top Hat can make the reading experience more representative and reflective of your cohort.

1. Assess which narratives are missing

All students want their unique identities and backgrounds to be reflected within your chosen course materials. As you begin to select your required readings for the term, examine which historical narratives are missing. For instance, are Latinx peoples adequately represented in a required reading about the civil rights movement? Are the contributions of Black women fairly portrayed in your STEM syllabus? If you’re unsure how to find and incorporate diverse authors into your reading list, refer to this guide by George Mason University. You’ll find database suggestions that specifically highlight marginalized voices—such as GenderWatch that advances women’s and 2SLGBTQ+ research—as well as a list of diverse authors in your field.

Top Hat’s dynamic courseware allows faculty to promote a more inclusive reading experience. Jennifer Donovan, Associate Teaching Professor of Chemistry at Arizona State University, authored a bespoke title, Introductory Chemistry, with Top Hat. In doing so, she was better able to celebrate the contributions of women and underrepresented communities that often get overlooked in the STEM field. As an example, Donovan customized her chapter on DNA to ensure the work of Rosalind Franklin—a scholar who is often excluded when discussing the molecular structure of DNA—was adequately spotlighted. 

2. Balance a variety of content formats

Representation often refers to the granular topics and diverse authors listed on your reading list. But going one level deeper, diversifying your materials means choosing different mediums for students to absorb knowledge. For instance, you might balance textbook readings with TED Talks, podcasts and online simulations for students to put their understanding to the test. This idea ladders up to Universal Design for Learning: a framework that involves using a variety of teaching methods to best serve all students. One of three tenets, striving for ‘Multiple Means of Representation’ involves presenting material in accessible ways. In doing so, you’ll be more equipped to support those with learning disabilities, neurodivergent students and those who consider themselves visual or kinesthetic learners. 

As you source your new set of course materials, consider asking yourself the following questions.

• Have I supplemented my readings with visual aids such as photographs, videos, diagrams and interactive simulations?
• Have I added alternative text to imagery?
• Have I enabled closed captioning on any media I have selected?
• Have I posted electronic equivalents of paper handouts?
• Have I shared my course materials online in advance of the start of the semester?
• Are my required textbooks available in my university’s library for students to loan?
• Are my course materials compatible with text-to-speech software?

For more suggestions on incorporating diverse content formats into your classroom, refer to this guide prepared by the University of Saskatchewan.

3. Consider adding a Diversity Statement to your syllabus

There are several opportunities beyond your reading list where you can remind students that they belong. Adding a diversity statement to your syllabus can be a great place to begin. This statement signals why diverse authors from historically marginalized backgrounds were chosen for your reading list. This short blurb also surfaces norms and expectations for inviting students to discuss sensitive topics related to race, gender and politics, depending on your subject matter. You might use this as an opportunity to share how disagreements between students will be handled should they arise during class discussions. Check out these sample diversity statements compiled by instructors at Yale University and customize these to fit your curriculum needs.

4. Give your students greater say

Mixing up the format and content of your readings doesn’t start and end with you. Allow your students to request that a certain piece of media be added to your reading list at the start of the semester. By inviting students to pitch newspaper articles, journals, TED talks, podcast episodes or even reality TV episodes into your syllabus, they’ll automatically feel as if their voices are being heard, and more importantly, valued. Consider using a Google Form or your LMS to host a discussion where students can drop links at their leisure. You might also use Top Hat’s classroom discussion tools to let students anonymously share any suggested materials they’d like their peers to read.

See how Top Hat Pages allows you to personalize class readings with real-time events, lived experiences and historical milestones to make learning more representative. Watch the video below to hear how four professors have made classroom readings more diverse and timely.

References

1. Flaherty, C. (2023, Feb. 13). Survey: Students Cite Barriers to Success, Seek Flexibility. Inside Higher Ed. https://www.insidehighered.com/news/student-success/academic-life/2023/02/13/survey-top-five-barriers-student-success

The post 4 Ways to Diversify Your Class Reading List appeared first on Top Hat.

→ Explore our suite of engaging interactive learning tools

1. Assign homework to specific students

Shore up learning gaps sooner rather than later. With personalized data delivered to your inbox every week, identify which students didn’t answer discussion or poll questions in your lecture and re-assign your PowerPoint slides to this group as homework. This will give students a chance to refresh themselves on your material, which may prove especially beneficial for those who weren’t able to join your class live. Learn more about assigning homework to specific students here.

2. Make your discussion and poll questions media-rich

Give students an interactive assessment experience. You may know how to add videos or simulations to your Pages, but you can also directly embed media into your quiz questions. Not only will students get a more dynamic, immersive learning experience, they’ll get an opportunity to consume your course material in a different medium. Plus, using videos in your quiz questions makes for a more engaging alternative to the static Scantron or multiple-choice test. Learn more about using videos in questions or discussions here.

3. Give students a blank canvas to show what they know

The principle of ‘show, don’t tell’ holds true in the higher ed classroom. Let your students respond to a discussion with a drawing—allowing learners to visually express their understanding of course concepts. This feature works wonders in disciplines like economics, where drawing supply and demand curves may be more effective than asking students to express these trends in words. Discover how to let students respond using a drawing here.

4. Offer line-by-line feedback on document submissions

Enjoy feedback functionality that will be familiar to those who regularly use Google Docs. Using our file submission question, students are able to upload PDFs, lab templates or spreadsheets to Top Hat. Take your feedback to another level by offering annotated comments at various points in PDF or image submissions. This level of detailed commentary allows students to fully understand their own learning gaps, while giving you an opportunity to flag specific areas for improvement in advance of a high-stakes assessment. Learn more about how to leave detailed feedback in PDF file submissions here.

5. Measure comprehension of the same concept over time

If you’re preparing students for an exam and want to check their understanding of tricky concepts multiple times, this feature is for you. Compare student comprehension over a period of your choosing by keeping a record of responses to the same question asked more than once. After enabling this feature, you’ll be able to compare responses submitted on date X with date Y, seeing what percentage of students answered a particular way and letting you adapt your instruction accordingly. Explore how to create multiple question report sessions for your next quiz here.

6. Annotate your slideshow with whiteboard sketches

Sometimes, visually explaining a new concept can be easier than describing it in words. Top Hat’s Whiteboard Sketch tool allows you to insert blank slides into your slideshow, which you can then draw on in real time. For instance, complement a presentation on mitosis by drawing out the various stages live, answering student questions along the way. This tool doesn’t just allow for richer, more detailed discussions, it ensures students get a visual depiction of challenging concepts before moving on to your next topic. Learn how to embed interactive elements into your slides here.

7. Embed iFrames to create a truly interactive learning experience

Tailor your learning materials to the needs of Generation Z. When creating assessments, homework or customizing chapter readings in Pages, use iFrames to link to media such as podcasts, websites, simulations and GIFs. Open the interactive toolbar in your page, select the iFrame option and paste your desired link in the field. Learn how to embed iFrames in your course content here.

8. Use Presenter View to view personal notes and real-time responses

In a single view, get all the information you need to deliver a high-quality presentation. Use Presenter View to get a second screen that’s only accessible to you. View lecture notes that you added into your slide deck and get a live report of students’ responses as they answer questions live. Plus, preview which slide is next—and shift your conversation with students accordingly. Explore the power of Presenter View in helping you deliver an impactful slideshow here.

9. Save time building and managing exams with Assessment Space

Assessment time shouldn’t be daunting for your students—or you. Assessment Space is a new test creation tool that will allow you to import questions from your courses, create new questions, delete and adjust question point values in bulk and randomize questions for easy exam versioning. Plus, for select titles, you can access a pre-built question bank tagged by criteria such as chapter, difficulty, and Bloom’s Taxonomy level to promote higher-order thinking. Students also enjoy peace of mind when writing a test. Answers to exam questions are now automatically saved and will be turned in when an exam closes (even if the student doesn’t complete their full test). Students will be able to mark certain questions ‘for review’ during their test, ensuring they don’t waste their precious time on difficult questions up front. Read more about our latest assessment advancements here.

10. Keep your course textbook fresh and relevant with in-app content updates

Give students a learning experience that mirrors the world around them. Incorporate the latest content updates without losing any customizations in your interactive Top Hat textbook. You’ll be alerted whenever new author-created content is available for your text and will be given a chance to review all updates before accepting or rejecting them. This functionality ensures that educators have access to the latest content when it becomes available, on their own terms. In-app content updates are currently available in beta format for select Top Hat textbooks. Discover how our content enhancements make it easy to keep any textbook up-to-date here.

→ Make teaching more meaningful, personalized and equitable with Top Hat

The post 10 Top Hat Tips for a More Engaging Semester appeared first on Top Hat.

→ Get to know the engagement platform students love

Cater to students with varying levels of preparedness

Learners arrive to class with a complex set of needs. It’s why personalized and collaborative learning tools have become a non-negotiable item for students today. Students rate Top Hat particularly high on user-friendliness and engagement. 88 percent of student users agree or strongly agree that Top Hat activities help them feel more engaged in the learning process. “I would not have been as motivated to pay attention and learn the material without the incentive of acing the next Top Hat question!,” shares one student from the University of South Carolina. Students also grade Top Hat against traditional teaching software. 73 percent of learners agree or strongly agree that Top Hat is more engaging than most other educational products they’ve used in college.

Course materials play a critical role in keeping students engaged beyond class time—and students have come to expect accessible and multimedia-rich readings. Of those who use Top Hat textbooks, 77 percent agree or strongly agree that Top Hat’s dynamic courseware is more engaging than a traditional textbook. “All the resources given helped me understand and remember the material on a level that I usually can’t achieve with other textbooks. I also really like the formatting of the readings with relevant videos and questions integrated in the reading content,” shares a student from McGill University. 

Greater practice leads to better comprehension

Student ‘A’ might need support with the stages of mitosis. But Student ‘B’ might need support with the evolution of mammals. Today’s learners value having multiple opportunities to demonstrate their knowledge using frequent, low-stakes assessments that reduce the pressure to perform. They also see a direct correlation between practice and comprehension, made clear by the following results. 83 percent of students agree or strongly agree that Top Hat helped them better understand the course material. “I loved how Top Hat allows you the opportunity to answer the questions again if your results are incorrect. It helps me better understand my mistakes, therefore I am able to recognize my erroneous work,” shares a student from the University of Houston.

Comprehension and confidence go hand-in-hand for students today. When given the opportunity to complete several quizzes, polls and discussions in class, students are more likely to feel confident in their academic abilities. 79 percent of students agree or strongly agree that Top Hat helped them better understand their instructor’s lectures. Just as promising, 73 percent of students agree or strongly agree that being able to participate in class through Top Hat helped them feel more confident in their course.

Paving the way for a more enriching educational experience

When learning barriers are removed, students are more likely to thrive. So it’s no wonder that the majority of students support the use of Top Hat in their future academic endeavors. An impressive 89 percent of students recommend their instructors use the engagement platform again. Top Hat’s accessible and interactive tools have proven to leave a lasting impression on students from all backgrounds. For example, 83 percent of students agree or strongly agree that Top Hat helped them be successful in their course. “It was a very integrative way of teaching course concepts to the students and I think it benefited our learning experience,” shares a Wilfrid Laurier University student.

Survey methodology

Survey responses were collected by Top Hat from 4,146 college and university students who used the platform and content during the spring 2023 semester. Respondents represented 157 North American institutions. The top five disciplines include Chemistry, Psychology, Biology, Government and English.

→ Tour the engagement platform proven to up the ante on student engagement

The post Infographic: What Students Love About Top Hat appeared first on Top Hat.

→ Download Now: The Top Hat Guide to Intentional Course Design

AI and equity

AI creates both new threats to equitable learning and presents opportunities to advance it. Ultimately, plagiarism and student cheating are not new. When students perceive tasks as unworthy of their effort, their likelihood of cheating rises. Russ Hunt made this point more than 20 years ago when internet essay mills emerged as a new threat to academic integrity.² While there are many reasons for student cheating, I favor his view that student cheating is often a byproduct of a poorly designed assignment. 

On the positive side, there is genuine excitement over the prospect that we might be on the cusp of solving Bloom’s 2-Sigma problem.³ In doing so, we’re effectively equipping every student with a creative, intelligent, always on, personal tutor. AI promises gains in efficiency, both for overworked instructors and overscheduled students, and even invites us to set a much higher bar for student achievement.⁴ While not all of the implications are within our individual power as instructors to manage (though we can and should continue to advocate for institutional and social commitment to equitable access), there are real opportunities to embrace AI and enhance success for all students.

Inequity in education is real. And we know a good deal about its causes. Course readiness is a critical issue in large part due to structural inequities in K-12, and all indications are that the pandemic impact on student learning will make this an even more challenging dimension of inequity. But even controlling for readiness, inequity persists. Additional explanations include gaps in metacognitive ability⁵, psychosocial impacts⁶ (particularly in large STEM courses), and traditional assessment itself⁷, where infrequent, high-stakes assessments are the norm. But it’s not an entirely grim picture. With AI powered tutoring, hope is on the horizon. Instead of letting struggling students fall behind, we have a real opportunity to offer tailored support that may even suppress the urge to cheat. Even better, there are steps we can take right now to improve outcomes for all students.

An opportunity to rethink course design for the better

It’s clear that AI promises to radically alter the way we live, work, play, and learn. In the classroom especially, its presence has prompted faculty to rethink teaching goals for students, the models in which we assess their learning, and how we advance their success. AI invites us to consider some fundamental questions: 

• How is AI altering my discipline, career paths for students, and the skills they’ll need to thrive?  
• What opportunities for improvement might AI reveal about my course? 
• How can I leverage AI to enhance equity and student learning, while mitigating potential risks?

Advancing equity in the classroom begins with taking a thoughtful and evidence-informed route to teaching. Here’s how we might use AI to our advantage to make assessment time more valuable.

In favor of smaller, evidence-informed assessments

Traditional assessment (those that are high-stakes and administered at most a few times per term) focus on assessment of learning. The audience isn’t so much students—it’s primarily for the instructor to assure that learning has occurred and as a way to manage grading. Frequent, low-stakes assessments focus on assessment for learning. These include strategies like think-pair-share, minute quizzes, one question knowledge checks, one-minute reflection writing, and muddiest point among others. This cycle of frequent reflection, retrieval, and application couldn’t be more in line with what we know about how people learn. Plus, the ability to receive immediate feedback will only help students become more aware of their own learning gaps and serves as a valuable opportunity to seek help in the moment.

Top Hat makes it easy to build equitable assessments. Instructors will soon be able to save time by creating automatically-generated assessments. Students will get an instant look at their progress through real-time insights. And above all, our new AI capabilities will empower faculty to better serve each student all in the name of equity.

→ Download Now: The Top Hat Guide to Intentional Course Design

References

1. Abdous, M’hammed. (2023). How AI Is Shaping the Future of Higher Ed. Inside Higher Ed. https://www.insidehighered.com/views/2023/03/22/how-ai-shaping-future-higher-ed-opinion
2. “Whose Silverware Is This? Promoting Plagiarism Through Pedagogy.” Plagiarism: Prevention, Practice & Policy, 28-30 June 2004: Proceedings. Ed. Andy Peden Smith and Fiona Duggan. Newcastle-Upon-Tyne: Northumbria University Press, 2005. 265-274.
3. Bloom, B. S. (1984). The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Educational Researcher, 13(6), 4–16. https://doi.org/10.2307/1175554
4. Mollick, Ethan R. and Mollick, Lilach. (12 June, 2023). Assigning AI: Seven Approaches for Students, with Prompts. http://dx.doi.org/10.2139/ssrn.4475995
5. McGuire, S. (2021). Close the metacognitive equity gap: Teach all students how to learn. Journal of College Academic Support Programs, 4(1), pp. 69-72
6. Ahlqvist S, London B, Rosenthal L. (2013). Unstable identity compatibility: how gender rejection sensitivity undermines the success of women in science, technology, engineering, and mathematics fields. Psychol Sci. 24(9):1644-52.
7. Montenegro, E., & Jankowski, N. A. (2020, January). A new decade for assessment: Embedding equity into assessment praxis (Occasional Paper No. 42). National Institute for Learning Outcomes Assessment (NILOA). Retrieved from https://www.learningoutcomesassessment.org/wp-content/uploads/2020/01/A-New-Decade-for-Assessment.pdf

The post Why We Shouldn’t ‘AI-Proof’ College Assessments appeared first on Top Hat.

You’ll also find tips on how to successfully implement clickers to encourage student participation, as well as the many ways clickers can be used, such as:

• For taking attendance
• For use in formative assessments, like multiple choice, yes/no questions, or numeric-based questions that can gauge student understanding of basic concepts and facts
• For active learning, in assessing complex, strategically-posed questions that foster deeper discussions and promote, or stem from, group work

Clickers can be a helpful tool for prompting student questions, comments and discussions. However, clickers in the classroom can be a challenge as well. Difficulty in implementation in large educational institutions, the learning curve and potential costs are a few of the drawbacks of this supplemental tool.

→ Abandon clickers and use Top Hat Basic to engage every student—for free

1. What are clickers?

Clickers, also referred to as classroom response systems, clicker response systems, or student response systems, consist of hardware and software that aid in teaching activities. They typically include a small, battery-powered handheld device with multiple buttons (think, your TV remote) that connects to a receiver.

The most straightforward way to use a clicker in class is as follows:

• Instructors pose a multiple-choice, yes/no, or similar question either verbally, with a short-answer question, or through a screen
• Students select their desired answer on their clicker devices
• Responses are beamed to the receiver, the software tabulates the results, and they appear as a graph or bar chart, often on a large screen where the entire class can review them

Clickers can promote student engagement, maintain student attention during class, and foster discussions. Teachers gain a better understanding of how well students comprehend study material and can adjust their teaching approach, or shift classroom discussions on the fly based on the results.

Students can get a better handle on their own learning progress and how they stack up against the rest of the class. And the use of clickers encourages introverted students who might otherwise not raise their hand to participate actively and anonymously, and take part in discussions. Students don’t need to worry about embarrassment if they get an answer wrong—which promotes active participation beyond the eager front row of the class.

Clickers have been used in classrooms around the world for the last two decades. The latest evolution leverages mobile devices, including smartphones, tablets, laptops, and Chromebooks, to facilitate not only multiple-choice questions but also deeper, more involved responses that make use of full QWERTY keyboards. These days, some clickers allow students to even compose sentence-long answers or use a touchscreen to point out items on a map or diagram.

2. The history of clickers

The concept of clickers was first discussed in the book Active Learning: Creating Excitement in the Classroom by Charles Bonwell and James Eison. Published in 1991, it explores how professors can engage students in higher-order forms of cognition, fuelled by concepts like Bloom’s taxonomy. The idea was that in order to engage students, professors needed to find a way to make them active participants in the classroom.

A small group of innovative educators began experimenting with classroom response technology, and in 1992, an early prototype called Classtalk was launched. It used a Macintosh computer and palmtops that were shared among small groups of students in a physics class to great success.

In 1997, researchers at the Hong Kong University of Science and Technology developed a wireless, Windows-based personal response system that included a receiver in the classroom and a handset for each student.

Five years later in 2002, Turning Point, a wireless clicker company that integrates with PowerPoint, was founded by three graduates of Ohio’s Youngstown State University.

Top Hat was founded in 2008 by two graduate students from the University of Waterloo, Mike Silagadze and Mohsen Shahini, and took the concept of clicker questions to a new level, allowing students to use their own smartphones and tablets as “clickers.” This not only makes the use of clickers easier to implement, but it also allows for more versatility, since students can engage beyond just singular answers, utilizing the full QWERTY keyboard.

Today, many different types of classroom response system clickers are used in higher education institutions around the world, with different functions and purposes. The University of Massachusetts, Amherst, and the University of California, Davis, have been using clicker technology on campus, and have both seen tremendous results.

The goal of a clicker system is to provide a more active learning experience for students. By aiding in delivering lectures more successfully, instructors are able to more effectively gauge student understanding throughout the semester, instead of just twice a year during examination time. Clickers are no longer just simple tools for polls and attendance but have become fully integrated systems that make student learning more active and engaging.

2.1. Clickers or classroom response systems?

Clickers go by many different names. They are often referred to as classroom response systems (CRS) or audience response systems. This, however, might imply that students are passive members, which contradicts the clicker technology’s central purpose, which is to actively engage all students as individual members within the learning community instead of a whole “audience.” Terms like personal response systems are also used to describe clickers, often in corporate training environments. But, as noted above, since this is the name of a specific brand, it can be confusing. For the purpose of this guide, we’ll simply call them clickers. However, modern clickers can also be mobile devices students already own, including smartphones, laptops and tablets.

3. Types of clickers

With clickers, there are a number of ways that the selections students make on their handheld devices reach the receiver that tabulates the responses. Here’s how a few different options work.

3.1. Infrared

Photograph: Gina Randall / Public Domain

This type of clicker most closely resembles a television remote control. It requires a line of sight between the students holding the clicker device and the receiver that’s connected to the computer at the front of the class. These are great for smaller classrooms, where there aren’t too many students, and the signal can clearly reach the receiver. But it can be challenging for larger classes, where not every student has a direct connection wherever the teacher has placed the receiver. Infrared clickers also only operate one way, so while instructors can see student responses, learners aren’t able to confirm if their response is recorded.

3.2. Radio

Think of this type of clicker as similar to the way you use a battery-operated RC helicopter or drone. The clicker system uses radio frequency, which is more conducive to larger classrooms with more students and two-way communication between instructors and students. However, they tend to be more expensive and can face interference from other nearby electronic devices that operate on the same radio frequency. With multiple technology devices operating on radio frequencies, many of which can be found in classrooms and on students, the use of radio clickers can be difficult in some schools.

3.3. Phone-based clicker apps

The most recent evolution in classroom response clickers, available through providers like Top Hat, is using a mobile device that the student already owns as the clicker for recording responses. This way, students can use their own hardware instead of incurring additional costs, although it does require that every student in the class has a device for participating when the teacher poses a question. Not every student will have a smartphone, but everyone should have at least a tablet, laptop, Chromebook, or even a cell phone with SMS capabilities. These all can be used as a student response system for submitting answers to a classroom poll or multiple-choice question.

Phone-based clicker apps work in real-time, over the school’s Wi-Fi network, which means a robust network is needed to handle multiple simultaneous connections from active students as they submit their answers. This is especially so if other classrooms are using clickers at the same time. Many educators are migrating to this method of clicker system given its low cost of adoption, use of devices that students have on their person in class anyway, and seamless operation.

3.4. Different types of clicker apps

There are a number of clicker and classroom response apps available to college students and instructors.

• iClicker: iClicker is a software polling system that’s meant to be paired with mobile devices or physical clicker devices to improve classroom engagement. It’s often used by institutions transitioning from hardware clickers to software response systems. 
• Turning: Like iClicker, Turning is a polling and attendance tool that collects student answers to give instructors better insight into student understanding. The app has data visualization tools, so students can see how their answers compare to that of their peers.
• Top Hat: Top Hat’s classroom response tools are part of an all-in-one platform that brings together student insights from attendance, lectures, readings, assignments, tests and quizzes to give instructors a more holistic view of student success.

4. Teaching with clickers

4.1. Setting up your class for clickers

To get started with traditional clickers, first, you need to install a software system on the classroom computer to handle clicker inputs. Then, connect a signal receiver, either infrared or radio frequency, to which the clicked responses are beamed, to that same computer.

For anything but a personal device-based system, students need to buy a clicker, which typically sells through campus bookstores. Classroom clicker prices vary, depending on what system the campus or specific instructor has chosen.

In class, once an instructor poses a question and students click their responses, the selections are beamed to the receiver, the software tabulates the data and the results are displayed and recorded. Results are anonymous, but the instructor can see which student provided which answer by linking the response to the serial number of the specific clicker or device. Having a second screen set up and connected to the computer is useful so that results can be presented in class for all students to review. Since many lecture halls already have screens of some kind, implementation is simple.

For more modern systems that make use of students’ personal devices, no software or receiver device is required. But students must bring their own devices, download the respective app, and be connected to a WiFi network. The same system must, of course, be set up on the instructors’ device, allowing students to participate in class, even in hybrid and remote learning environments. College class clickers can now be used for more than just multiple-choice, alphanumeric, and yes/no questions; and some even allow students to take quizzes and tests using the remotes, which saves instructors’ time in the grading process.

4.2. Clickers for attendance

One of the most straightforward ways to use clickers for the classroom is to take attendance. The teacher can ask “Are you here?” and students who are present can click “yes” to register their responses.

On hardware clickers, the instructor can gauge who is in attendance through a specific serial number for each clicker—and if they’re registered to student names, you might have the option to view them while keeping the data anonymous to the rest of the class.

Professors and TAs can observe which students may be absent frequently, or struggling with course material and address the situation, or award course credits to those who are consistently present in class. Instructors can also get aggregated data for a more holistic view of student attendance and participation.

School clickers are particularly useful for taking attendance in large classes, like freshman introductory courses, where logging attendance might otherwise be difficult. But be careful that you don’t cause resentment of the technology by essentially using it as a class monitor. 

Try exploring creative ways to gauge attendance to keep your students on their toes:

• Consider asking questions that are not relevant to attendance specifically, but will give you an idea of who’s there 
• If you ask students at the beginning of class whether they’ve read the required material, this will show you not only who’s there, but who has done the prep work necessary to move on to the next stage of the lecture. It holds students accountable for the work, while also serving as an efficient means of delivering things like quizzes, and assessing student knowledge in each class
• Ask students to respond to a discussion thread with a drawing or written response to a conversation prompt

4.3. Clickers for formative assessment

4.3.1. Simple recall-based polls

When it comes to asking questions, the most obvious use of a clicker for class is to see if students can recall basic facts and concepts discussed in previous classes, or touched on in reading material. A quick multiple-choice clicker quiz lets a teacher determine this before moving ahead, or deciding to go over the material once again and administering the same or a similar quiz later to determine if student understanding has improved.

This way, instructors can get real-time information about how students are progressing in the learning process, versus waiting until examination time or the submission of assignments.

4.3.2. Polls that test understanding

Once students have demonstrated rote memorization, move on to having students demonstrate conceptual understanding by asking questions with options that are based on common misconceptions. Ask students to provide examples of something, match characteristics with concepts, or select the best explanation for a term out of several options.

Using a framework like Bloom’s taxonomy, you can move forward with questions that help gauge deeper understanding, including the application of knowledge and critical thinking. Here are some clicker question ideas:

• Ask students to make a decision based on a real-world case study, thereby extending learning outside the classroom
• Encourage learners to analyze the relationships between related course concepts through mind maps or click-on-target questions
• Provide questions with multiple answers that all have merit but will encourage discussions about the results that have been revealed
• Ask about a student’s level of confidence in their answers using a ranking system
• Poll students about their progress towards assignments: How many have already started rough drafts of the report that’s due next week?
• Gauge how difficult assignments are by asking them to approximate how long it took them to complete one

The results from clicker polls can be eye-opening. Instructors gain a better understanding of whether they need to go over previously covered material again, and how students are progressing towards learning objectives.

4.4. Clickers for flexible teaching

You might find that students understand more about a subject than you actually think. Or conversely, you could discover that they don’t have as good a grasp on the material as you had hoped. Either way, the data provided by clickers can lead you to adapt your teaching style to course-correct.

Ask a multiple-choice question about prior material and if the majority of the class gets the answer wrong, move backward and go over the concepts again. If most get it right, forge ahead to the next stage of the lecture material as planned. If some understanding is lacking, slow down so that students who are lagging can catch up.

Adjusting teaching on the fly can more closely target areas where students need help. But it requires enough confidence to shift the dynamics from a standard and predictable lecture format to a responsive and interactive learning experience.

Clickers can be used to meet an individual teaching style, through useful and insightful questions. They can liven up otherwise drab lectures (think Ferris Bueller’s “Anyone? Anyone?” classroom scene), and help uncover areas where students need further clarification. You could create competitive and fun games that have students anticipating class time, like choose-your-own-adventure-type problems and have students select from several different ways to approach a problem. Explore the winning selection, then move on to the next most popular one, and so on.

Activities that are matched to course content, learning objectives, and your own unique teaching style will be the easiest to implement.

5. Clickers for active learning

Clickers aren’t just useful to test students. They can also be used to help spark discussions, and lead to more active learning by promoting a welcome break from the standard lecture format. Pose a question, and have students think about their answer for a minute before submitting it. Present the results, and then have students discuss it with a neighbor or in a small group.

5.1. Think-pair-share

Think-pair-share is a method where the instructor poses a question and has the class break into small groups to discuss an appropriate answer. In the ‘think’ part, use the clicker system to poll the class with a simple yes or no question. If the responses widely differ, try asking students to find and pair up with someone with a differing viewpoint to try to convince one another of the merits of their choice, and see who can change whose mind. This method can be great for humanities courses, where different opinions are often disputed, as well as for STEM topics where different scientific processes and techniques can be employed.

Once each group or pair has had time to discuss, and decide on the desired answer, they can use a clicker again to log the response. Instructors then present the revised findings and use these to foster further discussion. This technique gets the students engaged in class, away from the habit of just passively consuming material and facts, and exposes them to peers who may hold differing viewpoints.

5.2. Experiment and discussion

Clickers can further be used to encourage experimentation and discussion. Try the following:

• Ask an open-ended question relevant to the subject matter to prompt discussion among the class (pictured above)
• Encourage students to share their own opinions and relate them to their personal experiences, and show the diversity of perspectives in your class
• Leverage the anonymity of clickers to help introverted students feel more comfortable about participating
• Use results to encourage richer discussions about moral, ethical and legal issues
• Warm up for a discussion topic by posing a question, giving students time to think about their answer, and using the results to set the stage for a deeper dive into the topic, or even for experimentation or lab work. Then poll students again to see if their answers have changed, and discuss why.

Collecting data that can provide details about social behavior can bring immediacy and relevance to lectures and the subject matter. Students can anticipate the results of each poll as they are conducted, learning not only how they are progressing, but also how the rest of the class are too.

5.3. Learning about your students

When selecting a classroom response system, you should determine what sort of aggregated data it can collect. Can you use it to determine how your course should evolve? Or how students are performing, both as a class on the whole as well as individuals. Can you pinpoint specific students who are excelling, and conversely, those who might be falling behind and could use additional attention? There’s an art and a science to using clickers, and different strategies you can employ to learn more about your students, and get them engaged in their learning as well.

When used for attendance, clickers can also help paint a picture of which students are frequently missing class, or who or how many seem to not be engaged in the clicker use so you can address the issues and revamp your strategy.

If you’re deciding on a clicker solution, be sure to ask the vendor about their handling of the Family Educational Rights and Privacy Act (FERPA). FERPA protects the privacy of student education records in the U.S. and is applicable to all students aged 18 and older. FERPA gives parents and students the right to review education records, and to request corrections if they believe them to be inaccurate. Take what the vendor says and check it against your institution’s data security and retention policies.

Whatever the choice, the clicker system must be able to fit in with your educational institution’s ingrained routines. It must also meet the school’s guidelines and policies for data security, as well as the country, city, or state policies.

6. Challenges with clickers

The use of clickers is not without challenges. The educational institution and/or professor needs to approve their use and any costs associated with implementation. They need to be equipped to adopt them, whether that’s by getting the appropriate technology or having sufficient Wi-Fi bandwidth for phone-based clicker apps. There’s also an investment in time to learn how to use the system, and how to use it effectively. Educators must also get into the frame of mind of covering less material in order to dedicate their lecture time to administering clicker questions. As Brian Roberts, Instructional Technology Coordinator at Central Michigan University, explains in our clickers e-book “you have to climb the learning curve to get the full benefit of the technology.”

6.1. Inflexibility

While multiple-choice questions can be more sophisticated than you think, they are limited in what they can achieve in terms of student understanding. And there are factors that can come into play that skew the results, such as student misinterpretation, lack of participation, technical difficulties, or course material that isn’t conducive to devising useful multiple-choice, yes-or-no, or numeric-based questions. Some of the latest clicker systems can accept text-based responses, but for the most part, clicker systems are limited to basic quizzing that can’t paint a full picture of student understanding of concepts, theories, and course material. Many of these disadvantages can be turned into advantages, however—read more from Professor Andrew Petto on how he uses multiple-choice in class to find out whether students have truly understood his material.

6.2. Cost

Implementing clickers from scratch could prove expensive, not only for the students if they are required to purchase separate handheld clicker devices, but also for the educational institution to build the appropriate infrastructure. Some clicker setups, including software or apps, require recurring monthly fees. Plus, there’s a cost associated with hardware, including the receiver or, in the case of phone-based set-ups, the app. That can be a deterrent if some schools are not willing to pay and if professors are not permitted to adopt their own systems. It’s also contingent on how students perceive value, and faculty can have an influence on that. Some schools charge for clickers upfront, while others sell clickers in the campus bookstores, and some professors charge students to use them.

Also, if different professors use different programs, students may have to purchase several clickers, which can easily run into the hundreds of dollars of added costs.

6.3. Potential for cheating

As with any technology, there are always ways to get around the accuracy of clickers. Students can easily hand their clicker to a friend who can fake their attendance in class. And with multiple-choice questions, particularly if participation or accuracy does not count towards grades, some students may simply guess or click in without thinking, thus skewing the data.

7. The future of clickers

While handheld clickers have existed for a couple of decades, the future now belongs to mobile devices, including smartphones, tablets, and laptops. While not every student has all three of these devices in their arsenal, every student will likely have at least one of them that can be used as their clicker, with the appropriate app. And most students already bring at least one of these devices to class anyway. How many students, after all, don’t have their cell phones on them at all times?

Thus, setting up and implementing clickers will become simpler and more cost-effective going forward. The biggest requirement is getting a consensus between an educational institution and faculty to use them.

As clickers evolve to phone-based apps, their adoption is sure to rise, and their value in classroom settings will be further realized.

Related pages

Learn more about Top Hat’s clicker software
Learn more about Top Hat’s free classroom app

The post Clickers: The Ultimate Guide [UPDATED 2023] appeared first on Top Hat.

Last year, we challenged ourselves to take our commitment outside of institutions and into communities where students may face structural and financial barriers to pursuing — and persisting in — their higher education. In Canada, we know that only 13 percent of Indigenous people aged 25-64 have a post-secondary certificate, diploma, or degree¹, compared to 64 percent of non-Indigenous people in the same age range.² This needs to change.

We reached out to the First Nations Child & Family Caring Society, an organization doing incredible work to support First Nations children, young people, and families by delivering reconciliation-based public education initiatives, policy campaigns, and quality resources to support communities. Our partnership enabled us to support the Shannen’s Dream Scholarship, an annual award founded by the Collure family in memory of Shannen Koostachin to help a First Nations student with the costs of higher education, by extending its impact to a total of four $10,000 scholarships. What makes these scholarships particularly special is a pay-it-forward component that requires recipients to make a measurable contribution to their community.

This year, we’re excited to share that we have extended our partnership to once again recognize four outstanding students who have demonstrated impressive academic achievements and dedication to giving back. 

Read on to meet this year’s recipients and get an update on last year’s awardees and their pay-it-forward campaigns.

Introducing the 2023 Shannen’s Dream Scholarship recipients

Darian Lonechild, White Bear First Nation

Darian is pursuing her JD at the University of Saskatchewan and is driven by a desire to advocate for First Nations and contribute to bettering her community. She has held multiple leadership positions in various First Nations organizations to help represent the voices and interests of First Nations youth, including by being elected as a youth representative of the Federation of Sovereign Indigenous Nations, and co-chair of the Assembly of First Nations National Youth Council from 2018-2019. Her dedication extends to her work on the Indigenous Women’s Advisory Circle, where she provides policy-level advice to the Chief of Police in Saskatoon. Her plan to pay it forward as a scholarship recipient include collaborating with her First Nation to write a letter to the Government of Canada calling on it to honour Treaty Agreements and improve funding for on-reserve education to First Nations youth; submitting a column to a First Nations newspaper regarding Shannen’s Dream and the underfunding of education on reserve; and volunteering at the Friendship Centre in Calgary, Alberta throughout the year.

Dawson Trimper, Bear River First Nation

With the support of his community, Dawson has become the first person in his family to pursue post-secondary education. Recognizing the importance of giving back, he actively volunteers with the Christmas Crew, a local charity that supports families with groceries and toys during the holiday season. Dawson also established the Future Ready Youth Group, which supports and empowers youth to get involved in their communities through fundraising, outreach, and mentorship. His pay-it-forward campaign aims to break down financial barriers that many Indigenous youth face when pursuing higher education. He plans to create an online scholarship database for Indigenous students to learn about higher ed scholarship and bursary opportunities available to them. He will also work with the Nova Scotia Mi’kmaq Economic Benefits Office to host in-person and online seminars where he can share his knowledge of scholarships and bursaries with other students.

Jordan Bryant, Algonquins of Pikwakanagan First Nation

Jordan is currently pursuing a Bachelor of Social Work (BSW) degree at Algoma University to support his dream of working with First Nations, Metis, and Inuit communities to improve reconciliation and heal intergenerational trauma. Having served as a medical technician in the Canadian Armed Forces, his goal is to return to the Forces as a Social Work Officer to support men who are experiencing mental, physical, emotional, and spiritual struggles. Jordan’s commitment to community service is evident through various projects, including the establishment of two medicine gardens at the university and the construction of a sweat lodge and a teaching lodge. For his pay-it-forward campaign, Jordan aims to provide one $2,000 bursary for a post-secondary student from his band pursuing a degree in the field of health services.

Amber Nakogee, Fort Albany First Nation

Amber is pursuing a BA in Psychology from Laurentian University, and is passionate about creating opportunities for First Nations youth to get involved in organized sports. In February, 2023, Amber founded a hockey team for children aged 4-7 who belong to her home community of Fort Albany First Nation, to enable them to attend an Indigenous hockey tournament called Mushkegowuk Cup. She then secured nearly $20,000 through fundraising and sponsorships to cover travel expenses and accommodation for players and their families. As an advocate for children’s extracurricular activities, she will focus her thesis for her last year of studies on demonstrating that youth involvement in sports contributes to overall success in other areas of their lives, with the hope that her research will spur opportunities for funding on-reserve sports activities. She is currently finalising details for her pay-it-forward campaign.

An update from the 2022 Shannen’s Dream Scholarship recipients

Chett Monague, Beausoleil First Nation

As an active contributor to his community, Chett is involved in a number of initiatives designed to improve the lives of First Nations, Inuit, and Metis peoples through accessible healthcare and equitable education. He volunteers with the Beausoleil Education Advisory Volunteer Committee, which advises on all education policies for Beausoleil First Nation, and he provides support for the Truth and Reconciliation initiatives at his school, the Canadian Memorial Chiropractic College. As an Additional Qualifications instructor with Queens University, he teaches the course First Nation, Métis and Inuit (FNMI) Histories and Cultures to educators for the purpose of integration into Canadian curricula. With a specific interest in empowering youth, Chett is also producing Mno-Bimaadziwin (living the good life) Activities for the Right-to-Play youth group of Beausoleil First Nation.

Greg Meconse, Pinaymootang First Nation

Since being recognized as a Shannen’s Dream Scholarship recipient, Greg has focused on being a role model for First Nations, Metis, and Inuit youth, especially those whose mental and physical health has been impacted by Covid-19. He has worked with the Wiichii Wakanak Learning Center at the University of Winnipeg to provide STEAM summer programming for First Nations, Inuit, and Metis youth aged 6-12. The program focused on helping youth to be active and stay healthy through traditional games, teachings, foods, smudging, and physical activities.

Jorden Hendry, Lax Kw’alaams Band

As a Ph.D. student at the School of Population and Public Health (SPPH) within the University of British Columbia (UBC), Jorden is dedicated to fostering conversations around health and inclusion. She founded a club called the “Unlearning Club,” which meets monthly to discuss health equity and anti-racism pedagogy. The goal of the club is to create a safe space and build a network around dialogue and self-directed unlearning related to Indigenous rights, anti-racism, anti-white supremacy, and cultural safety.

Janine Rattlesnake, Ermineskin Cree Nation

Since receiving the scholarship, Janine has done one presentation about the story of Shannen’s activism for other students to encourage them to apply for the scholarship.

References

1. Statistics Canada. (2022). Highest level of education by Indigenous identity, Indigenous geography and labour force status: Canada, provinces and territories. Table 98-10-0423-01. Retrieved June 14, 2023, from https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=9810042301.
2. Ibid.

The post Announcing the 2023 Shannen’s Dream Scholarship Recipients appeared first on Top Hat.

This is part two in a two-part series on STEM student success. For a look at the learning barriers that STEM faculty faced in their own education, check out part one here.

The mission: Make learning equitable and empowering

Remind students that learning happens through struggle

You may have seen it in your own classroom: when students are confronted with a challenging problem, they’re likely to Google the answer versus struggling for 20 minutes. “Students are trained to just look up answers and they think this is learning. We need to stop outsourcing their learning and put it right back inside their head. That’s why I flipped my classroom,” says Stephanie Dillon, Director of Freshman Chemistry Labs at Florida State University. She now relies on Top Hat to host recorded lectures and quizzes that students complete before class. During lectures, Dillon administers countless practice problems run via Aktiv’s intuitive and visual-heavy platform. Not only are her chemistry students more engaged, they are given the guided instructional feedback necessary to identify their own misconceptions in the moment.

Underscore equity where possible

As many STEM educators recognize today, equity can’t just be a buzzword. It must be woven into the fabric of any course. “We have to do our best to serve underserved communities. So it’s not just about equality or equity, it’s actually justice,” says Angela Seliga, Physiology Laboratory Manager at Boston University. Faculty also remind us that embracing equity in the classroom may involve offering a highly personalized learning experience to individual students. “Equity involves equal empowerment, which may mean differentiated resources,” shares Lourdes Norman-McKay, Professor of Biological Sciences at Florida State College at Jacksonville. You might follow her blueprint for equitable group exercises by intentionally assigning members from diverse backgrounds into small groups. “The best problem solving happens with diverse teams because of broader perspective, based on gender, identity, race, ethnicity, age. Start with yourself as a role model and establish that culture of acceptance and support,” she says.

Taking an equity-minded route to course delivery doesn’t mean letting go of all course standards. In fact, John Redden, Associate Professor-in-Residence in the Physiology and Neurobiology department at the University of Connecticut, advocates for the opposite—with an asterisk. “Giving students complete control—for instance, not having any deadlines or assignments—often works against them. Having some course structure is important for inclusive teaching,” he says. Instead, Redden uses a pedagogy known as democratic course management where he lets students customize their grade weights, so long as they cumulatively add up to 100 percent, all in the name of autonomy and trust.

Help students see one another as teammates, not competitors

Students may enter your course with different goals and backgrounds. But as faculty reiterate, your role isn’t to pit students against one another. It’s to help them build each other up. “I tell my students they’re not there to compete against one another. They’re there to help one another, like ‘this is how I did this question.’ Aktiv allows that to happen,” says Daniel Collins, Instructional Associate Professor of Chemistry at Texas A&M University. Faculty like Beverly Kris Jaeger-Helton, Teaching Professor of Mechanical and Industrial Engineering at Northeastern University, also rely on collaboration to give students the confidence they need to solve complex problems. “I give students an opportunity to self-discover during learning and then bring their findings to a team. This often leads to richer and more thoughtful responses,” she shares.

Students may wince when they hear the term ‘group work.’ But in a highly structured environment, collaborative activities can be just as fulfilling, if not more, than solo reflection. “When students are in teams, I ask their preference to work on the weekends, if they’re the type to hand in work early or closer to the deadline. Then we assign them teams based on the answers on this assignment,” says Seliga. She goes one step further by ensuring students forge open communication among their groups from the get-go. “They do a contract together where it lays out our expectations for them as a team and questions we at least want them to talk about as a team,” she shares.

Watch the video below to see how your peers are promoting equity and engagement in STEM. You can also read more from these six educators in part one of our series on STEM learning challenges.

The post What STEM Student Success Looks Like Today [VIDEO] appeared first on Top Hat.

Whether you are a seasoned educator looking to refine your discussion strategies or a new instructor seeking guidance on how to kick-start in-class discussion activities, this guide will provide you with valuable insights. We will explore various aspects of facilitating classroom discussions, including setting the stage for productive discourse, preparing for effective discussions, implementing classroom discussion strategies, and enhancing the overall discussion experience for both instructors and students. By following the strategies outlined in this guide, you will be equipped with the tools necessary to create a dynamic learning environment where students actively engage, learn from one another, and develop critical thinking skills that extend far beyond the classroom walls.

Setting the Stage for Productive Classroom Discussions

Creating an atmosphere conducive to fruitful classroom discussions is crucial for student engagement and participation. Here are some strategies to consider:

1. Establishing Ground Rules

To promote respectful and inclusive discussions, one important class discussion strategy is to establish clear expectations and guidelines. Discuss with your students the importance of active listening, speaking respectfully, and challenging ideas rather than individuals. Encourage them to embrace diverse perspectives and create a safe space where everyone feels comfortable sharing their thoughts.

2. Building Rapport and Trust

Nurture a supportive classroom environment where students feel valued and respected. Take the time to learn their names, demonstrate a genuine interest in their ideas, and provide constructive feedback. Encourage collaboration and emphasize the notion that everyone’s contributions are valuable. When students trust that their voices will be heard and respected, they will be more likely to actively participate in discussion strategies in the classroom.

3. Icebreaker Activities

Commence each discussion strategy example with icebreaker activities to help students feel more comfortable sharing their thoughts. These activities can be as simple as a quick classroom discussion strategy or thought-provoking questions related to the topic at hand. Icebreakers not only help students become acquainted with one another but also establish a positive and welcoming atmosphere that sets the tone, serving as a great strategy to engage students in classroom discussions.

4. Setting Clear Learning Objectives

Clearly communicate the learning objectives for each discussion session as a group discussion facilitation technique. When students understand the purpose and desired outcomes, they can better focus their contributions and actively engage with the material. Share with them the skills they will develop through participation in discussions, such as critical thinking, effective communication, and the ability to consider multiple perspectives.

By setting the stage for classroom discourse strategies and activities through ground rules, building rapport, incorporating icebreakers, and defining clear learning objectives, you create an environment that encourages open dialogue and active engagement. In the next section, we will explore effective discussion strategies for preparing and structuring instructional strategies and classroom discussions to achieve the desired learning outcomes.

Preparing for Effective Classroom Discussions

To ensure productive and engaging classroom discussions, adequate preparation is key. Here are some steps to consider:

1. Define Discussion Goals

Before each discussion session, establish clear objectives aligned with the course curriculum and learning outcomes. What specific knowledge, skills, or perspectives do you want students to gain from the discussion? Clearly communicate these goals to students, so they understand the purpose and relevance of the upcoming student-led discussion strategies or whole-class discussion strategies.

2. Selecting Discussion Topics

Choose topics that are relevant, thought-provoking, and aligned with the course objectives. Consider incorporating real-world examples, current events, or controversial issues that will captivate students’ interest and stimulate lively discourse. Aim for a balance between challenging topics that require critical thinking and topics that relate directly to students’ experiences and interests.

3. Preparing Discussion Prompts

Craft classroom discussion starters that encourage critical thinking, reflection, and the exploration of multiple perspectives. Avoid questions with definitive answers, as they may hinder discussion. Instead, pose questions that spark intellectual curiosity, challenge assumptions, or require students to apply course concepts to real-world scenarios. Provide students with clear instructions and guidelines for responding to the prompts to help illustrate why class discussions are important.

4. Resource and Material Preparation

Gather relevant resources, such as articles, case studies, multimedia materials, or primary sources, to support the discussion topic. Share these resources with students in advance, allowing them sufficient time to review and analyze the material. Encourage students to come prepared with notes or questions, fostering a deeper engagement with the topic and facilitating more meaningful discussions.

5. Structuring Discussion Time

Consider the time allocation for discussions carefully. Determine whether the discussion will take place during a single class session or be spread across multiple sessions. If time is limited, plan for focused and concise discussions. If discussions span multiple sessions, create a clear structure or agenda to guide the flow of conversation and ensure that all important points are covered. Top Hat’s classroom discussion tool sparks conversations, where students are encouraged to share their ideas in multiple ways, regardless of class size.

6. Anticipating Challenges and Preparing Strategies

Reflect on potential challenges that may arise during discussions, such as student reticence, dominance by a few individuals, or tangential conversations. Develop strategies to address these challenges, such as incorporating think-pair-share activities to encourage participation, assigning roles or responsibilities to students, or using gentle prompts to refocus the discussion. Being proactive in addressing potential obstacles will help maintain a productive and inclusive discussion environment.

By carefully preparing for classroom discussions by defining goals, selecting relevant topics, crafting discussion prompts, gathering resources, structuring discussion time, and anticipating challenges, you can maximize the potential for productive and engaging exchanges among your students. In the next section, we will explore effective strategies and techniques for implementing classroom discussions to enhance student learning and participation.

Effective Strategies for Classroom Discussions

Employing a variety of discussion strategies can promote active participation, critical thinking, and collaborative learning. Here are several proven techniques to enhance your classroom discussions:

1. Think-Pair-Share

The think-pair-share strategy encourages active engagement and peer learning. Begin by posing a thought-provoking question or prompt. Give students a few moments to individually reflect and generate their ideas. Then, have them pair up with a classmate to discuss their thoughts. Finally, invite pairs to share their ideas with the whole class. This strategy fosters deeper thinking, builds confidence, and provides opportunities for students to learn from one another.

2. Socratic Seminars

Inspired by the Socratic method, this student-led discussion strategy promotes critical thinking and analysis. Select a specific text, case study, or concept as the focus of the seminar. Assign students different roles, such as discussion leader, devil’s advocate, or summarizer, to ensure active participation and a variety of perspectives. Encourage students to pose thoughtful questions, challenge each other’s ideas respectfully, and construct well-supported arguments. As the facilitator, your role is to guide the discussion, ask probing questions, and ensure that all voices are heard.

3. Fishbowl Discussions

The fishbowl discussion technique creates a dynamic learning experience by providing students with an opportunity to observe effective discussion strategies. Arrange chairs in two concentric circles. Select a small group of students to sit in the inner circle as active participants in the discussion while the rest of the class sits in the outer circle as observers. The inner circle engages in the discussion while the outer circle listens attentively. After a set period, the roles can be reversed. This technique allows students to witness effective discussion skills, observe different perspectives, and learn from their peers.

4. Jigsaw Technique

The jigsaw technique encourages collaborative learning and deepens understanding of complex topics. Divide a challenging topic or problem into smaller subtopics and assign each subtopic to a small group of students. Within their groups, students become experts on their assigned subtopic through research and discussion. Afterward, regroup the students, ensuring representation from each initial group, and have them share their findings. This strategy promotes collaboration, allows for comprehensive coverage of the topic, and encourages students to consider multiple perspectives.

5. Incorporating Visual Tools and Technology

Visual tools and technology can enhance classroom discussions by facilitating engagement and interaction. Use whiteboards, interactive displays, or digital tools to capture and organize student ideas during discussions. Online discussion boards, collaborative platforms, or polling applications can extend classroom discussions beyond the physical space, enable asynchronous participation, and promote active engagement.

Remember, it is crucial to select the most appropriate strategy for your learning objectives, the nature of the topic, and the dynamics of your class. Experiment with different techniques, adapt them to suit your specific context and encourage student feedback to continually refine your approach.

In the next section, we will explore additional methods for enhancing classroom discussions by integrating technology, incorporating role-playing, and incorporating reflective practices.

Enhancing Classroom Discussions

To further enrich the classroom discussion experience and maximize student engagement, consider the following strategies:

1. Integrating Technology

Embrace technology tools that can enhance classroom discussions that engage all students. Online platforms, such as discussion forums, video conferencing, or collaborative document sharing, can provide opportunities for students to engage in discussions beyond the confines of the physical classroom. These tools allow for asynchronous participation, encourage thoughtful responses, and enable students to build on one another’s ideas. Additionally, multimedia resources, interactive presentations, or online polling tools can help stimulate discussions and make them more dynamic and engaging. Top Hat’s discussion features allow students to Incorporate video, images or good old-fashioned plain text to spark lively conversations and drive the debate.

2. Role-Playing and Simulations

Incorporate role-playing and simulations to immerse students in real-world scenarios and encourage active participation. Assign students specific roles or characters related to the topic of discussion and have them engage in structured debates, negotiations, or problem-solving activities. This technique promotes critical thinking, empathy, and understanding of multiple perspectives. It also provides a safe space for students to explore different viewpoints and develop their communication and teamwork skills.

3. Reflective Practices

Integrate reflective practices into your classroom discussions to deepen learning and enhance metacognition. Encourage students to reflect on their own contributions, the quality of their arguments, and the effectiveness of their communication skills. Provide opportunities for students to journal or write post-discussion reflections, allowing them to consolidate their learning and identify areas for improvement. Reflection prompts can include questions about what they learned from their peers, how their perspectives evolved, and what strategies they found most effective.

4. Cultivating a Supportive Feedback Culture

Foster a culture of constructive feedback within your classroom discussions. Encourage students to provide feedback to their peers, focusing on the substance of their arguments and the clarity of their communication. Model and reinforce constructive feedback by providing your own comments and suggestions. This feedback culture promotes critical thinking, fosters a sense of community, and helps students refine their communication skills. 

5. Assessing and Recognizing Participation

Implement fair and transparent assessment methods to recognize and evaluate student participation in classroom discussions. Consider criteria such as frequency and quality of contributions, active listening skills, and the ability to build on others’ ideas. Provide timely feedback to students, emphasizing their strengths and areas for improvement. Recognize and celebrate exemplary contributions to encourage ongoing engagement and active participation. Every interaction in Top Hat leads to actionable data you can use to help students and personalize your teaching. Educators can capture results from graded discussions in the Top Hat gradebook, along with quizzes, polls and tests.

By integrating technology, incorporating role-playing, promoting reflective practices, cultivating a supportive feedback culture, and implementing fair assessment methods, you can enhance the quality and impact of your classroom discussions. Remember that flexibility and adaptation are essential; continually assess the effectiveness of your strategies and make adjustments based on student feedback and evolving learning needs.

Conclusion

Facilitating dynamic and meaningful classroom discussions is an art that requires careful planning, a supportive environment, and effective strategies. By implementing the discussion strategies, classroom discourse techniques, and student-led discussion strategies outlined in this ultimate guide, you can foster engaging and transformative learning experiences for your students.

Remember, it’s important to establish ground rules and create a safe space that encourages respectful dialogue. Additionally, adequate preparation, well-crafted discussion prompts, and a variety of discussion strategies will contribute to successful classroom discussions. Don’t shy away from embracing technology and integrating reflective practices to further enhance engagement and learning outcomes.

As an educator, you have the power to create a vibrant and interactive learning environment where students can explore diverse perspectives, challenge assumptions, and develop critical thinking skills. By mastering the art of facilitating classroom discussions, you empower your students to become active participants in their own learning.

So, go ahead and apply these strategies, experiment with different techniques, and continuously seek feedback from your students. With practice and persistence, you will cultivate an environment that fosters rich and engaging classroom discussions, ultimately enriching the learning experience for everyone involved.

Happy facilitating!

The post The Ultimate Guide to Facilitating Classroom Discussions appeared first on Top Hat.

These issues aren’t confined to today’s generation of students. As we learned from six inspiring STEM faculty, they too faced hurdles in their own undergraduate experience. Here, they reflect on their past learning obstacles that many students are now coming up against years later. 

This is part one in a two-part series on STEM student success. Stay tuned for our second instalment where we share how faculty are making their field more equitable.

The challenge: Confining student success in STEM

Not seeing students as people

Part of humanizing learning involves seeing students as people with diverse and unique needs. Unfortunately, these professors didn’t get the level of support they wanted from their faculty when they were enrolled in higher ed themselves. “I did go to office hours occasionally but most of my faculty were research faculty so I was considered a pest as opposed to someone they really wanted to see,” shares Stephanie Dillon, Director of Freshman Chemistry Labs at Florida State University. 

Students also value opportunities to see the ‘real you’ during class time. But again, lack of engagement is an issue that runs deep in higher education. “I was the student who would sit in the very last row and do crossword puzzles. I never really got to know my instructor that well,” says John Redden, Associate Professor-in-Residence in the Physiology and Neurobiology department at the University of Connecticut. 

Academic support is only one determining factor of student success. Providing historically underrepresented and financially disadvantaged students with the resources they need to thrive can make a world of difference. It was a moment with a mentor that pushed Angela Seliga, Physiology Laboratory Manager at Boston University, to fully embrace an empathy-first mindset in her classroom. “Even though my primary job is here in the classroom, I always ask myself, ‘what can I do to help you learn better?’ Sometimes it’s about content, sometimes it’s about resources. Sometimes it’s just about life,” Seliga says.

A pervasive ‘weed out’ culture

There has long been a narrow pathway to success in STEM disciplines. Faculty reflect on the ‘weed-out’ culture—one that removes low-performing students from pursuing upper-year STEM education. “It wasn’t uncommon to walk into a class and have the professor say ‘look to your left, look to your right. Only one of you will be left at the end of three or four years.’ I felt that that was discouraging to people who could have otherwise made some really important contributions to the discipline,” says Lourdes Norman-McKay, Professor of Biological Sciences at Florida State College at Jacksonville.

Other faculty like Daniel Collins, Instructional Associate Professor of Chemistry at Texas A&M University, believe that the ‘weed out culture’ is partly fueled by cramming too much content into lessons. Adding to that, Collins has come to realize that he simply can’t teach using the same methods that he was once exposed to as a student. “I have a lot of first-generation students from small high schools. Maybe they’ve had one semester of chemistry. For me, it’s recognizing that these students aren’t me,” he says. 

Soft skill building can also help incoming freshmen persist and see real value in their curriculum. But made clear by Beverly Kris Jaeger-Helton, Teaching Professor of Mechanical and Industrial Engineering at Northeastern University, there has long been an emphasis on technical rigor over soft skills that will serve students beyond higher ed. “When I first started in engineering, there was a strong emphasis on the technical foundation. And I didn’t hear much about creativity and innovation to build on that foundation—it was something I had to explore on my own,” she says.

Watch the video below to see how your peers are redefining outcomes in STEM.

The post 6 STEM Faculty On The Learning Experience They Wish They Had [VIDEO] appeared first on Top Hat.

Why Plan for Misconceptions?

Misconceptions in chemistry courses can arise from various sources, including preconceived notions, oversimplifications, and inadequate explanations. Ignoring or not addressing these misconceptions can lead to incomplete learning, flawed problem-solving skills, and a lack of confidence in the subject matter. 

By planning for and actively addressing these misconceptions, educators can promote deeper understanding and help students build a solid foundation in chemistry. Here, we share a list of common misconceptions in chemistry. 

7 Common Misconceptions in Chemistry

1. Equilibrium: One of many common misconceptions about equilibrium in chemistry is the belief that equilibrium represents a state of balance or equal concentrations. In reality, equilibrium refers to a dynamic state where forward and backward reactions occur at the same rate, leading to no net change in concentrations.
2. Balancing Chemical Equations: Many students hold the misconception in balancing chemical equations that the number of atoms on both sides of a chemical equation must be equal. In truth, balancing chemical equations involves adjusting coefficients to ensure the conservation of mass and atoms.
3. Oxidation and Reduction: A common student misconception about oxidation and reduction is that oxidation only involves the addition of oxygen, while reduction solely involves the removal of oxygen. In reality, oxidation involves the loss of electrons, while reduction involves the gain of electrons.
4. pH Scale: Some students incorrectly believe that the pH scale is linear, assuming that a substance with a pH of 4 is twice as acidic as a substance with a pH of 8. The pH scale is logarithmic, meaning that each unit represents a tenfold change in acidity or basicity.
5. Ionic and Covalent Bonds: Many students mistakenly believe that ionic bonds are always between a metal and a non-metal, while covalent bonds occur only between non-metals. However, both types of bonds can form between a variety of elements, and the distinction lies in the sharing or transfer of electrons.
6. Catalysts: Some students have a preconceived notion that catalysts are consumed or permanently changed during a chemical reaction. Catalysts speed up reactions by providing an alternative pathway but remain unchanged at the end of the reaction.
7. Chemical Properties: Students may wrongly assume that chemical properties are solely determined by the individual elements present in a substance. However, chemical properties also depend on the arrangement and interactions between the atoms.

5 Ways to Correct Misconceptions in Chemistry

Addressing misconceptions in chemistry requires a proactive approach and understanding why it is important to plan for misconceptions. Here are five effective strategies for addressing student misconceptions in the classroom:

1. Pre-assessment: Conducting pre-assessments to identify students’ prior knowledge and misconceptions helps instructors tailor their teaching approaches accordingly.
2. Conceptual Change Strategies: Utilize instructional methods that challenge and replace misconceptions with scientifically accurate concepts. Examples include analogies, visual representations, and interactive activities. Aktiv Learning makes use of in-class problems, polls, and quizzes to easily track student participation. Instructors can engage students in person or online with problem-solving and dynamic discussions.
3. Scaffolding: Provide students with support and guidance as they progress from their initial misconceptions toward a deeper understanding of the subject matter. Gradually introduce more complex concepts and reinforce correct principles.
4. Active Learning: Engage students in hands-on activities, experiments, and discussions that encourage critical thinking and problem-solving skills. Encourage them to question their assumptions and test their understanding through practical applications. 
5. Formative Assessment: Regularly assess students’ understanding through quizzes, class discussions, and formative assignments. Each Aktiv Chemistry question provides students with targeted feedback, including helpful hints for incorrect answers. If students exhaust their attempts, they are presented with a comprehensive, step-by-step solution that thoroughly elucidates the problem-solving process.

Conclusion

Debunking common misconceptions in chemistry is vital for higher education students to develop a solid understanding of the subject. By addressing misconceptions such as equilibrium, balancing chemical equations, oxidation and reduction, the pH scale, ionic and covalent bonds, catalysts, and chemical properties, students can overcome barriers to learning and gain accurate insights.

Educators play a crucial role in planning for and correcting these misconceptions. Strategies such as pre-assessments, conceptual change approaches, scaffolding, active learning, and formative assessments are effective tools for guiding students toward accurate understanding. By actively engaging with the subject matter and challenging preconceived notions, students can unlock their full potential and excel in their chemistry studies. Together, we can ensure that higher education students embark on a journey grounded in truth, curiosity, and a deep appreciation for the remarkable science that is chemistry.

The post 7 Misconceptions about Chemistry in Higher Ed—And How to Address Them appeared first on Top Hat.

By reading the guide below, you’ll gain a solid understanding of the various types of teaching strategies, why they’re important and how they can be applied to the learning process to benefit both professors and students.

In this guide, you’ll:

• Learn what instructional strategies are, and the various strategies educators can use to teach more effectively
• Gain a deeper understanding of how instructional strategies for teachers—including formal and informal assessments, case studies, debates, flipped classrooms and more—play into the overall student learning experience
• Get equipped to implement instructional strategies that are appropriate for your course in order to become more effective at teaching and engaging students
• Get access to a free instructional strategies list, packed with 25 easy-to-implement exercises for your next course

With this collection of teaching strategies, you’ll be ready to guide students towards success in any classroom setting. Plus, putting a few of these techniques into practice will ensure students come to class prepared to engage with the material, with their peers and with you.

1. What are instructional strategies?

Instructional strategies encompass any type of learning technique a teacher uses to help students learn or gain a better understanding of the course material. They allow teachers to make the learning experience more fun and practical and can also encourage students to take more of an active role in their education. The objective of using instructional strategies beyond subject comprehension is to create students who are independent, strategic learners. The hope is, with time and practice, students will be able to select the right strategies on their own and use them effectively to complete tasks.

There are various instructional strategy examples that can be used effectively at all levels and subject areas, with a wide range of learning styles. These learning strategies motivate students by improving their engagement, capturing their attention and encouraging them to focus on not only remembering course material, but truly understanding it.

Educators who use instructional strategies allow students to make meaningful connections between concepts learned in class and real-life situations. They offer an opportunity for students to demonstrate their knowledge and course correct on their own when needed. Teachers also benefit from using instructional strategies because they’re able to better monitor and assess student performance through different methods of evaluation.

2. What’s the difference between instructional strategies, teaching strategies, teaching techniques and teaching practices?

In the dynamic landscape of higher education, understanding the nuances between instructional strategies, teaching strategies, teaching techniques, and teaching practices is crucial for educators aiming to enhance their pedagogical approach. Instructional strategies encompass a broader framework, outlining the overarching plans and methods employed to facilitate learning. These strategies guide the selection of teaching methods and techniques, serving as the foundation for effective educational practices. On the other hand, teaching strategies delve into the specific approaches instructors use to convey information and engage students. These strategies act as the vehicles through which instructional goals are achieved, embracing diverse methodologies such as collaborative learning, active participation, and technology integration.

Zooming in further, teaching techniques are the tactical tools and methods employed within a specific teaching strategy. These are the hands-on practices educators implement to deliver content, foster understanding, and promote critical thinking. Examples include case studies, role-playing, and interactive discussions. Finally, teaching practices encompass the comprehensive application of instructional, teaching, and technical strategies in the classroom. It reflects the amalgamation of various methods tailored to the unique needs of learners and the subject matter. By dissecting these components, higher education professors can refine their pedagogical repertoire, fostering a rich and dynamic learning environment for their students.

3. Types of instructional or teaching strategies

There are far too many types of instructional or teaching strategies to catalog in one place. And there’s no single, specific way to group them together. While the categories below are by no means exhaustive, instructional strategies often fall under general groupings. These include: active learning, assessment-based, group-based, advanced strategies, organizational (or classroom management) and tiered.

4. Active learning instructional strategies and teaching strategy examples

4.1. Exit tickets

Before students leave your learning environment, ask them to answer a question related to a key concept discussed in the lesson that day. They can write it down on a piece of paper or index card. Questions can be simple, like asking students what they found most interesting about the lesson. Or, they can be more complex, such as having them draw a sketch that demonstrates what they learned, or asking them to connect the key concept they learned to a real-life situation. Have students hand the ‘tickets‘ to you as they exit (or have them submit a response to your discussion board), then review the responses.

The feedback can help educators determine which students need additional teaching in specific areas. Using this approach, teachers gain a quick understanding of how the whole class is grasping and reacting to the material.

Use the information from the exit tickets to form groups in the class that follows. Place students at similar levels of understanding, or who have similar views on a topic, together. Conversely, group students with opposing views together in order to foster debate and conversation. Learn more about the types of exit tickets you can use in your next course—download an exit ticket template here.

4.2. Flipped classrooms

Regardless of where you teach, flipping your classroom is one of the most popular forms of active learning and among the most well-known instructional strategies. Instead of using classroom time for lecturing, educators provide students with a pre-recorded lecture to watch prior to class. They’re often concise, posted to sites like YouTube, or presented in the form of a podcast that students can listen to at home or during their commute. Educators can then use classroom time to engage students in learning activities related to the lecture they’ve already seen or heard.

Flipped classrooms are an effective teaching technique because they allow students to review and learn concepts on their own time. Students are then free to complete more interactive and collaborative work in class, including discussions and tasks with their peers and teacher. They can also collaborate and discuss material online, via forum discussions with peers and subject matter experts. In class, students can actively apply concepts via peer learning, group work, and presentations.

Flipped learning helps keep students continuously engaged in class instead of just passively listening. And it makes good use of downtime by allowing students to combine a workout or commute time with further learning, when it’s most convenient for them. Built to enable this strategy, Top Hat makes it simple to adopt a flipped classroom—simply run quizzes prior to your lecture and create interactive discussions for students to collaborate during class time.

Looking for more? Get 25 additional instructional strategies in this free guide.

4.3. Journals and learning logs

This instructional strategy lets students record their thoughts, feelings and reflections on a variety of topics. Journal entries could refer to something discussed in your lecture, or they can allow students to reflect on a relevant newspaper article or piece of media they came across. Journals can also be used for getting students to think critically about the course material and how it can be applied to the real world. This activity lets students make predictions, brainstorm ideas, connect ideas and even identify solutions to problems presented in class.

You might consider using the following prompts in advance of a journaling assignment to promote higher-level thinking. At the start of a lesson, you might ask, “What questions do you have from yesterday?” During the middle of a lesson, ask, “What do you want to know more about?” At the end of your lesson, ask, “How could you use these findings outside of class?” Encourage students to note any thoughts that come to mind at these three points. At the end of the semester, their journal can form the foundation of a more comprehensive study guide.

4.4. Minute papers

Pose a question about the day’s teaching, and give students a moment to reflect before writing down their answer on their own or in pairs. The responses can provide valuable insight into student comprehension of the material.

Minute papers can be presented in a number of ways, but the easiest is a “ticket out,” whereby educators wrap up class a few minutes early. (We saw this earlier in our instructional strategies list, under ‘exit ticket’). They then ask students to answer what the most important thing they learned today was and what questions they still have. The first question requires students to think quickly, recall class material, decide on the main points, and put it into their own words. For the second, they must think further about what they’ve understood thus far.

Teachers can use the responses to determine how well students understand the material. Minute papers can also help students understand where their own learning gaps are. Once this is realized, both students and teachers can identify and address weaknesses.

4.5. Muddiest point

The ‘muddiest point’ is another active learning instructional strategy. This activity asks students to use index cards (or an app), to anonymously submit what part(s) of the course material they’re having the most difficulty with. Educators can then use the responses to determine where extra instruction is needed and adjust lessons accordingly.

Alternatively, these topics can be addressed during student review sessions. Ask students to identify topics they feel they need clarification on and consolidate these into a list. Then get each student to select a term from the list they feel they can explain to the rest of the class.

Cross it off the list, and move on to the next. By the end, it will be easy to see which concepts students are having the most issues with by process of elimination. And if terms haven’t been selected, they are being avoided for a reason. Naturally, students will pick the terms they are most comfortable with.

Use that information to devise more instructor-led sessions on the concepts that most students are confused about, or that require more clarification, to eventually complete the entire list.

4.6. Reflection

Hand out blank index cards or a pre-designed worksheet at the end of a class session and ask students to use them to submit a response to a question about the day’s lesson. Alternatively, ask students to submit a discussion board response. The reflection prompt could be simple, like asking what they learned, or what they found the most interesting. Or, you can make your prompt more application-based, like asking them to connect what they learned to a real-life situation, or telling them to explain why what they learned is important.

The purpose of reflection is to encourage students to consider what they have learned. Like a number of other instructional strategies in this list, it also gives the teacher an idea of where students stand on a topic or issue so they can use this information to help better prepare for the next lesson. The added benefit is that having students express these thoughts on paper can result in better memory retention.

To drive this strategy in higher education, Top Hat’s interactive discussions make it easy for students to reflect on what was covered in class. Allow students to discuss concepts with their peers, with the ability to grade discussions as desired.

4.7. Think-pair-share

This active learning technique is another of the best-known instructional strategies. After presenting a lesson, pause the lecture for a moment to ask students to pair up with a partner. Have them discuss the material they just learned. Prepare questions, and, once they’ve had some time to discuss with their partner(s), get students to take turns presenting their observations to the rest of the class.

Make the question challenging, such that it could spark debate between the grouped or paired students. Give them just a few minutes to talk amongst themselves and come to a collective conclusion.

Think-pair-share can work especially well for the first few lessons of a class, keeping students on their toes and interested in the material that is to come. But it can also help recapture student enthusiasm near the middle of a term, reminding students that they aren’t alone in their learning and that others share their views or concerns, and that there are different perspectives to support an issue that are worth considering beyond their own.

5. Assessment-based instructional strategies

5.1. Assessment

One of the most used instructional strategies, assessments are considered any graded test, quiz, project, or exam. Informal checks of student progress throughout the year, such as discussions or presentations, can be included too. There are many different assessment-based instructional strategies (and a few follow in this group).

In general, there are various ways to run assessments and different ways to adapt them to class time. These include: asking certain groups of students to only complete specific parts of a test, allowing students to respond orally versus in writing, or asking students to demonstrate what they’ve learned in a more hands-on way, like building something or drawing a diagram.

The most critical thing to remember with assessments is to try and stay focused on evaluating the concept that’s most important for the student to grasp. This might mean your assessments have to be more practical. Asking a student to put the learning to work and actually do something can be a far better indicator of what they know than simple written or oral answers.

One tip is to include test or quiz questions that vary in complexity, and focus on different aspects of a concept. You could include one question mandatory for responding, but allow students to choose which ones they want to answer among the remaining ones.

→ Download Now: 25 Free Instructional Strategies

5.2. Cubing

“Cubing” is a version of the above. It involves writing a command or question on each of the six sides of a cube, then having students roll the cube like a die and respond to the question or command accordingly.

The questions can relate to describing, comparing, contrasting, applying, predicting or imagining concepts. Get students even more involved in this cooperative learning activity by having them come up with their own questions that they then exchange with classmates, taking turns to answer.

Take it to another level by creating multiple cubes with questions of varying levels of complexity. Assign students to work in groups—have each group of students write or dictate their answers to the questions on their cube. Use the data to determine which students should work on which concepts come assignment time.

5.3. Grade as you go

This instructional strategy is ideal for subjects that involve repetitive practices and rote memorization, such as mathematics and language. Have students work on assignments either alone or in pairs, checking and marking their work.

This teaching technique is motivational because students instantly know if they’re on the right track, allowing them to gauge their achievement level. But it also helps students immediately correct something they’re doing wrong. Once they identify the mistakes, they can translate that learning to subsequent questions, instead of completing the entire assignment incorrectly.

Instructional strategies such as ‘Grade As You Go’ also help educators pinpoint students who have a superior grasp of the material, allowing them to move on to a more challenging assignment.

By the time the assignment is completed, it’s far more likely that the entire class will be ready to move on to the next concept or skill. And since grades have already been given, it reduces after-class grading time for teachers. Put this strategy into practice this fall by relying on the Top Hat Gradebook. This comprehensive tool lets you view attendance, participation and completion data in one place and makes it easy to retroactively adjust grade weights as needed.

5.4. Homework practice

The purpose of homework, as one of the numerous assessment-based instructional strategies, is to extend learning beyond the classroom setting. Homework gives students extra time to master concepts studied in class and further refine their learning. To use this effectively, assign homework based on the student’s skill level, ensuring it aligns with the areas they need more practice in.

The amount and complexity of homework varies depending on subject and level. Students should be able to complete homework independently, with minimal involvement from tutors or peers. If they can’t, it should serve as a red flag to both the student and educator.

Built to enable this strategy, Top Hat makes it easy to create, personalize and assign interactive homework assignments. Choose from a variety of question types including fill-in-the-blank or multiple choice and embed discussion questions throughout your assessments.

5.5. Questions and quizzes

Question-asking is among the simplest of the instructional strategies, but it can still be strategically complex. The simplest way to gauge student understanding of course material is to ask them questions about it. During group discussions, pose several questions of varying complexity so that everyone has a chance to respond, including both those who are experiencing difficulties with the class, as well as those who are mastering the concepts. Strategically adjust the questions you ask based on who you plan to call upon. This helps build student confidence and ensures the class runs smoothly.

Timing is important, too. When the class starts, or there’s a pause between concepts or topics, you can administer a quick quiz or poll to get an understanding of how far along students are in their learning. In order to effectively assess comprehension, it’s best to not attach a grade to this activity. Students will inevitably worry if the quiz is going to impact their overall grade for the class. Platforms like Kahoot! can be used to facilitate informal games or trivia sessions at the start of class, setting the stage for what’s to follow in your lecture.

Use technology like clickers to administer things like multiple choice quizzes that can be tabulated immediately for large classes, with questions that challenge or check an assumption before a lecture begins. Then, administer the same or a similar quiz at the end of class, and compare the results.

Educators can determine how effective the lesson was and see if they need to revisit the subject matter again, or can confidently move on to the next topic.

6. Group teaching techniques

6.1. Case studies

Case studies, as instructional strategies or teaching techniques, are more spontaneous than structured group projects. But this is a good thing. It helps prepare students for when they enter the workforce, where problem solving on the fly is an essential skill. In a practical work environment, students can’t just do what they’re told and expect to succeed. Case studies can help prepare them for life after college or university.

To use case studies, put students into groups and task them with finding a way to apply the knowledge they’ve acquired from reading course materials and listening to lectures into real-world scenarios that match your assigned content area(s).

In a classroom setting, working on case studies encourages students to think critically about what they’ve learned, not just recite points back to the class.

6.2. Debates

Instructional strategies like these work as a structured form of argumentation. Debates require students to research concepts and think critically in order to present their positions in a convincing and justifiable way.

Most fitting for concepts with opposing points of view, debates help students develop listening and presentation skills. Once presented in class, having a debate can also introduce new perspectives on topics, and convince students to conduct further research in order to build stronger arguments, or intelligently counter those of the opposing side.

6.3. Peer instruction

With the teacher’s guidance, students can prepare and present course material in class, encouraging interaction with peers. Try to do this without the use of slides as an aid, so students have to communicate more with classmates and discover more creative ways to present the material.

It’s best to do these kinds of student-led instructional strategies at the beginning of a class, so students can teach one another about what they know, sharing their knowledge and experiences that relate to course material.

6.4. Role play

The use of simulations and games in your instructional toolkit can give you a deeper look at the impact of learning, as well as demonstrate how students can invent and experiment with learned concepts. Role playing also offers students a chance to practice their interpersonal skills in an environment in which they are comfortable and familiar.

Having the opportunity to visualize, model or role play in dynamic situations promotes curiosity, exploration and problem solving. It can aid students in working towards a greater understanding of the material. The more ways that students have of representing the knowledge they’ve acquired beyond writing and oral explanation, the better their comprehension and recall of the information will be.

In math and science fields, for example, students can experiment with simulated projects that would otherwise be difficult or cost-prohibitive to do in real settings. Examples include: designing a model of a roller coaster to understand slopes, angles and speed; using a hard-boiled egg to demonstrate Newton’s Law of Motion; or building a model volcano to understand what makes them erupt.

7. Teaching strategies examples for advanced students

7.1. Curriculum compacting

These instructional strategies encourage educators to identify students who already have advanced knowledge of a subject, skill or concept so they can spend less time on these areas. Curriculum compacting frees students up to focus more on the areas where they need to develop a greater understanding, versus concepts with which they’re already proficient. It’s ideal when working with individual students or small groups.

7.2. Independent study project

If students appear to be ahead of the class, assign them independent study projects. These projects should allow them to focus on a single concept around material discussed in class. They can also work on a separate but related topic for which they’ve expressed an interest or passion, making this an inquiry-based learning exercise.

Once the project is completed, the student can share what he or she learned with the class, demonstrating their mastery of the concept, and further educating the rest of the class on a specific area or example.

Independent study projects usually run anywhere from three to four weeks.

8. Organizational instructional strategies

8.1. Agendas

An agenda sets out a comprehensive list of the assignments, activities, projects and tests students are responsible for working on and completing throughout the year, along with a timeline for each. Students can decide how they want to complete the work and in what order. Do they want to focus on one area of learning for an entire week? Do they want to tackle the subject matter they’re most comfortable with first, or start with more difficult concepts? In addition to encouraging students to come up with a structure they can follow, agendas help them practice time management skills.

To get going, provide each student with a blank calendar to fill in with their own schedule, ensuring they’ve organized work in order to meet assignment and project due dates. If different students are working on the same part of an assignment at the same time, consider allowing them to work together during class. Take on the role of a facilitator here, helping students set reasonable deadlines according to their needs.

8.2. Anchor activities

Also referred to as ‘sponge’ activities, anchor activities are assignments that students must work on immediately in order to maximize instruction time. They can complete these activities at the beginning of every class or right after, but the idea is to keep the learning and educational process going.

Anchor activities might include the student revisiting a question posed in the previous day’s class and composing a response to it, or presenting and discussing an answer out loud to a partner. Another option could be drawing a picture to represent a concept they just learned, or writing down an opinion about a key issue. This instructional strategy for teachers can also be used to provide students with notes as a reference when they’re studying for exams.

Be mindful of anchor activities that are simply ‘busy work’ to pass the time. Just as a sponge soaks up water, the goal of anchor activities is to help students soak up a better understanding of a concept or skill.

8.3. Knowledge charts

Before delving into a new topic or concept, have students submit what they already know, what they want to know and what they’ve learned already. Then, assess their prior knowledge on the subject, and get a feel for how interested they are in a topic.

Knowledge charts, as instructional tools, can also be used at various times to see how students are progressing, and if their interest in the topic is waning or growing. In filling out these graphic organizers, teachers can get an idea of where students are at academically. Students themselves can gauge their own progress and see where more work is needed.

8.4. Learning contracts

Another one of the several instructional strategies aimed at more advanced students is the learning contract. Use it to help students who need to be challenged by providing a specific assignment and list of directives that they must complete within a set period of time. Work with the student to set out the requirements of the contract, and provide a blank calendar they can use to devise a doable timeline, determining what dates and times they need in order to complete different parts of the assignment. 

This is an effective instructional strategy to help students set their own learning goals and practice time management skills—both of which are useful in the working world. Once the contract and timeline are set, encourage students who are working on the same parts of the assignment at the same time to work together.

8.5. Portfolio development

Portfolios allow students to gather, organize and illustrate examples of their learning and academic achievements. Portfolio development is the process of creating, collecting, reflecting on and selecting work samples that best showcase students’ understanding of a given concept. Once students select their top pieces that best represent their learning outcomes, they can then use a binder or scrapbook to organize their work.

Work samples kept in a portfolio might include notes from an interview, a diagram, storyboards, essays, infographics and more. Portfolio development is a necessary and effective process for most humanities and STEM majors. Art students can use a portfolio to curate their top pieces—whether paintings, drawings or photographs—at the end of the semester. Alternatively, students in architecture or engineering courses can use a portfolio to house mockups and wireframes of a new building or the parts of an engine. No two students’ portfolios will include the same work since these differ based on discipline and course.

9. Tiered instructional strategies

9.1. Tiered activities

Set up three or four activities of varying complexity for students to participate in. Each should have the same common goal of helping students understand a specific element of the subject material. For example, it might be different experiments that all explain the basic concept of physics.

Start with a mid-level activity that would apply to most students in the class, then include one that’s a step-up in difficulty to challenge students with a better understanding of the material. Alternatively, offer a simplified version for students who are still working to gain a full understanding of the concept.

Place students in groups based on their perceived level, or give a brief description of each of the assignments and let them choose which level they feel most comfortable working in. Once completed, discuss and compare the results.

By the end of this collaborative exercise, each group will have a greater understanding of the material. If students are able to choose which group they join, the teacher will also get a feel for the comfort level of each student.

9.2. Tiered rubrics

Present a couple of rubrics (scoring guides) to students, based on their current level, so they have the skills needed in order to better focus and be successful in class.

The rubrics should all contain the same basic categories, but the point value or required elements should be adjusted based on the student’s readiness. For students equipped to take on greater challenges, add more categories or requirements. Conversely, remove some requirements and/or categories for students who need more assistance, or haven’t quite grasped the material just yet.

10. Conclusion

In exploring various types of instructional strategies, you’ll find that there’s something to suit every type of student level, subject and lecture format. When applied effectively, instructional strategies for teaching can help students gain a deeper understanding of course material and encourage critical thinking, beyond basic retention and surface understanding. Educators, too, can benefit by using different teaching methods throughout the semester to determine the efficacy of lesson plans, and how every student is progressing through each concept.

Download our free instructional strategies guide, filled with 25 effective activities and best practices to use in any college course.

The post 25 Effective Instructional Strategies For Educators appeared first on Top Hat.