There are many methods in the literature and shared in teaching workshops that can potentially enhance students’ learning. Some methods might resonate with the your own experiences and be ‘what you would have enjoyed’; which is not always the best reason to teach a certain way since higher education instructors are by definition not average, nor normal in their learning skills. Other methods might actually be appropriate for the right reasons and should be used to enhance the learning.

How to match up the methods to the course content and desired learning outcomes? That is the question this short note attempts to address.

Here are some questions and challenges we often start with when thinking about matching methods to a lecture. Note, we say lecture, not the whole course. It is very possible that different lectures (e.g., content) will require different methods and the same method is not applicable for each and every lecture; for example, flipping every lecture, peer instruction breakouts every lecture, blending every lecture might make sense, or not.

Reflections...

• What are the learning outcomes associated with the lecture; at what level in Bloom’s taxonomy are they?
• At what level of mastery are you going for? The first move from naïve to novice? Developing the novice level skills and knowledge? Advancing the student to a junior thinker level in the topic? It is important to understand the type of learning you are expecting of the student and what the level of expertise is.
• From a learning and teaching theory perspective, what are the learning concepts that best match the content?
• This is reasoning through the learning using principles from the learning literature, cognitive psychology (acquisition of cognitive skill, development of skill and expertise), and even possibly the neuroscience level. It is important to first think about learning first and not the delivery vehicle (the actual method).
• What are the potential methods or delivery mechanisms that make sense, that align with the learning and teaching theory implied by the learning outcomes?

• We discuss assumptions and fit in the specific notes about methods. Each method will have pros/cons for different aspects of learning based on Bloom’s taxonomy, assumptions about your skill and experience as an instructor, and assumptions about the students’ skill and experience to be taught with the method.
• What are the potential assessment methods that make sense, that align with the learning outcomes, and teaching methods chosen?
• It is important to think through and have suitable assessment methods that will align and leverage the delivery methods. They should reinforce the methods and directly show ‘value’ arising from the methods; this will help with motivation and engagement.
• What co-dependencies exist about the methods chosen?
• Does the method exist in a standalone fashion, or does it rely on a combination of methods for its potential exist?

Once you have picked one or more potential methods to use, it is important to think about how feasible and reasonable the choice is and how the course will play out. This applies to both teaching methods and assessment methods.

Methods...

• What experience do you have with the potential methods?
• If you have never used the method before, it is wise to do the first attempt in a limited way and not base the whole course on it. If you have never used a method before, it is best to find someone to coach you, help you.

• What experience do the incoming students have with the potential methods?
• If they have never been exposed to a certain method before, what assumptions are you making? What will their learning curve be like? How will you support them and help them during the learning curve? Do you have initial experiences where they are learning the method and not the content? Learning two things at once is not a good thing!
• What other ‘new’ methods or types of learning experiences are the students likely to have in the same term?
• Too many new methods will be a problem. This is a concern within one course and care should be taken when piling on new ideas, methods, or technology. It is also a concern when the term is looked at holistically; yours is not the only course they are taking.
• What do these various ‘gaps’ potentially imply with respect to your efficiency and effectiveness as an instructor? The students’ efficiency and effectiveness as learners?
• Introducing a new method will have an impact and this needs to be factored into the workload and course expectations.

There is no ‘right way’, but there are many possible mistakes that can be made when choosing and deploying a new teaching method or assessment method. The most common mistakes we have observed are below.

Reflections...

• Picking a method because it worked for ‘so and so’, not because you have thought it through and rationalized it based on your own situation.
• Not understanding the underlying assumptions implied by the method; about you and the students.
• Picking one aspect of the method and not trying to adopt the full ‘prescribed’ method.
• Changing the method immediately, the first time, without following the ‘prescribed’ method.
• Trying too much the first time, building the course around the method before understanding the method.
• Applying the same method for all lectures, all content without rationalization, justification.
• Trying to do it without a coach or mentor with experience in the method.

Further reading

• Ellis, D. E. (2013). Students' responses to innovative instructional methods: Exploring learning-centred methods and barriers to change. [Doctoral thesis, University of Waterloo]. UWSpace.
• https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-students/aligning-outcomes-assessments-and-instruction
• https://uwaterloo.ca/centre-for-teaching-excellence/resources/teaching-tips/blooms-taxonomy-learning-activities-and-assessments