The document outlines various teaching strategies applicable across multiple disciplines, emphasizing critical thinking, collaboration, and student engagement. It includes references to specific activities and resources from different educational institutions, focusing on methods such as problem-based learning and experiential learning. Additional resources and powerpoints for individual categories of activities are suggested for further exploration.

1. 1

2.  The activities described in the following slides
have no specific discipline restriction. They
can be used or applied to most of our courses
in the Department.
 There will be separate powerpoints for
individual categories of activities.
 Further information can be found in Penn State
World Campus site.
 Additional sources will be added wherever
necessary.
Introduction
2

3. Source: Spiller, D. (2009). Teaching strategies to promote the development of student’s learning skills. NZ:
Teaching Development Unit, University of Waikato.
 Developing critical thinking
 Using examples
 Everyday life
 Reflective journal
assessments
 Create thinking time and
space
 Collaborative learning
 Creating dissonance
 Reading skills [can be
adapted to other
applications]
 Problem-posing
 Framing
 Question-generating
 Believing and doubting
 Evidence-finding
 Case
 Norming session
 “Rough draft workshop”
 Metacognitive
3
Teaching Strategies

4.  A separate file for this topic
 Sources
 Chippewa Valley Technical College (CVTC)
 Michigan State University (MSU)
 The University of New South Wales (UNSW)
 Tracy Penny Light from the University of
Waterloo in 2004
Guidelines and Rationale
4

5.  Course Beginning
[Please refer to
Penn State World
Campus]
 Students’ self-
introduction (brief
biography
 Personal home page
 Representation or
collages
Initiation
5

6.  Problem-based
Learning [Please
refer to Penn State
World Campus]
 Case studies
 Problem-based activity
 Interactive case studies
using “Quandry”
Themes of Activities_1
6

7.  Communication
 [Please refer to
Penn State World
Campus]
 Examples from
Michigan State
University (MSU)
 A separate file for
an activity from
MSU
 Guided discussion
forums
 Interview
 Guest lecturer
 Pen pals
 “Ask an expert”
 Open forum
 Students-as-teachers
 Polling, debates, and
fishbowls using “course
talk”
Themes of Activities_2
7

8.  Foster interaction
 Examples from
Michigan State
University (MSU)
 Examples from
Chippewa Valley
Technical College
(CVTC)
 Instructor – Students
 Students – Content
 Student - Student
Themes of Activities_3
8

9.  Projects [Please
refer to Penn State
World Campus]
 Design projects and
prototypes
 Simulations
 Build-as-you-go project
 Modifying graphics
Themes of Activities_4
9

10.  Foster
participation
 Techniques from
Michigan State
University (MSU)
Themes of Activities_5
10

11.  Collaboration  [A separate powerpoint
on collaborative
learning]
 [More examples offered
in ultimedia
ducational esource
for earning and nline
Teaching ( )
website]
Themes of Activities_6
11

12.  Experiential
learning
 [A separate powerpoint
on experiential learning]
Themes of Activities_7
12

13.  Self assessment  [A separate powerpoint
on self assessment as a
learning activity]
Themes of Activities_8
13

14.  Conceptual
learning
[University of
Maryland
University College
(UMUC)
 A separate file for
this activity
 Professional
development
learning activity
[The Institute of
Chartered
Accountants of
Nova Scotia
(ICANS)]
 A separate file for
this activity
Selected Activities_1
14

15.  Creating an
individual learning
contract
[California State
University at
Chico, School of
Social Work
(CSUC_SW)]
 A separate file for
this activity
 Pizza Explorer
[Purdue University
(PU)]
 A separate file for
this activity
Selected Activities_2
15

16.  A number of
activities from
MERLOT
 A separate file for
this activity
 Communication
[Examples of
netiquette in MSU
can be modified to
meet course’s
requirement]
 A separate file for
this activity
Selected Activities_3
16

17.  Active learning
activities from the
Centre for
Teaching
Excellence of the
University of
Waterloo in
Canada
 Spiller, D. (2009).
Teaching strategies
to promote the
development of
student’s learning
skills. NZ: Teaching
Development Unit,
University of
Waikato.
Further attachments
17

18.  Beard, C. & Wilson, J. P. (2002). The power of experiential
learning: A handbook for trainers and educators. London:
Kogan Page.
 Boud, D. (1995). Enhancing learning through self
assessment. London: Kogan Page.
 Brooks-Harris, J. E. & Stock-Ward, S. R. (1999).
Workshops: Designing and facilitating experiential
learning. Thousand Oaks, CA: Sage.
 Sampson J. & Cohen, R. (2001). Strategies for peer
learning: Some examples. In Boud, D., Cohen, R., &
Sampson, J. (Eds.), Peer learning in higher education:
Learning from & with each other (pp. 35-49). London:
Kogan Page.
18
Additional References