Teaching Methods

QuickJump to Pedagogic Modules:

Each pedagogic approach is described succinctly so you can quickly understand how the technique might be relevant to your teaching. Written by fellow educators, these descriptions include tips for effectively using each technique, related research on their impacts on learning, as well as a set of example activities.

This list is by no means comprehensive. It reflects the interests and priorities of the partners and projects that have contributed to the library so far. If you'd like to contribute to the library and help this list grow we'd love to hear from you.


Assessment provides educators with a better understanding of what students are learning and engages students more deeply in the process of learning content. Compiled by William Slattery at Departments of Geological Sciences and Teacher Education, Wright State University, Dayton, Ohio.

The approaches to assessment are presented in the following 2 categories: Assessment Strategies and Teaching and Assessing Communication.

Engaged Pedagogy

Engaged pedagogy refers to using teaching approaches that encourage student-student interactions. Often, the instructor takes on the role of facilitator as opposed to lecturer in these approaches. Typically, student learning is higher using these methods and students use more high-order thinking skills while learning material in depth.

The approaches to teaching are presented in the following 5 categories: Engaged Pedagogy, Visualizations, Field-Based Instruction, Classroom Labs, and Problem Solving.

Teaching with Data

Teaching with Data presents instructors with a detailed map for how data can be incorporated into instruction. The module describes different levels of data integration from having students learn by watching an instructor work with data to having students manipulate and analyze data on their own. Compiled by Nathan Grawe, Carleton College.

Quantitative Reasoning

Quantitative Reasoning describes how an instructor can intentionally incorporate quantitative reasoning goals and objectives into their classes. It contains examples of strategies for designing and assessing student work. It also presents a collection of profiles of faculty across the curriculum who are already addressing quantitative reasoning in their courses. Compiled by Nathan Grawe, Carleton College.