Teaching Methods Overview
The Faculty Center promotes research-based instructional strategies and classroom techniques that improve student performance and learning. Because instruction at CCS takes place in many formats, environments, and class sizes, there is no single most effective teaching method for all contexts. However, research does support a practical range of methods that can be adapted to the various circumstances in which we teach.
Lecture—Showing/Telling
Direct instruction is a widely used and effective instructional strategy that is strongly supported by research. In direct instruction, the teacher
- models an interaction with the subject, demonstrates an approach to an issue, or shows example solutions to problems,
- provides opportunities for guided practice, often assigning small group work in class with an emphasis on constructive feedback, and
- assigns independent practice with an emphasis on mastery learning.
Worked Examples
Worked examples are step-by-step demonstrations of how to complete a problem or perform a task. Concepts are first introduced in their simplest form, then the teacher gradually progresses from simple to complex procedures. Worked examples are a way to impart information.
Socratic Questioning
Socratic questioning involves the teacher’s facilitation of critical thinking in students by dint of carefully designed questions. The classic Greek philosopher, Socrates, believed that thoughtful questioning enabled students to examine questions logically.
Case-Based Learning
Case-based learning is used widely across many disciplines, and collections of validated cases are available online, often bundled with handouts, readings, assessments, and tips for the teacher. Cases range from scenarios that can be addressed in a single setting, sometimes within minutes, to sequential or iterative cases that require multiple settings and multiple learning activities to arrive at multiple valid outcomes.