{"id":6625,"date":"2026-03-15T19:56:52","date_gmt":"2026-03-15T23:56:52","guid":{"rendered":"https:\/\/engineering.jhu.edu\/ctld\/?page_id=6625"},"modified":"2026-03-15T21:23:23","modified_gmt":"2026-03-16T01:23:23","slug":"implementing-teaching-best-practices","status":"publish","type":"page","link":"https:\/\/engineering.jhu.edu\/ctld\/implementing-teaching-best-practices\/","title":{"rendered":"Implementing Teaching Best Practices"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Incorporating teaching best practices creates better student-to-student and student-to-instructor engagement learning and incentivizes student attendance for in-person\/live learning. Below are established best practices for creating an engaging learning experience:<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-1&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-1-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-1\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-title\">Active Learning<\/span><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-1\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-1-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<p class=\"wp-block-paragraph\">&#8220;Active learning&#8221; generally refers to teaching strategies that &#8220;cognitively engage students in building understanding at the highest levels of Bloom&#8217;s taxonomy,&#8221; such as critical thinking skills (National Academies, 2017, p. 3-3). It gives students opportunities to practice and apply course concepts, understand what they have learned, and identify where there is room to improve (Ambrose, Bridges, DiPietro, Lovett, &amp; Norman, 2010; Davidson, 2017). Examples include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Incorporate low-stake writing exercises, such as entry tickets or minute papers (Angelo &amp; Cross, 1993).<\/li>\n\n\n\n<li>Use team-based learning to flip your classroom so that a majority of class time is spent with students in groups working on focused tasks or problem-solving (Michaelson, Bauman-Knight &amp; Fink, 2003).<\/li>\n\n\n\n<li>Pause periodically to allow students time to review their notes and identify questions or to compare notes with a peer (Major, Harris &amp; Zakrajsek, 2016; Prince, 2004).<\/li>\n\n\n\n<li>Divide students into small groups or pairs and pass a sheet of paper with a prompt or problem down the row. After passing through several rounds, students report on the &#8220;best&#8221; responses (Barkley, 2010).<\/li>\n\n\n\n<li>Ask questions and collect responses in real time during class using a &#8220;clicker&#8221; or phone app. Questions can be answered individually or in groups or after discussion as a think-pair-share.<\/li>\n\n\n\n<li>Ask students to put a sequence of steps in order to test their understanding of sequencing or processes (Lee, 2007).<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-2&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-2-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-2\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-title\">Metacognition<\/span><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-2\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-2-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<p class=\"wp-block-paragraph\">Metacognition enables students to identify their cognitive process (Lovett, 2008) and is a reflective skill that is necessary for creativity, critical thinking, and problem-solving. Within the classroom, teaching metacognitive practices enhances student learning outcomes (Tanner, 2012) and helps students to have a complete understanding of what they learned and how (Brownlee, Purdie, &amp; Boulton-Lewis, 2001). Examples include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Ask students to write a &#8220;Minute Reflection Paper&#8221; on an open-ended question or statement, such as &#8220;What was the muddiest point of today&#8217;s lesson?&#8221;<\/li>\n\n\n\n<li>After completion of an exercise or task, ask students to assess their role. Focus on what aspects of their learning you want them to assess. Examples include:\n<ul class=\"wp-block-list\">\n<li>Describe your preparation and work process<\/li>\n\n\n\n<li>Describe your goals or what you hope to achieve (e.g., work product)<\/li>\n\n\n\n<li>Evaluate your performance<\/li>\n\n\n\n<li>Provide areas for future improvement<\/li>\n\n\n\n<li>Describe your next steps<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>Present students with a controversial statement or problem that they must analyze and ask them to express their opinion on that statement. Results can be shown via a poll, on a whiteboard, or through a structured discussion.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-3&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-3-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-3\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-title\">Spaced Retrieval Practice<\/span><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-3\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-3-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<p class=\"wp-block-paragraph\">Utilizing spaced retrieval practice and self-testing strategies (spaced practice) helps the learning stick by utilizing long-term memory retrieval (Dunlosky et al., 2013; Rawson, Dunlosky, &amp; Sciartelli, 2013; Pashler et al., 2007). These practices have been shown to improve learning outcomes, especially when compared to more passive forms of learning, such as listening to a lecture or rereading materials. Examples include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Revisiting concepts that have been taught in previous class meetings.<\/li>\n\n\n\n<li>Use Canvas or other technologies to help students set a spaced study schedule.<\/li>\n\n\n\n<li>Include cumulative retrieval practice throughout the course.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-4&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-4-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-4\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-title\">Problem-Based Learning (PBL)<\/span><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-4\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-4-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<p class=\"wp-block-paragraph\">Problem-based learning (PBL) is a student-centered teaching strategy approach that enables students to learn about a subject by working in groups to solve an open-ended problem. This problem is what drives motivation and learning (Duch et al, 2001; Nilson, 2010). In PBL, students typically do the following tasks:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Examine and define the problem.<\/li>\n\n\n\n<li>Explore what they already know about underlying issues related to it.<\/li>\n\n\n\n<li>Determine what they need to learn and where they can acquire the information and tools necessary to solve the problem.<\/li>\n\n\n\n<li>Evaluate possible ways to solve the problem.<\/li>\n\n\n\n<li>Solve the problem.<\/li>\n\n\n\n<li>Report on their findings.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<p class=\"wp-block-paragraph\">References<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">National Academies of Sciences, Engineering, and Medicine. (2017). Indicators for monitoring undergraduate STEM education.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C. and Norman, M.K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. John Wiley &amp; Sons, Hoboken.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Davidson, C.N. (2017). The new education: How to revolutionize the university to prepare students for a world in flux. New York: Basic Books.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Angelo, T. A., &amp; Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass Publishers.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Major, C.H., Harris, M.S., &amp; Zakrajsek, T. (2016). Teaching for learning: 101 intentionally designed educational activities to put students on the path to success. New York: Routledge.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Johnson, D., Johnson, R.T., &amp; Smith, K.A. (2014). Cooperative learning methods: A meta-analysis<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Michaelson L, Bauman-Knight B, Fink D (2003). Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3): 223-231.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Lee, V. (2007). Sequence activity. Workshop on inquiry-based learning.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Barkley, E.F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco: Jossey-Bass.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Brownlee, J., Purdie, N., &amp; Boulton-Lewis, G. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in higher education, 6(2), 247-268.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., &amp; Willingham, D. T. (2013). Improving students&#8217; learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the public interest, 14(1), 4-58.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Rawson, K. A., Dunlosky, J., &amp; Sciartelli, S. M. (2013). The power of successive relearning: Improving performance on course exams and long-term retention. Educational Psychology Review, 25(4), 523-548.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pashler, H., Rohrer, D., Cepeda, N. J., &amp; Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic bulletin &amp; review, 14(2), 187-193.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mesa, V., Shultz, M., &amp; Jackson, A. (2020). Moving Away from Lecture in Undergraduate Mathematics: Managing Tensions within a Coordinated Inquiry-Based Linear Algebra Course. International Journal of Research in Undergraduate Mathematics Education, 6(2), 245\u2013278.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Duch, B. J., Groh, S. E, &amp; Allen, D. E. (Eds.). (2001). The power of problem-based learning. Sterling, VA: Stylus<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (2nd ed.). \u202fSan Francisco, CA: Jossey-Bass.\u202f<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Incorporating teaching best practices creates better student-to-student and student-to-instructor engagement learning and incentivizes student attendance for in-person\/live learning. Below are established best practices for creating an engaging learning experience: References&nbsp;<a href=\"https:\/\/engineering.jhu.edu\/ctld\/implementing-teaching-best-practices\/\">&hellip;<\/a><\/p>\n","protected":false},"author":82,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-fullwidth.php","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-6625","page","type-page","status-publish","hentry","odd"],"acf":[],"_links":{"self":[{"href":"https:\/\/engineering.jhu.edu\/ctld\/wp-json\/wp\/v2\/pages\/6625","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/engineering.jhu.edu\/ctld\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/engineering.jhu.edu\/ctld\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/engineering.jhu.edu\/ctld\/wp-json\/wp\/v2\/users\/82"}],"replies":[{"embeddable":true,"href":"https:\/\/engineering.jhu.edu\/ctld\/wp-json\/wp\/v2\/comments?post=6625"}],"version-history":[{"count":1,"href":"https:\/\/engineering.jhu.edu\/ctld\/wp-json\/wp\/v2\/pages\/6625\/revisions"}],"predecessor-version":[{"id":6628,"href":"https:\/\/engineering.jhu.edu\/ctld\/wp-json\/wp\/v2\/pages\/6625\/revisions\/6628"}],"wp:attachment":[{"href":"https:\/\/engineering.jhu.edu\/ctld\/wp-json\/wp\/v2\/media?parent=6625"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}