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Enhancing Learning Outcomes Through Innovative Teaching Strategies

Explore outcome-based learning activities promoting critical thinking, collaboration, and self-assessment in diverse courses. Discover various teaching strategies and engage students through interactive, problem-based, and experiential learning approaches.

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Enhancing Learning Outcomes Through Innovative Teaching Strategies

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  1. Outcome-based Learning Learning Activities

  2. Introduction • 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.

  3. Teaching Strategies Source: Spiller, D. (2009). Teaching strategies to promote the development of student’s learning skills. NZ: Teaching Development Unit, University of Waikato. 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 • Developing critical thinking • Using examples • Everyday life • Reflective journal assessments • Create thinking time and space • Collaborative learning • Creating dissonance

  4. Guidelines and Rationale • 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

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

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

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

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

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

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

  11. Themes of Activities_6 • [A separate powerpoint on collaborative learning] • [More examples offered in Multimedia Educational Resource for Learning and Online Teaching (MERLOT) website] • Collaboration

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

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

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

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

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

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

  18. Additional References • 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.

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