Instructional Support

Professor Lee teaches a senior-level course in Environmental Science. Recognizing that students have diverse interests and career goals, she decides to offer a choice of final project formats. Students can choose between writing a traditional research paper, creating a documentary video, developing a community outreach program, or conducting a laboratory experiment with a detailed report.

Before assigning the projects, Professor Lee holds a class discussion to collaboratively develop the grading rubric criteria, ensuring clarity and fairness. She emphasizes that students should select the project type that best aligns with their interests and future aspirations. Throughout the project period, she offers guidance and resources but encourages students to take the initiative in their learning process.

In a Sociology class, Professor Ramirez notices that one student, Alex, frequently interrupts classmates during discussions, often dismissing their viewpoints without consideration. This behavior has started to create tension and discourages others from participating.

Rather than reprimanding Alex publicly, Professor Ramirez decides to address the issue by facilitating a class session on effective communication and respectful discourse. He introduces guidelines for discussions that the class collaboratively develops, emphasizing active listening and valuing diverse perspectives. Alex participates in creating these guidelines.

1. How does offering assignment choices promote autonomy among students?
2. What are the potential challenges of providing multiple project options, and how can they be mitigated?
3. In what ways does involving students in creating the grading rubric foster respect and engagement?
4. How might this approach impact students’ motivation and quality of work?

1. What strategies did Professor Ramirez use to address the disrespectful behavior while maintaining a respectful approach?
2. How does involving the class in developing communication guidelines enhance respect and responsibility?
3. What are alternative methods to handle such situations, and what are their potential outcomes?
4. How can this approach be applied in other situations where classroom norms are challenged?

• Notes
• Lecture (give copies of notes)
• Multimedia
• Interactive Lectures (incorporate polls or questions during lectures)
• Group work, facilitating discussion or projects in small groups 

Ensure activity supports learning goals - i.e. use simulations to demonstrate supply and demand in economics

• Problem based Learning - present real-word problems for students to solve
• Flipped Classroom - Assign lectures as homework use class time for interaction
• Peer Evaluation
• Students involved in creating rubric

• Visual Organizers
• Structured Handouts
• Digital Resources
• Lesson Summaries

• Quizzes and Polls
• One Minute Papers
• Entry/Exit Slips
• Scaffold larger assignments with feedback at each stage

• Think- Pair Share : Reflect individually, discuss in pairs, share with class
• Jig-Saw : Table become expert on part of a topic then teach to others
• Case Studies : Analyze scenarios to apply concepts
• Debates : Engage in structures arguments on issues
• Role-Playing : Act out situations to explore perspectives
• Simulations/Games : model real-world processes, gamification
• Peer Teaching: Students prepare and deliver mini-lessons
• Gallery Walks : Explore and discuss displayed information
• Problem Solving Workshops : Work through complex problems in groups
• Fishbowl Discussion : Inner group discusses while outer group observe, Socratic circles
• Mind Mapping : Create visual representations of concepts and their connections
• Interactive Quizzes : Use tools like Kahoot or Quizlet
• Allow choice in topics for projects and ways students show their learning
• Create cognitive dissonance by intentionally designing assignments that introduce information or perspectives that challenge students beliefs.
• Use Socratic questioning techniques vs lecturing to pose progressively more challenging questions.