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After engaging with content in the form of a mini-lecture or reading, students use their own words/strategies to explain the content to a particular audience (e.g. Explain the concept of matrices to a high school student)

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Employs a diverse group of learners in solving (and enacting solutions to) real-world, complex and urgent problems. In this sub-type of problem-based learning, the learning coach (instructor) trusts the learners to take on the most ill-structured problems without "guardrails".

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Learning that embeds in the local environment and values students’ lived experience. This active learning modality is heavily informed by indigenous ways of knowing.

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Knowledge, skill and value development from direct experience, reflection, conceptualization and experimentation often outside a traditional academic setting (i.e. internships, study abroad, undergraduate research, residency programs, etc.)

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Students' work to solve messy, real-world problems that are often ill-structured and may have multiple solutions. After working to find solutions to the problem, students go public to a diverse audience of experts and non-experts.

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A form of small-group learning that utilizes a flipped classroom, a readiness assurance process and application activities. Employs concept discovery and development through investigation (w/ leveled guidance).

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Providing content material outside of class (i.e. through video) to allow for in-class activities.

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Each member of a student team is assigned one element of a problem. That member becomes the ‘expert’ on their aspect. This expertise is gained by becoming a temporary member of a new team. In Cooperative Learning, cards are often used to determine these teams. After each student in the temporary team becomes very well-versed in both knowing and teaching their element of the problem, they return to their home team. The team is then equipped to solve the full problem if they wisely use each member’s expertise.

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Create a two-column table. On the left column students summarize what the author says; include the authors main points in the order they occur. On the right column students write about their response to the Author (ask questions, share reactions, connect to other/prior learning). In class, share this with a partner.

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Students are asked to think privately about a given question or problem before pairing with a neighbor or partner to discuss their answers. Finally, students share out to the entire class.

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Students use deep looking and reflect upon (and even handle) objects in order to expand the depth of their knowledge.

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A real-life story or situation that encourages and allows students to explore/investigate issues related to a concept, often in effort to make a discovery or solve a case.

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The instructor or learning assistant poses an opinion question and ask people to stand in a particular location in the room based on their response.

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Students are each given a card or paper that contains a term, phrase or image that somehow connects to another student’s card or paper. Students are instructed to find their ‘match’ linking, terms and definitions, structure and function, item and image, for example.

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After working to solve a problem or answer a question, students post their responses (drawings or other creations) on the wall/around the room. Students then rotate around the room learning from fellow students/teams responses.

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During a lecture pause or at the end of the lecture, the instructor or learning assistant asks the students to write down the concept that was most confusing. This can be done on paper or using a polling software.