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Learning goals are broad, general statements of what we want our students to learn and provide:

Setting goals gives us a real road map to where we want to go. The same when we provide goals to learners. Learning goals are the heart of a course design and need to be made clear at the planning stage.

An instructor can use those goals as a roadmap to prepare an online class. In this article, we are going to explore in-depth the role of Learning Goals and Objectives in course design and how to prepare a lesson plan based on them.

Defining Learning Objectives

The best way to use goals as a roadmap for a course design is to make them more clear and concise by determining specific learning objectives.

Learning Objectives are measurable subgoals of a lesson and inform particular learning outcomes.

Writing learning objectives keeps you focused and helps you in planning. This is easily achieved with the use of action verbs that describe learner capabilities at the end of a course.
From the learners' point of view, objectives help them understand what the instructor expects of them and what they must expect of themselves.

What is the Difference Between Goals and Objectives?

Many people confuse the definitions of goals and objectives, and often confuse the terms.

Learning goals are long-term, broad, and achievable, but not necessarily measurable.

On the other hand, learning objectives are also referred to as learning outcomes because they are immediately linked to the expected outcomes; what we can expect learners to be able to do by the end of the course.

Learning objectives can then be broken down into small learning activities, or assessments.

Changing one of these three components greatly affects the other two. So, this process is dynamic while planning course content. The table below can help you understand how goals differ from objectives:

Is it clear enough yet?

Now, let's see a real example of an instructional goal vs. the objectives in an Art course and Photoshop course:

Learning Objectives

- Learners will be able to identify. whether a print is a woodcut or a lithograph.

- Learners will be able to justify this identification.

- Learners will be able to manipulate layers.

- Learners will be able to correct colors.

- Learners will be able to paint.

- Learners will be able to create special effects.

Why is it Important to Set Objectives?

When setting Learning Objectives:

You can adequately organize the course material because you can establish a logical sequence of learning milestones.

You can immediately align objectives with evaluation methods.

You communicate expectations to your learners, so you help them evaluate themselves.

Finally, learners can interconnect goals through your courses.

Objectives tell the learner how they will be able to know, not merely quess, whether or not they have learned and understood the lesson.

How Should Objectives be Formed?

Objectives should be specific, concise, observable and measurable. Each learning objective should target one particular aspect of student performance and be expressed with a single action verb.

There is a specific order according to which learners process information in a course. Bloom's taxonomy helps understand this natural order. What Bloom did is describe the levels of student learning, that could help a designer set the right objectives:

Following this taxonomy is the most surefire way to boost learning to a higher level. The following table depicts everything we are talking about. In it there are examples of verbs and activities you can use to formulate your course objectives. Take a look!
Examples of how to use the listed verbs:
- Learners will be able to use a rule to determine if a sentence is grammatically correct.
(Application stage)

Learners will be able to classify foods according to their origins.
(Analysis stage)

Learners will be able to discriminate the program's peculiar features.
(Evaluation stage)

See how it goes? You may struggle at first to apply this method, but it provides an analytical design, worthwhile to try out!

You will see how much more your learners will engage in your course.

While designing your objectives, it is optimal to follow Bloom's hierarchical order of objectives and not dismiss lower levels as unworthy so that learners have all the requirements regarding previous knowledge to proceed.
Important tips:

Consider developing 2-3 learning objectives for each section of your course.

If the objectives are several, organize them into subcategories.

Use simple language, speak personally (ex. 'You will be able to') and keep objectives short.

Don't use more than one sentences to express your objectives.

Don't list multiple verbs in one objective - since every action will be measured and assessed differently, each verb should be in a separate objective.

Communicate your objectives through your course page, your welcoming video or discussion with your learners. In a next article I am going to show you how to express your objectives not in a listed manner but in a very creative one!

Designing Your Course Using Learning Objectives

Let's suppose you have chosen your topic and you are determined about what to teach in your course. When in the process of completing these steps, it is optimal either to use a pen and a paper or a concept map application to create connections between your ideas.

1 Imagine your course.

Brainstorm a list of all the possible things you want to teach and might include in your course.

2 Draft your course goals.

Write at least 2-3 goals to shape your ongoing course design. Here, we give you some questions that will help you plan your course goals:

"In this course, I will emphasize in..."
"The main themes learners will go through are..."
"The big picture I want to promote through this course is..."

Suitable verbs to use to set goals are shown below. "Through this course, you will..."

3 Design Learning Objectives

Using the table above, design your Learning Objectives. Break down your goals to form more specific and measurable learning objectives. Link those objectives to the corresponding sections.

Consider: For whom are you writing your learning objectives? Analyze your target audience and their pre-existing knowledge.

Keep overall course objectives to no more than a dozen-this will keep you focused on the essentials.

Don't exaggerate trying to write even more precise learning objectives-the main point is to express as clearly and plainly as possible.

4 Write the Activities

For each objective of the course, write down some corresponding activities that you are planning to use to accomplish that objective.Through these activities, students will achieve the objectives you set for them. Other activities not mentioned above are:

Reading a text.

Reading worked-out example problems.

Answering short objective questions.

Discussing issues with other learners.

Conducting research.

5 Develop Assessments

Ideally, as you are drafting course goals and learning objectives, you are also beginning to develop the assessments for the course. Decide which questions you will include in your questionnaires or exams (as well as the type of questions you will use) or the content of your assignments based on the objectives you have set.

Align your assessment activities with your objectives. This way you can be sure that your learners have the desired progress.

Reflect on your objectives and consider the following:

Are your course objectives achievable given the available resources?

Are your course objectives in agreement with the course goals?

Can learners' performance on the objective be measured?

Are there real measures stated (rate numbers, percentages or frequencies)?

When do you want learners to accomplish the objective?

Are you attempting too much so that your objectives are not achievable?

Is the objective valuable for the learner?

What if I Have Already Created My Course?

You may argue with the above if you have already created your course without having formed clear goals and objectives. But imagine how much you could improve your material by reviewing what you want to achieve and also how happy your old or new learners will be if you add this information to your course.
How to update a course using learning goals and objectives:

1. Review all of the material of your course thus far.

2. Identify any patterns in themes, content, hopes, objectives, and activities.

3. Group similar items together.

4. Give titles to each group of items. You automatically see what your objectives are.

5. Identify the most important things you hope learners will take away from the course and what you want their learning experience to be. These are your course goals!

Then, you can create a great lesson plan based on the learning objectives, goals and activities you have decided on.

Further Reading

To prepare quality educational materials using learning goals, objectives and outcomes is a challenge worth pursuing. It will translate into a higher valued course, satisfied students and will help you in the process of creating your own course.

For this purpose, we suggest the following literature for further studying:

Learning outcomes and instructional objectives: is there a difference? Ronald M Harden - Link to article

Choosing teaching methods based on learning objectives: An integrative framework. Sarah E. Bonner - Link to article

Bloom's taxonomy revisited: Specifying assessable learning objectives in computer science. Christopher Starr, Bill Manaris, Roxann H. Stalvey - Link to article

Academic Sources

Designing and Assessing Courses and Curricula, Third Edition, 2008. Robert M. Diamond. Jossey-Bass: San Francisco, CA.)

Harden, R. M. (2002). Learning outcomes and instructional objectives: is there a difference?. Medical teacher, 24(2), 151-155.

Bonner, S. E. (1999). Choosing teaching methods based on learning objectives: An integrative framework. Issues in Accounting Education, 14(1), 11-15.

Starr, C. W., Manaris, B., & Stalvey, R. H. (2008). Bloom's taxonomy revisited: specifying assessable learning objectives in computer science. ACM SIGCSE Bulletin, 40(1), 261-265.

Bloom, B. S. (ed.). Taxonomy of educational objectives: Handbook 1: Cognitive domain. Longmans, Green and Company, New York, 1956.

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Learning Goals and Objectives in Course Design | LearnWorlds Blog

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Learning goals are broad, general statements of what we want our students to learn and provide: Direction, Focus, and Cohesion Setting goals gives us a real road map to where we want to go. The same when we provide goals to learners. Learning goals are the heart of a course design and need to be ...

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Instructional strategies refer to the techniques instructors use to deliver their lessons. Effective instructional strategies-also known as teaching strategies-help students become actively involved in the learning process. When done right, instructional strategies also support students in reaching their learning objectives.

By reading the guide below ( our downloading this free list of instructional strategies), you'll gain a solid understanding of the various types of teaching strategies, why they're important and how they can be applied to the learning process to benefit both professors and students.

In this guide, you'll:

Learn what instructional strategies are, and the various strategies educators can use to teach more effectively

Gain a deeper understanding of how instructional strategies for teachers-including formal and informal assessments, case studies, debates, flipped classrooms and more-play into the overall student learning experience

Get equipped to implement instructional strategies that are appropriate for your course in order to become more effective at teaching and engaging students

Get access to a free instructional strategies list, packed with 25 easy-to-implement exercises for your next course

With this collection of teaching strategies, you'll be ready to guide students towards success in any classroom setting. Plus, putting a few of these techniques into practice will ensure students come to class prepared to engage with the material, with their peers and with you.

1. What are instructional strategies?

Instructional strategies encompass any type of learning technique a teacher uses to help students learn or gain a better understanding of the course material. They allow teachers to make the learning experience more fun and practical and can also encourage students to take more of an active role in their education. The objective of using instructional strategies beyond subject comprehension is to create students who are independent, strategic learners. The hope is, with time and practice, students will be able to select the right strategies on their own and use them effectively to complete tasks.

There are various instructional strategy examples that can be used effectively at all levels and subject areas, with a wide range of learning styles. These learning strategies motivate students by improving their engagement, capturing their attention and encouraging them to focus on not only remembering course material, but truly understanding it.

Educators who use instructional strategies allow students to make meaningful connections between concepts learned in class and real-life situations. They offer an opportunity for students to demonstrate their knowledge and course correct on their own when needed. Teachers also benefit from using instructional strategies because they're able to better monitor and assess student performance through different methods of evaluation.

2. What's the difference between instructional strategies, teaching strategies, teaching techniques and teaching practices?

In the dynamic landscape of higher education, understanding the nuances between instructional strategies, teaching strategies, teaching techniques, and teaching practices is crucial for educators aiming to enhance their pedagogical approach. Instructional strategies encompass a broader framework, outlining the overarching plans and methods employed to facilitate learning. These strategies guide the selection of teaching methods and techniques, serving as the foundation for effective educational practices. On the other hand, teaching strategies delve into the specific approaches instructors use to convey information and engage students. These strategies act as the vehicles through which instructional goals are achieved, embracing diverse methodologies such as collaborative learning, active participation, and technology integration.

Zooming in further, teaching techniques are the tactical tools and methods employed within a specific teaching strategy. These are the hands-on practices educators implement to deliver content, foster understanding, and promote critical thinking. Examples include case studies, role-playing, and interactive discussions. Finally, teaching practices encompass the comprehensive application of instructional, teaching, and technical strategies in the classroom. It reflects the amalgamation of various methods tailored to the unique needs of learners and the subject matter. By dissecting these components, higher education professors can refine their pedagogical repertoire, fostering a rich and dynamic learning environment for their students.

3. Types of instructional or teaching strategies

There are far too many types of instructional or teaching strategies to catalog in one place. And there's no single, specific way to group them together. While the categories below are by no means exhaustive, instructional strategies often fall under general groupings. These include: active learning, assessment-based, group-based, advanced strategies, organizational (or classroom management) and tiered.

4. Active learning instructional strategies and teaching strategy examples

4.1. Exit tickets

Before students leave your learning environment, ask them to answer a question related to a key concept discussed in the lesson that day. They can write it down on a piece of paper or index card. Questions can be simple, like asking students what they found most interesting about the lesson. Or, they can be more complex, such as having them draw a sketch that demonstrates what they learned, or asking them to connect the key concept they learned to a real-life situation. Have students hand the 'tickets' to you as they exit (or have them submit a response to your discussion board), then review the responses.

The feedback can help educators determine which students need additional teaching in specific areas. Using this approach, teachers gain a quick understanding of how the whole class is grasping and reacting to the material.

Use the information from the exit tickets to form groups in the class that follows. Place students at similar levels of understanding, or who have similar views on a topic, together. Conversely, group students with opposing views together in order to foster debate and conversation. Learn more about the types of exit tickets you can use in your next course-download an exit ticket template here.

4.2. Flipped classrooms

Regardless of where you teach, flipping your classroom is one of the most popular forms of active learning and among the most well-known instructional strategies. Instead of using classroom time for lecturing, educators provide students with a pre-recorded lecture to watch prior to class. They're often concise, posted to sites like YouTube, or presented in the form of a podcast that students can listen to at home or during their commute. Educators can then use classroom time to engage students in learning activities related to the lecture they've already seen or heard.

Flipped classrooms are an effective teaching technique because they allow students to review and learn concepts on their own time. Students are then free to complete more interactive and collaborative work in class, including discussions and tasks with their peers and teacher. They can also collaborate and discuss material online, via forum discussions with peers and subject matter experts. In class, students can actively apply concepts via peer learning, group work, and presentations.

Flipped learning helps keep students continuously engaged in class instead of just passively listening. And it makes good use of downtime by allowing students to combine a workout or commute time with further learning, when it's most convenient for them. Built to enable this strategy, Top Hat makes it simple to adopt a flipped classroom -simply run quizzes prior to your lecture and create interactive discussions for students to collaborate during class time.
Looking for more? Get 25 additional instructional strategies in this free guide.
4.3. Journals and learning logs

This instructional strategy lets students record their thoughts, feelings and reflections on a variety of topics. Journal entries could refer to something discussed in your lecture, or they can allow students to reflect on a relevant newspaper article or piece of media they came across. Journals can also be used for getting students to think critically about the course material and how it can be applied to the real world. This activity lets students make predictions, brainstorm ideas, connect ideas and even identify solutions to problems presented in class.

You might consider using the following prompts in advance of a journaling assignment to promote higher-level thinking. At the start of a lesson, you might ask, "What questions do you have from yesterday?" During the middle of a lesson, ask, "What do you want to know more about?" At the end of your lesson, ask, "How could you use these findings outside of class?" Encourage students to note any thoughts that come to mind at these three points. At the end of the semester, their journal can form the foundation of a more comprehensive study guide.

4.4. Minute papers

Pose a question about the day's teaching, and give students a moment to reflect before writing down their answer on their own or in pairs. The responses can provide valuable insight into student comprehension of the material.

Minute papers can be presented in a number of ways, but the easiest is a "ticket out," whereby educators wrap up class a few minutes early. (We saw this earlier in our instructional strategies list, under 'exit ticket'). They then ask students to answer what the most important thing they learned today was and what questions they still have. The first question requires students to think quickly, recall class material, decide on the main points, and put it into their own words. For the second, they must think further about what they've understood thus far.

Teachers can use the responses to determine how well students understand the material. Minute papers can also help students understand where their own learning gaps are. Once this is realized, both students and teachers can identify and address weaknesses.

4.5. Muddiest point

The 'muddiest point' is another active learning instructional strategy. This activity asks students to use index cards (or an app), to anonymously submit what part(s) of the course material they're having the most difficulty with. Educators can then use the responses to determine where extra instruction is needed and adjust lessons accordingly.

Alternatively, these topics can be addressed during student review sessions. Ask students to identify topics they feel they need clarification on and consolidate these into a list. Then get each student to select a term from the list they feel they can explain to the rest of the class.

Cross it off the list, and move on to the next. By the end, it will be easy to see which concepts students are having the most issues with by process of elimination. And if terms haven't been selected, they are being avoided for a reason. Naturally, students will pick the terms they are most comfortable with.

Use that information to devise more instructor-led sessions on the concepts that most students are confused about, or that require more clarification, to eventually complete the entire list.

4.6. Reflection

Hand out blank index cards or a pre-designed worksheet at the end of a class session and ask students to use them to submit a response to a question about the day's lesson. Alternatively, ask students to submit a discussion board response. The reflection prompt could be simple, like asking what they learned, or what they found the most interesting. Or, you can make your prompt more application-based, like asking them to connect what they learned to a real-life situation, or telling them to explain why what they learned is important.

The purpose of reflection is to encourage students to consider what they have learned. Like a number of other instructional strategies in this list, it also gives the teacher an idea of where students stand on a topic or issue so they can use this information to help better prepare for the next lesson. The added benefit is that having students express these thoughts on paper can result in better memory retention.

To drive this strategy in higher education, Top Hat's interactive discussions make it easy for students to reflect on what was covered in class. Allow students to discuss concepts with their peers, with the ability to grade discussions as desired.

4.7. Think-pair-share

This active learning technique is another of the best-known instructional strategies. After presenting a lesson, pause the lecture for a moment to ask students to pair up with a partner. Have them discuss the material they just learned. Prepare questions, and, once they've had some time to discuss with their partner(s), get students to take turns presenting their observations to the rest of the class.

Make the question challenging, such that it could spark debate between the grouped or paired students. Give them just a few minutes to talk amongst themselves and come to a collective conclusion.

Think-pair-share can work especially well for the first few lessons of a class, keeping students on their toes and interested in the material that is to come. But it can also help recapture student enthusiasm near the middle of a term, reminding students that they aren't alone in their learning and that others share their views or concerns, and that there are different perspectives to support an issue that are worth considering beyond their own.

5. Assessment-based instructional strategies

5.1. Assessment

One of the most used instructional strategies, assessments are considered any graded test, quiz, project, or exam. Informal checks of student progress throughout the year, such as discussions or presentations, can be included too. There are many different assessment-based instructional strategies (and a few follow in this group).

In general, there are various ways to run assessments and different ways to adapt them to class time. These include: asking certain groups of students to only complete specific parts of a test, allowing students to respond orally versus in writing, or asking students to demonstrate what they've learned in a more hands-on way, like building something or drawing a diagram.

The most critical thing to remember with assessments is to try and stay focused on evaluating the concept that's most important for the student to grasp. This might mean your assessments have to be more practical. Asking a student to put the learning to work and actually do something can be a far better indicator of what they know than simple written or oral answers.

One tip is to include test or quiz questions that vary in complexity, and focus on different aspects of a concept. You could include one question mandatory for responding, but allow students to choose which ones they want to answer among the remaining ones.
→ Download Now: 25 Free Instructional Strategies
5.2. Cubing

"Cubing" is a version of the above. It involves writing a command or question on each of the six sides of a cube, then having students roll the cube like a die and respond to the question or command accordingly.

The questions can relate to describing, comparing, contrasting, applying, predicting or imagining concepts. Get students even more involved in this cooperative learning activity by having them come up with their own questions that they then exchange with classmates, taking turns to answer.

Take it to another level by creating multiple cubes with questions of varying levels of complexity. Assign students to work in groups-have each group of students write or dictate their answers to the questions on their cube. Use the data to determine which students should work on which concepts come assignment time.

5.3. Grade as you go

This instructional strategy is ideal for subjects that involve repetitive practices and rote memorization, such as mathematics and language. Have students work on assignments either alone or in pairs, checking and marking their work.

This teaching technique is motivational because students instantly know if they're on the right track, allowing them to gauge their achievement level. But it also helps students immediately correct something they're doing wrong. Once they identify the mistakes, they can translate that learning to subsequent questions, instead of completing the entire assignment incorrectly.

Instructional strategies such as 'Grade As You Go' also help educators pinpoint students who have a superior grasp of the material, allowing them to move on to a more challenging assignment.

By the time the assignment is completed, it's far more likely that the entire class will be ready to move on to the next concept or skill. And since grades have already been given, it reduces after-class grading time for teachers. Put this strategy into practice this fall by relying on the Top Hat Gradebook. This comprehensive tool lets you view attendance, participation and completion data in one place and makes it easy to retroactively adjust grade weights as needed.

5.4. Homework practice

The purpose of homework, as one of the numerous assessment-based instructional strategies, is to extend learning beyond the classroom setting. Homework gives students extra time to master concepts studied in class and further refine their learning. To use this effectively, assign homework based on the student's skill level, ensuring it aligns with the areas they need more practice in.

The amount and complexity of homework varies depending on subject and level. Students should be able to complete homework independently, with minimal involvement from tutors or peers. If they can't, it should serve as a red flag to both the student and educator.

Built to enable this strategy, Top Hat makes it easy to create, personalize and assign interactive homework assignments. Choose from a variety of question types including fill-in-the-blank or multiple choice and embed discussion questions throughout your assessments.

5.5. Questions and quizzes

Question-asking is among the simplest of the instructional strategies, but it can still be strategically complex. The simplest way to gauge student understanding of course material is to ask them questions about it. During group discussions, pose several questions of varying complexity so that everyone has a chance to respond, including both those who are experiencing difficulties with the class, as well as those who are mastering the concepts. Strategically adjust the questions you ask based on who you plan to call upon. This helps build student confidence and ensures the class runs smoothly.

Timing is important, too. When the class starts, or there's a pause between concepts or topics, you can administer a quick quiz or poll to get an understanding of how far along students are in their learning. In order to effectively assess comprehension, it's best to not attach a grade to this activity. Students will inevitably worry if the quiz is going to impact their overall grade for the class. Platforms like can be used to facilitate informal games or trivia sessions at the start of class, setting the stage for what's to follow in your lecture.

Use technology like clickers to administer things like multiple choice quizzes that can be tabulated immediately for large classes, with questions that challenge or check an assumption before a lecture begins. Then, administer the same or a similar quiz at the end of class, and compare the results.

Educators can determine how effective the lesson was and see if they need to revisit the subject matter again, or can confidently move on to the next topic.

6. Group teaching techniques

6.1. Case studies

Case studies, as instructional strategies or teaching techniques, are more spontaneous than structured group projects. But this is a good thing. It helps prepare students for when they enter the workforce, where problem solving on the fly is an essential skill. In a practical work environment, students can't just do what they're told and expect to succeed. Case studies can help prepare them for life after college or university.

To use case studies, put students into groups and task them with finding a way to apply the knowledge they've acquired from reading course materials and listening to lectures into real-world scenarios that match your assigned content area(s).

In a classroom setting, working on case studies encourages students to think critically about what they've learned, not just recite points back to the class.

6.2. Debates

Instructional strategies like these work as a structured form of argumentation. Debates require students to research concepts and think critically in order to present their positions in a convincing and justifiable way.

Most fitting for concepts with opposing points of view, debates help students develop listening and presentation skills. Once presented in class, having a debate can also introduce new perspectives on topics, and convince students to conduct further research in order to build stronger arguments, or intelligently counter those of the opposing side.

6.3. Peer instruction

With the teacher's guidance, students can prepare and present course material in class, encouraging interaction with peers. Try to do this without the use of slides as an aid, so students have to communicate more with classmates and discover more creative ways to present the material.

It's best to do these kinds of student-led instructional strategies at the beginning of a class, so students can teach one another about what they know, sharing their knowledge and experiences that relate to course material.

6.4. Role play

The use of simulations and games in your instructional toolkit can give you a deeper look at the impact of learning, as well as demonstrate how students can invent and experiment with learned concepts. Role playing also offers students a chance to practice their interpersonal skills in an environment in which they are comfortable and familiar.

Having the opportunity to visualize, model or role play in dynamic situations promotes curiosity, exploration and problem solving. It can aid students in working towards a greater understanding of the material. The more ways that students have of representing the knowledge they've acquired beyond writing and oral explanation, the better their comprehension and recall of the information will be.

In math and science fields, for example, students can experiment with simulated projects that would otherwise be difficult or cost-prohibitive to do in real settings. Examples include: designing a model of a roller coaster to understand slopes, angles and speed; using a hard-boiled egg to demonstrate Newton's Law of Motion; or building a model volcano to understand what makes them erupt.

7. Teaching strategies examples for advanced students

7.1. Curriculum compacting

These instructional strategies encourage educators to identify students who already have advanced knowledge of a subject, skill or concept so they can spend less time on these areas. Curriculum compacting frees students up to focus more on the areas where they need to develop a greater understanding, versus concepts with which they're already proficient. It's ideal when working with individual students or small groups.

7.2. Independent study project

If students appear to be ahead of the class, assign them independent study projects. These projects should allow them to focus on a single concept around material discussed in class. They can also work on a separate but related topic for which they've expressed an interest or passion, making this an inquiry-based learning exercise.

Once the project is completed, the student can share what he or she learned with the class, demonstrating their mastery of the concept, and further educating the rest of the class on a specific area or example.

Independent study projects usually run anywhere from three to four weeks.

8. Organizational instructional strategies

8.1. Agendas

An agenda sets out a comprehensive list of the assignments, activities, projects and tests students are responsible for working on and completing throughout the year, along with a timeline for each. Students can decide how they want to complete the work and in what order. Do they want to focus on one area of learning for an entire week? Do they want to tackle the subject matter they're most comfortable with first, or start with more difficult concepts? In addition to encouraging students to come up with a structure they can follow, agendas help them practice time management skills.

To get going, provide each student with a blank calendar to fill in with their own schedule, ensuring they've organized work in order to meet assignment and project due dates. If different students are working on the same part of an assignment at the same time, consider allowing them to work together during class. Take on the role of a facilitator here, helping students set reasonable deadlines according to their needs.

8.2. Anchor activities

Also referred to as 'sponge' activities, anchor activities are assignments that students must work on immediately in order to maximize instruction time. They can complete these activities at the beginning of every class or right after, but the idea is to keep the learning and educational process going.

Anchor activities might include the student revisiting a question posed in the previous day's class and composing a response to it, or presenting and discussing an answer out loud to a partner. Another option could be drawing a picture to represent a concept they just learned, or writing down an opinion about a key issue. This instructional strategy for teachers can also be used to provide students with notes as a reference when they're studying for exams.

Be mindful of anchor activities that are simply 'busy work' to pass the time. Just as a sponge soaks up water, the goal of anchor activities is to help students soak up a better understanding of a concept or skill.

8.3. Knowledge charts

Before delving into a new topic or concept, have students submit what they already know, what they want to know and what they've learned already. Then, assess their prior knowledge on the subject, and get a feel for how interested they are in a topic.

Knowledge charts, as instructional tools, can also be used at various times to see how students are progressing, and if their interest in the topic is waning or growing. In filling out these graphic organizers, teachers can get an idea of where students are at academically. Students themselves can gauge their own progress and see where more work is needed.

8.4. Learning contracts

Another one of the several instructional strategies aimed at more advanced students is the learning contract. Use it to help students who need to be challenged by providing a specific assignment and list of directives that they must complete within a set period of time. Work with the student to set out the requirements of the contract, and provide a blank calendar they can use to devise a doable timeline, determining what dates and times they need in order to complete different parts of the assignment.

This is an effective instructional strategy to help students set their own learning goals and practice time management skills-both of which are useful in the working world. Once the contract and timeline are set, encourage students who are working on the same parts of the assignment at the same time to work together.

8.5. Portfolio development

Portfolios allow students to gather, organize and illustrate examples of their learning and academic achievements. Portfolio development is the process of creating, collecting, reflecting on and selecting work samples that best showcase students' understanding of a given concept. Once students select their top pieces that best represent their learning outcomes, they can then use a binder or scrapbook to organize their work.

Work samples kept in a portfolio might include notes from an interview, a diagram, storyboards, essays, infographics and more. Portfolio development is a necessary and effective process for most humanities and STEM majors. Art students can use a portfolio to curate their top pieces-whether paintings, drawings or photographs-at the end of the semester. Alternatively, students in architecture or engineering courses can use a portfolio to house mockups and wireframes of a new building or the parts of an engine. No two students' portfolios will include the same work since these differ based on discipline and course.

9. Tiered instructional strategies

9.1. Tiered activities

Set up three or four activities of varying complexity for students to participate in. Each should have the same common goal of helping students understand a specific element of the subject material. For example, it might be different experiments that all explain the basic concept of physics.

Start with a mid-level activity that would apply to most students in the class, then include one that's a step-up in difficulty to challenge students with a better understanding of the material. Alternatively, offer a simplified version for students who are still working to gain a full understanding of the concept.

Place students in groups based on their perceived level, or give a brief description of each of the assignments and let them choose which level they feel most comfortable working in. Once completed, discuss and compare the results.

By the end of this collaborative exercise, each group will have a greater understanding of the material. If students are able to choose which group they join, the teacher will also get a feel for the comfort level of each student.

9.2. Tiered rubrics

Present a couple of rubrics (scoring guides) to students, based on their current level, so they have the skills needed in order to better focus and be successful in class.

The rubrics should all contain the same basic categories, but the point value or required elements should be adjusted based on the student's readiness. For students equipped to take on greater challenges, add more categories or requirements. Conversely, remove some requirements and/or categories for students who need more assistance, or haven't quite grasped the material just yet.

10. Conclusion

In exploring various types of instructional strategies, you'll find that there's something to suit every type of student level, subject and lecture format. When applied effectively, instructional strategies for teaching can help students gain a deeper understanding of course material and encourage critical thinking, beyond basic retention and surface understanding. Educators, too, can benefit by using different teaching methods throughout the semester to determine the efficacy of lesson plans, and how every student is progressing through each concept.

instructional strategies guide , filled with 25 effective activities and best practices to use in any college course.

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Instructional Strategies: The Ultimate Guide for Professors

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Engage, assess and motivate students with these 25 easy-to-use teaching strategies for any discipline. Get started today!

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There are many different types of effective blended learning models available to schools today, making it extremely flexible to implement. Once you've determined the type that works best for your program, it is important to consider the strategies you'll use to combine both face-to-face instruction and online learning.

Searching for effective blended learning strategies can be a time-consuming task, but we know how important they are. Blended learning strategies develop students' mastery of learning objectives while increasing student engagement, interaction, collaboration, and the use of digital learning tools.

Blended Learning as having three components:

1. Instruction delivered partially online, with some element of student control over time, place, path, and/or pace.

2. Instruction delivered partially at a supervised brick-and-mortar location

3. An integrated student learning experience is taking place

Many educators are already leveraging blended learning in their classrooms. However, it's worth noting that blended learning is different than - and not to be confused with - a "tech-rich" learning environment. According to blendedlearning.org , " Technology-rich instruction shares the features of traditional teacher-led instruction with technological enhancements. This includes electronic whiteboards, digital textbooks, online lesson plans, Google Docs, virtual reality, and so forth. These tools may enhance learning experiences, but do not fundamentally shift instruction in a way that gives students some element of control. "

A Blended Learning Classroom Example

Let's look at an example by checking out what Mr. Hubbard does in his science classroom that differentiates his instructional strategies to meet the needs of a blended learning classroom versus a tech-rich classroom. The below example is based on how he introduced students to the concept of force and motion.

1. Mr. Hubbard first assigned a short 'direct instruction' video for homework, that introduced his students to the concept of force and motion. This video was watched outside of his core classroom time before the students were active participants in the lesson itself. This video introduced his students to this new concept. He asked his students to jot down notes, questions, ideas, etc., that they experienced while watching this new concept video and bring them back to class with them the next day.

2. The next day in class, Mr. Hubbard had different 'stations' set-up for the kids to explore in collaborative groups where they extended their learning in a variety of concept (and topic) related activities.

Students explored the concept of force and motion further in a hands-on experiment activity.

Another station was set up for small group time with Mr. Hubbard where he went over the questions that students wrote down in their science journals while watching the direct instruction video. He used this time to really encourage students to think critically and problem-solve. He even had an example problem at his station in which he asked students to think about how to solve based on their introduction to the concept. This opened up a huge conversation with students and Mr. Hubbard was able to identify gaps - and accelerants - in the students' thinking and understanding of the concept, which allowed him to make decisions on next steps for instruction for the next lesson.

Another station allowed students to further explore the concept in a different hands-on experiment.

The last station required students to read an online digital lesson on force and motion

In this example, Mr. Hubbard was employing a combination of blended learning implementation models of flipped classrooms and station-rotation.

If Mr. Hubbard were to make his classroom "tech-rich," he could employ strategies such as:

Submission of documents digitally (Google, Dropbox, etc.)

Creation of Powerpoints, videos, podcasts, etc., as a form of presentation or culminating activity

Using Adobe Suite software to create products to demonstrate knowledge

Photo collages to document steps and outcomes in STEM class activities

When we "blend" our in-class learning activities with those that we leverage online learning, we not only are implementing blended learning strategies, but we are additionally getting our students engaged in learning and preparing them with the skills they need for college and career.

Blended Learning is the equation of online learning + face-to-face learning = blended learning!

Blended Learning Strategies

eDynamic Learning recognizes the importance of offering effective blended learning strategies to use with our curriculum. This is why our Teacher Resources includes a Blended Learning Strategies guide alongside a Pacing guide and Project-Based Learning guide. These teacher resource materials accompany all career and technical education (CTE), electives, and Career Ready Program™ courses .

Below are just a few strategies from our Blended Learning Strategies guide. These strategies help develop the skills students need for college and career readiness, including academic language, higher-order thinking skills, content-area literacy skills, technology skills, notetaking strategies, and soft skills. Furthermore, strategies included in our full edition of our Blended Learning Strategies guide,

address different learning styles,

integrate multiple modalities, and

are differentiated to address diverse students' needs, including English language learners and special education students.

In addition to the blended learning strategies that support face-to-face and/or online learning, engaging digital course features such as podcasts and videos can truly bring blended learning to life and support a variety of blended learning implementation models .

The following methods benefit both face-to-face and online learning; they suit a variety of blended-learning models; and they easily integrate into any course unit or lesson.

1. Collaborative Learning

Strategy Overview

2. Frontloading Vocabulary

Strategy Overview

3. Translating the Text

Strategy Overview

4. Visualize-Represent-Share

Strategy Overview

5. Discussion Points

Strategy Overview

What Is It? Discussion Points is an accountable talk strategy that ensures all students participate in group discussions. Students share their responses to course discussion questions and discussion topics and earn points each time they participate.

When Do I Use It? Why Do I Use It? This strategy can be used with the course Text Questions , course Discussion prompts, or other discussion topics or questions. Discussion Points can be included as part of the before, during, and after phases of reading or listening to the lesson text. It engages students in discussion and deepens their understanding of unit objectives while acquiring course and academic language.

Get in Touch!

Are you ready to incorporate blended learning in your classroom or school program? eDynamic Learning not only provides schools with the largest library of career and technical education (CTE), elective , and Career Ready Program™ courses in the industry for grades 6-12, but also provides teachers with a Blended Learning Strategies guide (and Project-Based Learning guide) to engage students in strategies that promotes engagement, enthusiasm, and deeper learning. Get in touch with us today to learn more!

Check it Out!

Check out our on-demand webinar: Blended Learning with eDynamic Learning Courses
In this brief webinar, you'll:

get a high-level overview of some of the most popular blended learning implementation models

learn how you can incorporate a blended learning model into your teaching strategies

see how eDynamic Learning courses come to life and enable deeper learning through blended learning

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There are many different types of effective blended learning models available to schools today, making it extremely flexible to implement. Once you've

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Formative assessment-discovering what students know while they're still in the process of learning it-can be tricky. Designing just the right assessment can feel high stakes-for teachers, not students-because we're using it to figure out what comes next. Are we ready to move on? Do our students need a different path into the concepts? Or, more likely, which students are ready to move on and which need a different path?

When it comes to figuring out what our students really know, we have to look at more than one kind of information. A single data point-no matter how well designed the quiz, presentation, or problem behind it-isn't enough information to help us plan the next step in our instruction.

Add to that the fact that different learning tasks are best measured in different ways, and we can see why we need a variety of formative assessment tools we can deploy quickly, seamlessly, and in a low-stakes way-all while not creating an unmanageable workload. That's why it's important to keep it simple: Formative assessments generally just need to be checked, not graded, as the point is to get a basic read on the progress of individuals, or the class as a whole.

7 Approaches to Formative Assessment

1. Entry and exit slips: Those marginal minutes at the beginning and end of class can provide some great opportunities to find out what kids remember. Start the class off with a quick question about the previous day's work while students are getting settled-you can ask differentiated questions written out on chart paper or projected on the board, for example.

A quick way to see the big picture if you use paper exit tickets is to sort the papers into three piles: Students got the point; they sort of got it; and they didn't get it. The size of the stacks is your clue about what to do next.

No matter the tool, the key to keeping students engaged in the process of just-walked-in or almost-out-the-door formative assessment is the questions. Ask students to write for one minute on the most meaningful thing they learned. You can try prompts like:

What are three things you learned, two things you're still curious about, and one thing you don't understand?

How would you have done things differently today, if you had the choice?

What I found interesting about this work was...

Right now I'm feeling...

Today was hard because...

Or skip the words completely and have students draw or circle emojis to represent their assessment of their understanding.

2. Low-stakes quizzes and polls: If you want to find out whether your students really know as much as you think they know, polls and quizzes created with Socrative or Quizlet or in-class games and tools like Quizalize, Kahoot, FlipQuiz, Gimkit, Plickers, and Flippity can help you get a better sense of how much they really understand. (Grading quizzes but assigning low point values is a great way to make sure students really try: The quizzes matter, but an individual low score can't kill a student's grade.) Kids in many classes are always logged in to these tools, so formative assessments can be done very quickly. Teachers can see each kid's response, and determine both individually and in aggregate how students are doing.

Because you can design the questions yourself, you determine the level of complexity. Ask questions at the bottom of Bloom's taxonomy and you'll get insight into what facts, vocabulary terms, or processes kids remember. Ask more complicated questions ("What advice do you think Katniss Everdeen would offer Scout Finch if the two of them were talking at the end of chapter 3?"), and you'll get more sophisticated insights.

3. Dipsticks: So-called alternative formative assessments are meant to be as easy and quick as checking the oil in your car, so they're sometimes referred to as dipsticks. These can be things like asking students to:

write a letter explaining a key idea to a friend,

draw a sketch to visually represent new knowledge, or

do a think, pair, share exercise with a partner.

Your own observations of students at work in class can provide valuable data as well, but they can be tricky to keep track of. Taking quick notes on a tablet or smartphone, or using a copy of your roster, is one approach. A focused observation form is more formal and can help you narrow your note-taking focus as you watch students work.

4. Interview assessments: If you want to dig a little deeper into students' understanding of content, try discussion-based assessment methods. Casual chats with students in the classroom can help them feel at ease even as you get a sense of what they know, and you may find that five-minute interview assessments work really well. Five minutes per student would take quite a bit of time, but you don't have to talk to every student about every project or lesson.

You can also shift some of this work to students using a peer-feedback process called TAG feedback (Tell your peer something they did well, Ask a thoughtful question, Give a positive suggestion). When you have students share the feedback they have for a peer, you gain insight into both students' learning.

For more introverted students-or for more private assessments-use Flipgrid, Explain Everything, or Seesaw to have students record their answers to prompts and demonstrate what they can do.

5. Methods that incorporate art: Consider using visual art or photography or videography as an assessment tool. Whether students draw, create a collage, or sculpt, you may find that the assessment helps them synthesize their learning. Or think beyond the visual and have kids act out their understanding of the content. They can create a dance to model cell mitosis or act out stories like Ernest Hemingway's "Hills Like White Elephants" to explore the subtext.

6. Misconceptions and errors: Sometimes it's helpful to see if students understand why something is incorrect or why a concept is hard. Ask students to explain the " muddiest point" in the lesson-the place where things got confusing or particularly difficult or where they still lack clarity. Or do a misconception check: Present students with a common misunderstanding and ask them to apply previous knowledge to correct the mistake, or ask them to decide if a statement contains any mistakes at all, and then discuss their answers.

You can use sticky notes to get a quick insight into what areas your kids think they need to work on. Ask them to pick their own trouble spot from three or four areas where you think the class as a whole needs work, and write those areas in separate columns on a whiteboard. Have you students answer on a sticky note and then put the note in the correct column-you can see the results at a glance.

Several self-assessments let the teacher see what every kid thinks very quickly. For example, you can use colored stacking cups that allow kids to flag that they're all set (green cup), working through some confusion (yellow), or really confused and in need of help (red).

Similar strategies involve using participation cards for discussions (each student has three cards-"I agree," "I disagree," and "I don't know how to respond") and thumbs-up responses (instead of raising a hand, students hold a fist at their belly and put their thumb up when they're ready to contribute). Students can instead use six hand gestures to silently signal that they agree, disagree, have something to add, and more. All of these strategies give teachers an unobtrusive way to see what students are thinking.

No matter which tools you select, make time to do your own reflection to ensure that you're only assessing the content and not getting lost in the assessment fog. If a tool is too complicated, is not reliable or accessible, or takes up a disproportionate amount of time, it's OK to put it aside and try something different.

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7 Smart, Fast Ways to Do Formative Assessment

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Within these methods you'll find close to 40 tools and tricks for finding out what your students know while they're still learning.

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Assessment is at the heart of our teaching practice. We use backward planning and start with the end in mind. We ask ourselves questions like, "what do we want our students to know?" and "what will our students be able to do?" Because assessment is so important, it's no surprise that there are a ton of tech tools for assessment. Trying to find what you're looking for is time-consuming! That's why we've picked the ten best tech tools for student assessment, keeping your goals in mind.

Goal: I want to find out what my students learned

I wish we could read students' minds, but since we can't, we use exit tickets. If you rely on this best practice to plan your next instructional move, you have a lot of options. I love Google or Microsoft Forms. They are easy to use, and you can create multiple choice or short answer questions for students to complete. All the data is there for you.

Learn more:

Goal: I want to hear from my students and watch them share what they've learned

Flipgrid is a social media-style video discussion platform great for generating class discussion around topics, videos, or links posted to the class grid. Students can video record their responses to share with the teacher or class. It's a great tool for supporting your students to make their thinking visible.

Learn More:

Goal: I want to do a quick check in during my lesson

Mentimeter lets you add polls, word clouds, Q&As, and more to presentations and create an interactive experience for students, who can vote on/respond to questions and engage with the presentation in real time. This made our list because there's so much variety in the types of formative assessments you can give in real time.

Learn More:

Goal: I want to see my students' thought process and their answer

Jamboard is a digital whiteboard that is compatible with the GSuite services. It's a game changer for emphasizing the process of learning over the product. Math teachers love how students solve and explain their solution. If you don't use Google, Padlet is our runner up.

Learn More:

Goal: I want to listen to my students' read to assess fluency

Students read aloud and answer questions on their device (almost any device works). Within 24 hours, you get a running record with scores for accuracy, fluency, and comprehension. A free basic account includes 10 reading assessments/month.

Learn More:

Goal: I want to include checks for understanding as my students learn

EdPuzzle is a video editor that allows both teachers and students to add voice-overs, comments, resources, and quizzes to existing or self-created online videos. Best part? All the students' answers are gathered for you so you can quickly assess.

Learn More:

Goal: I want to put checks for understanding in my slides

Pear Deck is an interactive presentation and lesson delivery tool. Students use their devices to follow along with the teacher's slideshow on a classroom screen. Throughout, teachers can pause at points where they've added interactive questions and collect real-time data about student understanding.

Goal: I want my students to give each other feedback

Once you set up your assignment, pick a feedback rubric (or create your own), and select your assignment. Your students take it from there. They submit work, review each others', and then act on the feedback. Best part? There's a teacher overview where you can see it all.

Learn More:

Goal: I want to give a quiz or test

There are a lot of options with this tool. You can include multiple choice, true/false, and short answer questions. I love how you see students' results in real time, and you can add explanations if students get a question wrong. Students can get instant feedback, or you can make the quiz self-paced or lead it yourself. My favorite feature: Space Race, a group quiz where students "race" to cross the finish line.

Learn More:

Goal: I want grading to take less time

No matter what grade and subject you teach, grading takes time that we don't have. Enter Floop. This tool is a cloud-based website where students get annotated feedback from you and their classmates. Using any internet-connected device, students upload images of an assignment to the platform, and you put markers in places where you want feedback. Students are able to see and respond to comments, creating a feedback loop.

Learn More:

Goal: I want one tool that does different types of assessment

Spiral is a free suite of four apps. Use Quickfire to give a formative assessment in real time and hear from all of your students. Discuss makes your slides more interactive for students. Team Up supports student collaboration, and Clip turns public-facing videos into a live chat with questions and quizzes.

Learn More:

Plus, check out 50 Free Seesaw Activities and Resources For Every Kind of Classroom

Want more articles like this? Be sure to subscribe to our newsletter so you can get our latest picks.

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The 10 Best Tech Tools for Student Assessment

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Assessment is at the heart of our teaching practice. We use backward planning and start with the end in mind. We ask ourselves questions like, "what do we want our students to know?" and "what will our students be able to do?"