Learning about learning: A theory-based approach to instruction

Abstract

This paper provides a theory-based introduction to instructional design that can be used in pedagogy seminars, training sessions, professional development events, colloquiums, and/or programmatic guidebooks. It includes a series of activities designed to assist instructors in the classes they teach. The exercises combine theory with practice to fortify classroom instruction and promote student learning outcomes, while also encouraging a greater appreciation for the significance and value that education has in students’ lives.

Courses

Pedagogy seminars, educational theory courses, and introduction to graduate studies. The exercise can be used in traditional classroom settings, workshops, training sessions, and/or instructional handbooks.

Objectives

Participants/educators will develop a theory-based instructional approach by (a) examining their own educational history, (b) learning about various educational theories, and (c) applying this information to the course(s) they teach. These objectives will be demonstrated by participation in various discussions and by writing three papers. The first paper will record participants’ recollections of their own educational experiences. The second paper will allow participants to identify, detail, compare, and contrast different theoretical approaches to teaching and learning. The third paper will include a lengthier response that applies a theoretically grounded approach to utilize in the course(s) they teach.

Notes

1 The structure of courses, orientations, and training sessions may vary from one institution to the next. The activities introduced in this paper can be adapted by group leaders to fit within unique, local formats. While the three activities work cooperatively and are intended to be administered collectively, a group leader could elect to administer them independently.

2 Graduate students are frequently utilized by universities as instructors in undergraduate classes. However, teaching can be an alien concept to graduate students when they begin their first teaching assignments—their instructional experience may be limited, and their motivation for pursuing an advanced degree may lack a direct connection to teaching (Bieber & Worley, 2006; Boman, 2013; Lindsay et al., 2002; Litalien et al., 2015; Williams, 2017a, 2017bb; Zhou, 2015). Faced with these challenges, graduate student instructors are still expected to provide a fruitful learning experience for the students they teach. To meet these needs, the activities detailed in this paper provide an introduction to pedagogical approaches, while encouraging graduate students to consider their roles as educators.

3 Our activities employ the basic tenants of priming; they are not an empirical test of the theory.

4 The Appendix of instructional methods can be handed out with this activity.

5 Instructors may find it helpful to encourage participants to think about forming connections between their past learning experiences, described in activity 1, and the theories they are drawn to in activity 2, as these two elements will be integrated to form a cohesive instructional approach in activity 3. Example questions that could be used to guide this discussion include: Did the instructor/instructional approach you described in activity 1 have a theoretical basis? Having now read about educational theories, how could different theoretical approaches be used to enhance the educational experience(s) you had?

6 An evaluation of strengths and weaknesses can be conducted using a SWOT analysis. For examples of SWOT analyses, see Orr (2013) and Leiber et al. (2020).

7 Recognizing the importance of teaching and learning within institutions of higher education is of utmost importance, particularly in the context of public policy where public opinion toward higher education is shaped by the public’s perceptions not of research output but rather of instructional value (Benjamin, 1993; Bérubé, 1996; Immerwahr, 2004). In politically charged environments, where failure to meet public expectations can lesson public support for higher education (Giroux, 2014; Lacy et al., 2017; Schalin, 2019), promoting quality learning environments and elevating the value of teaching is vital to the sustenance of our academic institutions.