1. Active Learning
Question: Does the class include use of any active learning pedagogies?
Sample Evidence:
• Instructor includes some active learning pedagogies rather than rely purely on lecture to deliver information.
• The activities align with the course content and enhance learning, rather than activities for activities sake.
• Students know the point of the activity.
• Sample activities:
• Think-Pair-Share
• Small group exercise or discussion
• Peer-led discussion
• Polling
• Case studies
Evidence drawn from research in Active learning’s impact on student course performance in STEM varies by type and intensity (meta-analysis), by S. Xu et al (2025), and best practices in Engaging Ideas: The Professors Guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom, by John Bean
2. Classroom Interactions
Questions: Are students contributing their thoughts and questions, either in whole-class or small-group discussions? Does the instructor use strategies to encourage meaningful discussion?
Sample Evidence:
The instructor uses skillful facilitation techniques, such as:
• Calling attention to important points brought up in the discussion and includes the name of the student(s) who brought up the point.
• Recapping student contributions and before moving on
• Asking follow-up questions that allow students to build upon other students’ points. • Comfortable with long periods of silence when asking a question and waiting for an answer. • Doesn’t let a few students dominate the discussion; encourages other voices.
Students:
• Feel safe to struggle through ideas, make mistakes, and find their own solutions, without the instructor ‘coming to the rescue’.
• Listen to and respond to each other, as well as the instructor.
• Pay attention, take notes. If students are using laptops for notes, they are staying on task, i.e., not on websites, email, online shopping.
• Students show respect for each other and the instructor, encouraging the exchange of ideas and not putting down any idea or person.
Evidence drawn from best practices in Discussion in the College Classroom, by Jay R. Howard