Teaching choices in practice

The examples below are fictional Northbridge Learning Network teaching scenarios. They show choices an instructor might adapt to a course goal and learner context; they are not prescribed policy or claims about outcomes.

Approaches with a clear learner action

Each example pairs a teaching choice with an observable learner task.

Prepare asynchronously, then compare in class

Before class, learners read two short accounts of the same decision and note one point of evidence from each. In class, pairs compare which evidence they would examine next and explain why.

  • Preparation gives everyone a concrete starting point.
  • The discussion asks learners to compare evidence and explain reasoning.

Make the first contribution low-stakes

For a course introducing a new concept, learners first write a one-sentence prediction and one question. The instructor uses the responses to choose which misconception to discuss before moving to a longer problem.

  • The prompt gives learners a specific first contribution.
  • The instructor can connect the next explanation to questions actually raised.

Replace a broad prompt with a comparison

Instead of asking “What do you think about this topic?”, provide two short examples and ask learners to name one difference that changes their interpretation.

  • The examples give learners shared material to discuss.
  • A defined comparison makes the reasoning easier to explain.