Whether you’re new to adult learning or a seasoned instructor, summer is an ideal time to refresh your course‑design fundamentals. A good place to start is a framework called Backward Design.

Backward Design is a simple way to plan or evaluate a course by starting with the end in mind. Instead of beginning with content or activities, you first decide what you want learners to know or be able to do by the end of the course.

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Once those goals are clear, you choose the assessments that will show whether learners reached them. Only then do you plan the learning experiences that help them get there. This framework keeps everything aligned and makes your course feel more intentional and supportive for your adult learners.

Start with the End

Everything starts with the end in mind. Ask yourself, “What should learners know or be able to do by the end of the course?” A helpful tip is to imagine a successful learner at the end of the term. What can they do now that they could not do before? That picture becomes your anchor.

Well-Written Learning Objectives are Essential

Well-written learning objectives are absolutely essential for Backwards Design to work because they guide every decision you make. These goals should be specific, observable, and written in plain language. When goals are clear, it becomes much easier to choose what belongs in the course and what can be set aside.

Check out my previous post on Practical Tips for Writing Learning Objectives for more.

Determine the Assessments

Once the goals are set, the next step is choosing how learners will show what they have learned. This is where alignment comes in. If your goal asks learners to analyze, your assessment should ask them to analyze. If your goal asks them to create, your assessment should give them space to create. A common pitfall is writing a higher‑order goal but assessing it with a recall‑level assessment, like a quiz. A quick alignment check can prevent that mismatch.

Assessments do not have to be large or high stakes. Assessments do need to give you and your learners a clear picture of progress toward the stated goals.

Check out my previous post, Formative vs. Summative Assessment: When to Check-In and When to Check Accomplishment.

Plan the Learning Experiences

Only after the goals and assessments are set do you plan the activities, content, and interactions that help learners get there.

This is where you think about:

• What practice learners need

• How to scaffold complex skills

• What examples or models will help

• How to sequence learning so it builds gradually

• How to keep cognitive load manageable

This step is often the most creative. You are designing the pathway that helps learners move from “I am new to this” to “I can do this on my own.”

Check out my previous post, Reducing Cognitive Load for Adult Learners.

A Fundamental of Course Design

Backward Design keeps the course focused on the end-goals. It reduces busywork, clarifies expectations, and helps learners understand the purpose behind each assessment and activity. It also makes your teaching feel more intentional because every part of the course connects back to the goals you set at the beginning.

When you start with the end in mind, the rest of the course becomes easier to shape. It is a simple framework that supports both new and experienced instructors, and it is a great place to begin when refreshing your course design this summer.

Next in this summer series on Course Design Fundamentals, we will explore:

• Avoiding common assessment design pitfalls

• Scaffolding and sequencing your course

• Course content through the lenses of multimedia learning principles and accessibility basics.

What is one place in your course where your learning goals, assessments, and learning experiences already line up well? What is one part of your course you might revisit or realign this summer? Leave a comment to share.

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Our next topic will continue this series with Course Design Fundamentals: Avoiding Common Assessment Design Pitfalls. Subscribe so you don’t miss out. Until the next cup, keep steeping in strategy!

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References

• The Open Guide to Teaching and Learning in Higher Education. (n.d.). Understanding by Design (UbD) and the Backward Design Framework. Pressbooks. https://pressbooks.pub/etsu/chapter/understanding-by-design-ubd-and-the-backward-design-framework/

Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

The month of May has ended, which means that we have just finished peak graduation season. With that in mind, I wanted to share a selection of graduation commencement speeches that I particularly enjoyed.

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What Makes a Good Commencement Speech?

Before diving into my selection, I want to share my thoughts on what makes a graduation commencement speech good. Here is my opinion on the matter.

Commencement Speeches Should Be:

• Tailored for the specific audience. It speaks directly to that year’s graduates at that school. Generic feel‑good messages rarely land, and broad or tone‑deaf remarks can miss the moment entirely.

• Balances inspiration with authenticity. It motivate without drifting into clichés. They feel honest, grounded, and human rather than overly polished or performative.

• Tells a memorable story. A short, well‑chosen story or personal anecdote gives the speech emotional resonance and helps the message stick long after the ceremony has ended.

• Offers a clear takeaway. Graduates should walk away with a clear idea they can remember and carry forward.

• Is concise. Attention spans are short on graduation day. A focused, well‑paced speech respects the moment and leaves the audience wanting more, not checking the time.

Some of My Favorite Graduation Commencement Speeches

Now for a selection of my favorite speeches. For fun, I’ll rate each one using the characteristics I listed above.

Faith, Failure, and Purpose

Starting out, I always enjoy listening to Denzel Washington’s 2015 Commencement Address at Dillard University. Washington emphasizes that faith should guide your decisions, that falling forward is better than never trying, and that success comes from discipline, gratitude, and service to others.

*The speech starts at timestamp 04:16.

My Rating of Denzel Washington’s 2015 Commencement Address: 5/5

• Relevance +1

• Authenticity +1

• Storytelling +1

• Clarity +1

• Conciseness +1

A perfect score!

At a Crossroads

My next selection might come as a surprise, but it is Jordan B. Peterson’s 2022 Commencement Address, At a Crossroads, at Hillsdale College. Peterson’s message is that graduates must choose their direction deliberately, aim at the highest good they can identify, and act with responsibility and courage as they step into the next phase of life.

My rating of Jordan B. Peterson’s At a Crossroads: 4/5

• Relevance +1

• Authenticity +1

• Storytelling +1

• Clarity +1

• Conciseness 0

With approximately 40 minutes of speaking time, this the by far the longest speech on this list.

Seek Challenge, Seek Truth

Next up is another speaker whom I admire for his work, Jonathan Haidt’s 2022 Commencement Speech at the University of New England. Haidt urges graduates to take risks, learn from failure, and help build communities where open inquiry and honest conversation can thrive.

Check out my previous posts related to creating communities of inquiry: 1) How to Help Students Learn With Each Other, Not Just Beside Each Other, 2) Helping Learners Ask Inquiring Questions, and 3) Engaging in Academic Dialogue with the “They Say / I Say” Approach.

My rating of Jonathan Haidt’s 2022 Commencement Speech: 5/5

• Relevance +1

• Authenticity +1

• Storytelling +1

• Clarity +1

• Conciseness +1

Another perfect score!

*Haidt also spoke at this year’s New York University Commencement. I haven’t had a chance to watch it yet, but I’ll share the link here for anyone interested.

Grace in the Unexpected

Next is Julie Andrews’ 2013 Commencement Speech at the University of Colorado: Boulder (CU Boulder). Andrews tells graduates that a meaningful life is built through curiosity, reinvention, gratitude, creativity, and the grace to meet change with an open heart.

*I graduated the same year that Andrews gave this speech. At the time, I was a bit jealous of the CU Boulder graduates for their opportunity to hear directly from her.

My rating of Julie Andrews’ 2013 Commencement Speech: 6/5

• Relevance +2

• Authenticity +1

• Storytelling +1

• Clarity +1

• Conciseness +1

I gave an extra point for Relevance due to Andrews’ commitment to “kiss the buffalo” the night before, as shared in her opening remarks.

Just Don’t Lose Your Humor

I’ll end this list with a short, fun, yet inspiring speech: Jerry Seinfeld’s 2024 Commencement Address at Duke University. Seinfeld tells graduates that life requires effort, awareness, love, and above all a sense of humor to make the journey bearable and meaningful.

My rating of Jerry Seinfeld’s 2024 Commencement Address: 5/5

• Relevance +1

• Authenticity +1

• Storytelling +1

• Clarity +1

• Conciseness +1

Another perfect score (these are, after all, my favorites)!

Congratulations, Class of 2026!

I want to end by offering a heartfelt congratulations to all the 2026 graduates. You’ve worked hard to get here, and I wish you every success as you step into what comes next.

How would you rate these speeches? What other characteristics of good commencement speeches would you include in the rating criteria? What are some of your favorite graduation commencement speeches? Leave a comment to share.

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*I hope you enjoyed this selection of my personal favorite commencement speeches. I recognize that two of the speakers, Jordan B. Peterson and Jonathan Haidt, can be polarizing. While I admire their professional contributions, I understand that not everyone will agree. Even so, their commencement remarks stand on their own as thoughtful contributions to the genre.

See you soon!

Summer is the perfect time to refresh your course‑design skills! Throughout June, I’ll be sharing short refreshers on Course Design Fundamentals, starting with Learning Objectives and Backward Design. Subscribe so you don’t miss out. Until the next cup, keep steeping in strategy!

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You can help support and grow this channel by liking, commenting, subscribing, and sharing!

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References

• BuffsTV. (2013, May 10). Julie Andrews CU Boulder Commencement Speech [Video]. YouTube. https://youtu.be/kNJvZOBho6Y?si=uK1XKaKjbQqQ7L0z

• Dillard University. (2020, December 10). Dillard University 2015 Commencement Address | Denzel Washington [Video]. YouTube. https://youtu.be/ROiNPUwg9bQ?si=mJs7JKdc0n4D5576

• Duke University. (2024, May 12). Jerry Seinfeld | Duke’s 2024 Commencement Address [Video]. YouTube. https://youtu.be/76QV2SrSqgo?si=9XvOry02D6mKQu2W

• Hillsdale College. (2022, May 9). Jordan B. Peterson | 2022 Commencement Address [Video]. YouTube. https://youtu.be/HvHjhtM8D7w?si=NL1r6t7ldJr2QjuY

• University of New England. (2022, July 13). Jonathan Haidt Gives 2022 University of New England Commencement Address [Video]. YouTube. https://youtu.be/pR51zFxhUV0?si=MU67-v4qXqPWI9UW

Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

Critical reflection is a mechanism to solidify connections between what you have experienced and the meaning that you can derive from that experience. It is the link between thinking and doing. I’ve written previously about how critical reflection helps our learners, but it is also an important step for us as educators to take as we develop our teaching practice.

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Reflecting on Your Teaching Practice

To reflect critically about your teaching practice, consider your experiences over the past academic year and then step back and ask yourself some reflective questions. Below are some questions to guide you. I’ve categorized them into groups:

• Process

• Inward-Looking

• Outward-Looking

• Teaching Teams

Process

These questions help you step back and look at how your course (and your teaching practice within that course) unfolded to help you identify what worked, what didn’t, and how your teaching strategies played out in real time.

• What worked well and why?

• What problems did you encounter in your course administration, and how did you troubleshoot them?

• What challenges are you having in your teaching practice, and what are you going to do to address those challenges (i.e., what professional development would benefit your teaching practice)?

Inward-Looking

This lens turns the focus on you as an instructor, helping you examine your strengths, growth areas, and how your teaching experience within your course shaped your thinking about teaching.

• How do you feel about your teaching practice?

• What was especially satisfying to you about your teaching experience? What was especially dissatisfying to you about your teaching experience?

• What does this course reveal about you as an instructor?

• Have you changed any ideas you used to have about teaching and learning?

Outward-Looking

This perspective centers on your learners’ experiences, prompting you to consider how they engaged with the materials and support structures throughout the course.

You will need to analyze your student course evaluation data before reflecting on some of these questions. Check out Making Sense of Student Feedback for tips.

• Were the materials essential and effective for students’ learning?

• What were your learners’ perspectives on the quality of the instruction?

• Was there sufficient support (technical, academic, etc.) for your learners?

Teaching Teams

If you worked with others on the course like a teaching assistant or co-instructor, ask them to also reflect on the experience and then share and discuss your findings. Here are questions to guide a teaching team reflection activity.

• How well did we function as a team? In what ways did our communication, coordination, and division of responsibilities support or hinder the course.

• What challenges did we face together and how effectively did we troubleshoot them as a group?

• Where did our strategies shine? Which instructional or administrative approaches worked well, and why?

• How did we support one another? Were there moments when we could have shared workload, insight, or feedback more effectively?

• What will we adjust next time? What concrete changes should we make to strengthen our collaboration and the course experience moving forward?

If you work with TAs, then you may be interested in this post on How to Mentor Teaching Assistants (TAs).

Conclusion

Reflection is often overlooked as part of our personal and professional growth. But it can help elevate your understanding of your teaching practice and the inner workings of your course administration. I encourage you to take a moment to reflect. You may be surprised by what insights you uncover.

What’s one reflection practice you’ve found helpful for understanding your teaching practice? Where do you hope to grow next as you look back on this academic year’s experiences? Leave a comment to share.

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Our next topic will be a special issue on A Selection of My Favorite Graduation Speeches. Subscribe so you don’t miss out. Until the next cup, keep steeping in strategy!

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You can help support and grow this channel by liking, commenting, subscribing, and sharing!

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References

• Pinkerton, A. (2023). Course evaluation, reflection, and revision [Lecture recording]. In Essentials of Course Design, Development, and Teaching at BSPH. Johns Hopkins Bloomberg School of Public Health, Center for Teaching and Learning. CoursePlus.

Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

In my previous article, I mentioned building a community of practice (CoP) with former learners as one way of Concluding Your Course with Intention.

This week, I want to explore this idea in more depth.

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What is a Community of Practice?

A Community of Practice (CoP) is an optional, collaborative group of people (in this case, you and your former students) who share a common disciplinary interest and continue learning together after a course ends.

You may want to check out this End-of-Term Checklist for faculty.

Through periodic interactions (e.g., sharing resources, discussing challenges, or exploring new developments), they deepen their collective knowledge, support one another’s growth, and sustain the momentum of the learning community beyond the scope of the class that brought you together.

• A CoP is not an extension of the course or a space for continued instruction.

• It is a low‑stakes, collaborative learning environment where former students and faculty stay connected around shared disciplinary interests, emerging questions, and real‑world application of course concepts.

Benefits of a Community of Practice

A community of practice gives everyone a way to keep learning together after a course has concluded. For learners, it offers ongoing professional growth, a supportive peer network, and a low‑stakes space to explore new ideas and stay connected to the field. For faculty, it becomes a window into emerging trends, a way to maintain meaningful relationships with motivated learners, and a source of fresh insights that can strengthen teaching and course design. At its best, a CoP becomes a mutually energizing space where everyone continues to grow.

If you like this topic, check out my previous post on creating a Community of Inquiry with your students, How to Help Students Learn With Each Other, Not Just Beside Each Other.

Tips for Creating a Community of Practice

Here are some practical tips that you can use to create your own CoP.

• Set a clear purpose: Articulate what the community is for: sharing resources, discussing emerging trends, supporting early‑career professionals, or exploring advanced topics. A simple purpose statement helps former students understand the value and opt in meaningfully.

• Start with a small invitation: Reach out to former students with a warm, optional invitation. Emphasize that the CoP is low‑pressure and designed for mutual learning, not continued coursework.

• Choose a sustainable platform: Pick a space that fits your discipline and your bandwidth: a Teams or Slack channel, a private discussion board, or a periodic Zoom meetup. The platform should make participation easy, not burdensome. If you aren’t sure what option to choose, then talk about communication options during your first meet-up and discuss it with your CoP members.

• Share curated resources: Offer occasional articles, tools, or upcoming events. This positions you as a connector and gives the community something to gather around without requiring constant facilitation.

• Invite member contributions: Encourage members to share case studies, questions from their workplace, or insights from new experiences. Peer‑generated content strengthens the community and reduces the pressure on you. You can also invite interested colleagues to participate (either as special guests or recurring members).

• Host special sessions: Offer short, optional sessions once or twice a year. These can be workshops, Q&A hours, or “what’s new in the field” updates. You can also add a social element to it and invite prospective members.

• Create recurring touchpoints: A monthly “resource drop,” a quarterly discussion prompt, or a semesterly meet-up can keep the community active without overwhelming anyone.

• Set gentle boundaries: Clarify that the CoP is not a continuation of the course and that you won’t be providing tutoring or individualized academic support. The CoP should also stay on topic and professional. Boundaries keep the space healthy and sustainable.

  • Consider setting ground rules for discussion etiquette or discourse expectations. Here’s and example from Heterodox Academy, The HxA Way.

• Celebrate member milestones: Highlight promotions, publications, projects, or achievements shared by members. Recognition builds belonging and encourages continued participation.

• Evaluate and adapt: Periodically ask members what’s working and what they’d like to see. A quick pulse check helps the community evolve with its participants.

I encourage you to give creating a CoP a try! A CoP doesn’t have to be big or elaborate to make an impact with you and your learners. Even a small, low‑pressure space can help former students stay connected to the ideas and momentum they built with you, and it can give you fresh insight and renewed energy in return. As you wrap up the academic year, consider trying a simple, optional CoP with a few of your learners. You might be surprised by how naturally it grows and how meaningful it becomes for everyone involved.

What’s one small step you might take to begin a community of practice (CoP) with your former students? If you are a member of a CoP, how have you stayed connected in ways that felt meaningful and sustainable? Leave a comment to share.

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Our next topic will be The Reflection Step We Often Skip. Subscribe so you don’t miss out. Until the next cup, keep steeping in strategy!

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You can help support and grow this channel by liking, commenting, subscribing, and sharing!

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References

• Adams, S., Tesene, M., Gay, K., Brokos, M., McGuire, A., Rettler-Pagel, T., & Swindell, A. (2023). Communities of Practice in Higher Education: A Playbook for Centering Equity, Digital Learning, and Continuous Improvement. Every Learner Everywhere®. https://www.everylearnereverywhere.org/resources/communities-of-practice-in-higher-education/

• Advance HE. (n.d.). Communities of practice. https://www.advance-he.ac.uk/knowledge-hub/communities-practice

Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

As the academic year winds down, it’s tempting to shift immediately into grading and summer‑brain mode, but the final weeks of a course offer a powerful opportunity. A thoughtful conclusion reinforces learning, strengthens community, and sets learners up for whatever comes next.

Reinforce Learning

Your course conclusion is an opportunity to help learners make meaning of what they have learned and how their new knowledge and skills will benefit them in the future.

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• Synthesize Key Learning: Invite learners to revisit major concepts, skills, or frameworks from the course. A short reflective prompt (“What’s one idea you’ll carry into future courses or work?”) helps them consolidate learning and see their own growth.

  • If you did a critical reflection at the start of term, revisit it to show your learners their personal change and growth.

• Connect to Future Application: Offer a brief “what comes next” roadmap. If you course is part of a series or academic program, take a moment to explain what comes next and how your course has prepared them for it. This helps them see your course as part of a longer learning arc.

• Clarify Final Assessments: Reduce end‑of‑term stress by tightening instructions, offering exemplars, or hosting a short Q&A. Clear expectations at the end matter just as much as at the beginning.

• Invite Post‑Course Engagement: Let students know how they can stay connected to the field after the course ends through professional associations, alumni groups, or discipline‑specific communities of practice. Some faculty even maintain optional reading groups, discussion spaces, and meet-ups for learners who want to continue exploring the topic. These opportunities help motivated learners continue connecting ideas, resources, and people beyond the term.

Strengthen Community

Next, consider the social/community aspects of your course conclusion.

• Celebrate Accomplishments: Acknowledge the work learners have done. This can be as simple as a closing announcement highlighting collective achievements or a short “wins of the semester” discussion.

• Offer a Meaningful Goodbye: Saying “goodbye” is often overlooked but, a brief closing message (live, written, or recorded) can humanize the end of the course and demonstrate to learners how to professionally conclude time spent together. Share what you appreciated about the group, what you hope they carry forward, or what you learned from teaching them. It does not need to be long or overly emotional.

• Gather Feedback for Future Iterations: Ask one or two targeted questions (“What helped you learn?” “What should I revise?”). Learners appreciate being heard, and you gain actionable insights for your next offering.

Concluding with Intention

The end of a course is a moment to help learners reflect, transition, and feel a sense of closure. A few intentional choices can turn the final weeks from a rush to the finish line into a meaningful capstone of the learning experience. As you wrap up the year, consider how you want your learners to remember the journey you’ve taken together, and choose one or two practices that help you end with intention.

What intentional practice do you use to help learners find closure at the end of a course? How do you stay connected with learners or foster ongoing learning communities after the term ends? Leave a comment to share.

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Our next topic will be a deeper dive into Building a Community of Practice with Former Learners. Subscribe so you don’t miss out. Until the next cup, keep steeping in strategy!

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Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

I attended the Johns Hopkins University 2026 Provost’s DELTA Teaching Forum on May 1, 2026. In this article, I’ll share some of the key takeaways.

What is DELTA?

The DELTA Teaching Forum, which stands for Digital Education & Learning Technology Acceleration, is an annual “day of presentations, demonstrations, and networking opportunities devoted to the exploration of teaching innovation at Johns Hopkins University.” I’ve attended every year since 2018, and I’ve always walked away with something useful for my own teaching and learning practice. Full transparency: starting this year, I’m also serving on the DELTA Forum Organizing Committee, but my enthusiasm comes from years of attending long before I ever joined the committee.

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Keynote: Keeping Humanity in the Driver’s Seat

The keynote was, “Keeping Humanity in the Driver’s Seat: Reimagining Education in the Age of AI” featuring Joseph E. Aoun, who is the President of Northeastern University and author of Robot-Proof: Higher Education in the Age of Artificial Intelligence (MIT Press, 2017, 2024). His keynote focused on the impacts of artificial intelligence (AI) as one of the “great disruptors of humanity,” and centered around a humanics framework that reorients our work around human-specific abilities. What does this mean, especially for those of us working in higher education?

• AI does not understand context or the physical world. It is also trained on data that is only as good as the source of that data.

• Humans excel at context and knowledge transfer; using prior experiences from different fields to analyze, evaluate, and create in new domains. As Aoun noted, “Humans can take all the knowledge they have learned in one domain and apply it in a creative and innovative way in a completely unrelated domain.”

• AI regulation must be agile, adapting as quickly as the technology evolves. Policies should be values‑based and human‑centered, not focused solely on tools.

• Entry‑level jobs are being reshaped by generative AI. Many roles that once welcomed new graduates now require prior experience. Educators can help close this gap by giving students authentic, real‑world projects they can cite as experience by the time they graduate. Aoun highlighted Northeastern University’s co‑op model as one example.

• Higher education’s societal role is shifting. Institutions must broaden their focus beyond traditional students to support non‑traditional, professional, and lifelong learners through different types of academic offerings (expedited, competency-based, micro-learning, etc.).

While I don’t fully agree with all of Aoun’s points, I do think he raised ideas worth considering as educators navigating this rapidly changing landscape.

Key Takeaways: Concurrent Sessions

After the keynote, I both moderated and attended different concurrent sessions. Here are some key themes that stood out across these sessions.

• Presenters are navigating the balance between using AI as a tool and ensuring skill-development and competency in their students. This has led some to create scales or guidelines for assessments and activities that explicitly state how much (or how little) AI is permitted for each assessment (Mudd & Moore, 2026).

• Presenters also focused on what it means to be human, and redefining human-centered teaching and learning in the Age of AI (Mudd & Moore, 2026; Braley et al., 2026).

Plenary: Jazz & Democracy

Following the morning concurrent sessions was a plenary, Jazz & Democracy: Improvisation as a Model for Learning and Collective Action, which showcased a live jazz performance. Sean Jones, internationally renowned trumpeter and jazz educator, shared a Group Improv Method that can be applied in any classroom. The method was then explored and demonstrated through jazz improvisation and guided participant activities.

Dean’s Panel: The Future of Teaching and Learning

Finally, I wanted to highlight some key takeaways from the Dean’s Panel in which deans from across Johns Hopkins University discussed their perspectives on the future of teaching and learning in higher education. The panel included Deans Celenza (Krieger School of Arts and Sciences), Pollack Porter (Bloomberg School of Public Health), and Schlesinger (Whiting School of Engineering).

• Like the keynote, Aoun and the Deans described AI as a profound disruptor to humanity. Paraphrasing their point: “AI is the third great insult. Heliocentrism was the cosmic insult, evolution was the biological insult, and artificial intelligence is the cognitive insult.”

• They emphasized that career preparation must adapt to a world where AI exists. Instead of teaching skills and tasks that AI can already perform, educators can redesign curriculum around analyzing, evaluating, and interpreting AI generated outputs.

• Faculty also need structured guidance and professional development around AI, and teaching and learning centers should play a central role in providing that support.

• Another theme was capacity and well being. “AI can increase work capacity, and the reaction is often to fill that capacity with more work.” Both faculty and students need self discipline to maintain work life balance and use the extra capacity AI creates for reflection, rest, and deeper thinking. This mindset, an ethos that values well-being and respects boundaries, should be considered part of AI literacy.

Conclusion

I truly enjoyed this year’s DELTA Teaching Forum. These conversations made it clear that AI is reshaping our tools and our roles as educators. As we adapt, the challenge is to stay grounded in human centeredness, creativity, and care.

What part of the keynote or panel resonated most with your own teaching experience? What conferences or forums have you attended recently? What teaching and learning topics would you like to explore? Leave a comment to share.

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Our next topic will be Concluding Your Course with Intention. Subscribe so you don’t miss out. Until the next cup, keep steeping in strategy!

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Reference

• Provost’s DELTA Teaching Forum. (2026, May 1). Johns Hopkins University. https://teaching.jhu.edu/events/provosts-delta-teaching-forum/

Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

The ability to ask meaningful, inquiring questions is a core learning skill. Within the Community of Inquiry (CoI) framework, which emphasizes cognitive presence, social presence, and teaching presence, questioning is the force that drives deeper exploration. When a learner asks an inquiring question, they shift from receiving information to actively constructing knowledge.

However, some hesitate to speak up, some worry about asking the “wrong” question, and others simply have not practiced framing their curiosity in an academic way. Asking inquiring questions can feel uncomfortable for many learners because it requires vulnerability and a willingness to reveal what they do not yet understand. Adult learners in particular may worry about appearing unprepared or may carry past educational experiences that discouraged questioning.

Many adult learners need intentional support to develop the skill of asking questions. As faculty, you play a central role in modeling, prompting, and nurturing inquiry so learners can fully engage in the CoI process. Acknowledging these challenges helps create a learning environment where curiosity feels safe and inquiry becomes a shared expectation rather than a risk.

Check out my previous post on creating a CoI with your adult learners: How to Help Students Learn With Each Other, Not Just Beside Each Other

Practical Strategies

Below are practical strategies you can use to help adult learners generate richer, more inquiring questions.

1. Use Question Stems to Scaffold Thinking

Provide stems such as “What might explain…,” “How does this connect to…,” or “What assumptions are we making?” These give learners a starting point and reduce the cognitive load of forming questions independently.

2. Model Your Own Inquiry

Think aloud as you analyze a concept or challenge an assumption. Demonstrating your own curiosity strengthens teaching presence and shows learners that inquiry is a normal and valued part of learning.

Check out this post on the role of modeling in teaching and learning: Translating Knowledge through Cognitive Apprenticeship

3. Incorporate the Question Formulation Technique (QFT)

Invite learners to generate as many questions as possible, categorize them as open or closed, and refine them. This builds cognitive presence by helping learners move from surface curiosity to deeper investigation.

4. Use Inquiry Breaks During Discussions

Pause during a lesson and ask learners to write one clarifying question and one probing question. This supports reflection and gives quieter learners time to process before contributing.

5. Encourage Peer to Peer Questioning

Assign roles such as “question generator” or “devil’s advocate” during group work. This strengthens social presence and helps learners practice inquiry collaboratively.

6. Prompt Learners to Connect Concepts to Lived Experience

Ask questions like “How does this idea show up in your workplace?” or “Where have you seen this challenge before?” Adult learners generate stronger questions when content feels relevant to their real lives.

7. Use Discussion Boards as Question Incubators

Ask each learner to post questions that extend the conversation beyond summarizing. Encourage peers to respond with additional questions to deepen the inquiry loop.

You can also create a Course Q&A forum where learners post questions for you or their peers to answer, giving everyone a chance to see and respond to the questions posted.

8. Celebrate Questions, Not Just Answers

Highlight thoughtful questions in class, reference them in announcements, or integrate them into future lessons. This reinforces a culture where inquiry is valued and expected.

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Conclusion

Helping adult learners ask better questions is a way of cultivating a learning community where inquiry drives learning. When faculty intentionally support academic curiosity within the CoI framework, adult learners build confidence, deepen understanding, and engage more fully with each other and the learning material.

Have you used any of these techniques? If so, how did it go? Have you ever struggled with asking questions in class? How did you overcome that struggle? Leave a comment to share.

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Our next topic will be a special issue. I am attending the Johns Hopkins University Provost’s DELTA Teaching Forum on Friday, May 1st. I will share a collection of key takeaways from the forum. Subscribe so you don’t miss out. Until the next cup, keep steeping in strategy!

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Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

I recently watched a YouTube video arguing for the value of learning cursive. One of the creator’s points was that cursive allows for faster notetaking. The comments section exploded with opinions about notetaking and how effective (or frustratingly ineffective) different approaches can be. One thing the commenters agreed on was that transcription doesn’t work.

What shocked me was how many people said their instructors told them to ‘write everything down.’ One commenter even shared that their faculty collected notes to check how well learners had transcribed the lecture. As an instructional designer, I was taken aback. Adults learn more when they transform information, not when they transcribe it.

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Notetaking Strategies

Today I’m going to highlight some notetaking strategies that are based in learning science (spoiler: lecture transcription isn’t one of them).

Two‑Column Notes: A structure that separates information from interpretation

How it Works

1. Divide the page into two columns.

2. Left column: Write key ideas, terms, examples, or quotes from the reading/lecture.

3. Right column: Add your own thinking about the reading/lecture (e.g., questions, connections, summaries, applications, or “this reminds me of…”).

4. At the end, write a 1–2 sentence summary.

Engaging in Academic Dialogue with the “They Say / I Say” Approach

This method also works well with the They Say / I Say approach that I wrote about previously. The “They Say” information would go into the left column, and the “I Say” in the right.

Why it Works

• Cognitive Load Theory: Separating information from interpretation reduces extraneous load and frees working memory for comprehension.

• Generative Learning: The right column forces learners to generate meaning rather than copy text, which strengthens comprehension.

• Metacognition: Learners monitor what they understand and what they need to revisit, improving self‑regulated learning.

Key Ideas & Questions: A simple way to prioritize what matters and deepen comprehension

How it Works

1. As learners read/listen, they capture only the main ideas, not every detail.

2. For each key idea, they write one or two questions:

   • Clarifying questions (“What does this term mean?”)

   • Application questions (“How would this work in my job?”)

   • Connection questions (“How does this relate to previous weeks’ topics?”)

3. Learners revisit their questions later to check understanding or guide discussion.

Why it Works

• Selective Attention: Identifying key ideas helps learners focus on what’s essential, improving encoding.

  • Help learners identify the key points by tying them to learning objectives.

• Elaborative Interrogation: Asking “why” and “how” questions promotes deeper processing and stronger memory.

• Retrieval Practice: Questions become built‑in cues that support later recall and studying.

Sketch Notes: A visual approach that helps learners see relationships between ideas

How it Works

1. Learners combine short text with simple visuals (e.g., arrows, boxes, timelines, stick figures, flowcharts, etc.).

2. They map out relationships: cause/effect, steps in a process, comparisons, or hierarchies.

3. They revise or add to the sketch after class to reinforce understanding.

Why it Works

• Dual Coding Theory: Combining visuals and words creates two pathways for memory, improving comprehension.

• Generative Learning: Creating diagrams requires reorganizing information, which deepens comprehension.

• Schema Construction: Visuals help learners build mental models, especially for complex or abstract concepts.

One Size Doesn’t Fit All

There’s no single ‘right’ way to take notes. Different strategies work better for different kinds of information, and different learners naturally gravitate toward different approaches. If notetaking strategies are like tools, then we should reach for different tools depending on the task. For example, I use two‑column notes when I’m learning something new, but I rely on a mix of sketch notes and key‑idea notes in most of my professional meetings.

The goal isn’t to push everyone toward one method. It’s to help adult learners experiment, adapt, and ultimately choose the approach that best supports their notetaking purpose.

Incorporating Notetaking Skills into Your Course

Consider these and other notetaking strategies to share with your learners. Below are a few practical ways you can introduce and teach notetaking skills in your course.

• Model the strategy in real time. Adults learn best by seeing the process, not just hearing about it.

• Explain the ‘why.’ Adults are more motivated when they understand the purpose behind a technique.

• Connect the strategy to real‑world tasks. Show how these approaches mirror real world tasks, like notetaking for a professional meeting.

Translating Knowledge through Cognitive Apprenticeship

Teaching notetaking skills is akin to making invisible expertise visible. I explored this idea more fully in my previous post on Cognitive Apprenticeship.

Conclusion

Notetaking isn’t a single skill but a flexible set of strategies that help learners make sense of information in ways that work for them. When we teach adult learners how to choose and adapt these skills, we give them tools they can carry into any course, meeting, or professional setting. Ultimately, the goal is to empower them to take notes that support their thinking, not just their rote memory.

Which notetaking strategy has worked best for you in your own learning or teaching? How do you incorporate notetaking skills into your course? Leave a comment to share.

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Our next topic will be Helping Learners Ask Inquiring Questions. Subscribe so you don’t miss out. Until the next cup, keep steeping in strategy!

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Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

This week, I am sharing an academic reading and writing approach called “They Say / I Say.” I first came across this approach in the gap between my undergraduate and graduate years, when I was working as a junior instructional designer on an academic writing course. I had always been a “strong enough” writer to earn good grades, but I had never really thought of academic writing as a conversation between the writers who came before me and my own voice.

Teaching academic reading and writing can feel overwhelming for both faculty and learners, especially when discourse can seem abstract or inaccessible.

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The “They Say / I Say” approach offers a simple and practical way to break down reading and writing by helping learners understand how arguments work, how ideas connect to one another, and how they can confidently join the conversation. The approach is broken into two parts, “They Say” and “I Say.”

They Say

The “They Say” part teaches learners how to start with what others have said before jumping into their own ideas. It emphasizes careful reading, summarizing fairly, and showing readers the larger conversation a piece of writing belongs to. This part helps develop learners by:

• Improving active reading. They develop the ability to accurately identify an author’s main argument and its parts.

• Building accurate summarizing skills. They practice representing someone else’s ideas clearly and fairly (an essential academic skill).

• Teaching learners to situate their writing. They develop the ability to identify the context and development of ideas within the conversation they’re entering, which strengthens clarity and credibility.

Incorporating “They Say” into Your Course

1. Assign short “They Say” summaries before learners write anything else.
   (E.g., “In 3–4 sentences, explain the author’s main claim.”)

2. Model the move aloud. When discussing readings, start with: “Here’s what this author is adding to the conversation…”

3. Have learners map the conversation. Ask: When/where is this reading taking place? Who agrees? Who disagrees? What’s at stake?

4. Use low‑stakes reading quizzes that focus on identifying the argument, not memorizing details.

5. Use Annotated Reading Activities to demonstrate how to analyze a text.

   Here’s how: Modeling Academic Reading through Annotation

I Say

The “I Say” part teaches learners how to respond to what they have read by agreeing, disagreeing, complicating, or extending the ideas they summarized. It gives them language for making a claim, supporting it, and showing why. This part helps develop learners by:

• Building confidence in making claims. They learn that academic writing is about taking an educated stance.

• Strengthening argumentation. They practice supporting their ideas with evidence and reasoning.

• Teaches rhetorical awareness. They learn to anticipate objections, qualify their claims, and engage respectfully with other viewpoints.

Here’s a helpful classroom expectations guide to protect academic inquiry and viewpoint diversity The HxA Way (Heterodox Academy).

Incorporating I Say into Your Course

• Use “agree/disagree/complicate/extend” prompts after readings. (E.g., “Do you agree with the author? Why or why not?”)

• Have learners write short response paragraphs using templates like: “I agree that… because…” or “While the author argues X, I believe Y…”

• Build mini‑debates or structured discussions where learners must take a position. Make things even more interesting by doing a second round in which you force your learners to practice defending the opposite position.

• Ask learners to write counterarguments to strengthen their own claims.

• Use peer writing workshops where learners identify the “They Say” and “I Say” parts in each other’s drafts.

Overall, the They Say / I Say approach allows learners to build a foundation for strong academic reading, thinking, and writing.

Conclusion

If you’re looking for a simple yet effective way to strengthen your learners’ reading and writing, the They Say / I Say approach is one of the most reliable tools you can bring into your course. When learners understand the conversation they’re entering and feel confident adding their own voice, their writing becomes clearer, more purposeful, and far more engaging.

More than a decade later, I still think about how much this approach has shaped the way I read and write academically, and the way I teach academic reading and writing.

If you’ve used this approach before, what changes did you notice in your learners’ writing or discussions? Which applicable strategies could you try in your course? Leave a comment to share.

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References

• Graff, G., Birkenstein, C., Durst, R., & Panning Davies, L. J. (2024). They Say / I Say: The moves that matter in academic writing, with readings (6th ed.). W. W. Norton. ISBN: 978-1324070139

Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

Adult learners are many things: motivated, experienced, and deeply practical. They also tend to be incredibly busy. Even the most motivated learners sometimes arrive to class without having read as much or as deeply as they hoped.

Adult learners often have to juggle their academic work with other responsibilities like family, caregiving, and professional work. As educators, we can respond to this reality of our adult learners by building reading time into designated class time.

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Reading Time is Learning Time

Reading is a cognitively demanding process that requires attention, working memory, and time to make meaning. Research on cognitive load reminds us that when learners are overwhelmed or rushed, comprehension drops and retention suffers. Giving learners structured time to read in class reduces that overload and supports deeper understanding. In other words, reading time equals learning time.

In‑class reading time also sets the stage for richer class activities and discussions. When everyone has actually read the material, participation becomes more equitable and conversations become more meaningful. You spend less time summarizing, and learners spend more time discussing, applying, and analyzing.

Strategies

Here are some strategies that you can apply in your course.

Building in the Reading Time

Structured Reading Blocks

Build in a recurring 10–20 minute reading window, such as a “reading warm‑up” at the start of class or a focused silent reading block later in the session. It doesn’t have to be every class session, just be consistent (e.g., the first 20 minutes of every Monday, after announcements).

Micro‑Reading Moments

If you can’t carve out a whole reading block, instead fit short reading bursts into natural transitions (e.g., right after announcements, before a discussion, or as a reset between activities). Even a focused 5‑minute read can boost comprehension and prime learners for the next part of your class session.

Replace a Section With a Read‑to‑Learn Segment

Identify one portion of your lecture that learners could engage with just as effectively (or more effectively) by reading. Give them a short excerpt, a guiding question, and a few minutes to read before you facilitate a discussion or application activity.

Ensuring Easy Access to Texts

Save time by keeping relevant books, articles, or printed excerpts available in the physical space (or in the online course site) so learners can grab what they need without friction.

Before the academic term starts, consider talking to your institution’s library about managing class readings in a way that removes barriers to access (e.g., using readings that are accessible with your institution’s login credentials, setting up an eReserves for your course, etc.).

More Reading Tips

As you incorporate reading into your course, here are some more tips to consider.

Collaborative Reading

Move beyond passive reading by incorporating in‑class read‑alouds, guided paired reading, group annotations, or small‑group support moments where you circulate and help learners navigate complex sections of the text. These approaches make reading collaborative, supported, and far less intimidating.

Want more collaborative activities? Check out my previous post, Collaborative Active Learning Strategies That Bring Learners Together.

Reading With Purpose

Give learners a focus before they begin. A guiding question, a prompt, or a specific concept to watch for helps them read with intention and makes the text feel more manageable.

Reading Reflections and Discussions

Use quick reading journals, margin‑note prompts, or immediate post‑reading discussions to help learners process what they’ve just read. This reinforces comprehension and turns reading into a springboard for richer reflection and conversation.

You can apply the DEAL Reflection model for reading reflection.

When Reading In-Class is Not a Realistic Option

I get it. You already have a lot to fit into your limited class time, and the reality is that reading might not make the cut. If there really is no way to incorporate reading time into class time, then consider at least incorporating these strategies:

• Label your reading list (e.g., required, reference, optional) so your learners can properly prioritize their reading time.

  • While labeling, take a moment to ruthlessly examine your reading list. What is actually essential? Can the list be condensed? If anything is out-of-date, it gets the metaphorical chopping block.

  • Connect required readings directly to learning objectives and their corresponding assessments and activities. When learners see a clear line between what they are reading and what they are doing, they’re more likely to prioritize it. If a reading doesn’t clearly connect, is it really essential?

• Break readings into smaller, more digestible chunks. Instead of assigning a full chapter, assign the most relevant sections and explain why.

• Integrate reading checks that emphasize understanding, not policing. Low‑stakes prompts, quick reflections, or short application tasks help learners stay accountable without feeling surveilled.

• Model how you read. Share your own strategies for approaching dense texts, managing time, or taking notes. Adult learners appreciate transparency and practical tools.

Conclusion

Carving out reading time is a simple, powerful way to support adult learners. Incorporate reading time into your course as a way to create the conditions for learning.

Do you incorporate reading time into your course? If so, what strategies worked and what lessons have you learned from the experience? Are you ready to incorporate reading time into your course? Or does it feel like an impossible ask? Leave a comment to share.

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Our next topic will be an exploration of the They Say I Say Approach to Teaching Critical Reading and Writing. Subscribe so you don’t miss out. Until the next cup, keep steeping in strategy!

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Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

In my previous post, I hailed the benefits of experiential learning. Now let’s look at a case study in which EL was taken to the point of student endangerment.

For decades, educators have championed experiential learning as a powerful alternative to traditional instruction. Yet buried in the margins of 1990s pedagogical literature lies a little‑examined case study, commonly referred to as the Walkerville Elementary Field Trip Incident, that pushed the boundaries of immersive education to an alarming degree. This article revisits that case, not to celebrate its innovation, but to question how such an extreme model of experiential learning ever gained traction.

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Learning by Doing

The educator at the center of the study, known in district records only as “Ms. F,” cultivated a classroom environment defined by spontaneity, risk tolerance, and a near-total disregard for conventional safety protocols. Her teaching philosophy emphasized “learning by doing,” though the definition of “doing” appears to have been interpreted with unusual elasticity.

Despite the boldness of her methods (or perhaps because of them) the case study has been conspicuously absent from mainstream educational analysis. Some scholars have suggested institutional embarrassment; others point to the lack of surviving documentation. What remains is a patchwork of field reports, student accounts, and district memos that paint a picture equal parts visionary and deeply concerning.

Immersion, Taken Literally

The Walkerville Incident is most notable for its field trips, which departed sharply from accepted practice.

Biological Sciences

One report describes students being “miniaturized to sub-cellular scale and introduced into a living human body.” No record indicates parental consent for this procedure, nor any evidence of medical supervision. The pedagogical value of firsthand observation is undeniable, but the risk of being digested is rarely considered an acceptable learning outcome.

Earth Sciences

Another excursion placed students inside an active volcanic system. While the students reportedly gained a vivid understanding of geothermal processes, the absence of protective gear raises questions about the district’s liability policies.

Astronomy

Perhaps most troubling is the documented launch of the class into outer space aboard a vehicle lacking any known aerospace certification. The reported school bus’s ability to shapeshift mid-flight is noted but not explained in the available literature. At this point, one might reasonably wonder how such activities were approved. The answer appears to be that they were not. Oversight mechanisms simply failed to anticipate a teacher whose field trips would require Federal Aviation Administration (FAA) clearance.

Ethical and Institutional Concerns

The Walkerville Incident exposes systemic vulnerabilities: inadequate administrative review, nonexistent risk assessment, and a troubling pattern of students being placed in life-threatening scenarios under the guise of “hands-on learning.” While student engagement was reportedly high, so too were the rates of near-death experiences.

The transport vehicle itself, referred to in documents only as “the Bus,” exhibited behaviors inconsistent with standard machinery, including sentience, elasticity, and the ability to survive immersion in lava. I reached out to school district officials to find out more about these anomalies, but I have not yet received a reply.

Student Outcomes

To the district’s credit, students did demonstrate exceptional content retention. However, the biopsychosocial impact of repeated exposure to digestive acids, asteroid belts, and metamorphosis remains unclear. One student reportedly spent an entire lesson as a salmon.

A Necessary Clarification

At this juncture, dear readers, you may have noticed that the events described bear a striking resemblance to those depicted in a well-known, beloved animated children’s series. Indeed, upon closer inspection, the so‑called Walkerville Incident is fictional.

In the spirit of academic transparency, I acknowledge that this article is an April Fool’s exploration of what might happen if The Magic School Bus were treated as a real-world pedagogical disaster.

Conclusion

While Ms. Frizzle’s methods remain inadvisable for any non-fictional academic setting, her enthusiasm for learning is undeniably infectious. If nothing else, her fictional exploits remind us that imagination, when not accompanied by actual lava, is a powerful educational tool. I hope you enjoyed this April Fool’s Day Special Issue!

How far in the article did you get before you suspected the fictional twist? Are you a fan of the The Magic School Bus series? What field trip(s) would you take your learners on with a magic school bus? Leave a comment to share.

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References

• Cole, J., Degen, B., & Laskas Martin, K. (1994-1997). The Magic School Bus [TV series]. Scholastic Corporation.

Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

As a professional working in graduate-level education, I often think back to my own time as a graduate student. What did I like (and dislike) about my courses? What learning experiences left the biggest impact? What lessons learned have I carried over into my professional career, even several years later? And the answer to some of these questions surprise me (like how one of the courses I hated taking in the moment had the strongest lessons learned in the long-run). But something that does not surprise me is that some of the most impactful learning experiences I had were examples of Experiential Learning.

Experiential Learning (EL) is a powerful teaching and learning technique because it immerses learners into an authentic, real-world scenario. These authentic scenarios make learning more meaningful, especially for adult learners who want to know that what they are learning has relevancy beyond the classroom.

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Three Essential Elements

EL has three essential elements: a direct learning experience, a critical reflection, and an authentic assessment. These three elements come together so that learners engage in real or simulated experiences, think deeply about what happened, and then use that reflection to build meaningful knowledge that can then be applied. Let’s look at these in more detail.

Direct Experience

A direct experience means learning by doing actively. Your learners should be doing something that simulates a real-world experience. The experience should be relevant (i.e., tied to a learning objective) and involve some kind of application, analysis, evaluation, or creation (the higher levels of Bloom’s Taxonomy).

Learners are investigating, experimenting, solving problems, or engaging with real-world tasks.

Critical Reflection

Learners are thinking about what they are doing throughout and after the direct experience. Critical reflection deepens understanding and helps learners make meaning from their learning.

Learners are reflecting and recording their thoughts through guided reflection prompts. One method that I particularly champion is the DEAL Model.

Authentic Assessment

Learners then demonstrate what they have learned by completing a real-world task at the corresponding cognitive level (application, evaluation, creation, etc.).

I just wrote about authentic assessment earlier this month, so please check out that post for more details.

Examples of EL

Here are some examples of ELs that you can consider applying in your course.

• Client-based projects: Learners partner with real or simulated organizations to solve authentic problems. If simulated, then this can be combined with Role-Playing.

• Simulated decision labs: Learners practice making high-stakes choices in a controlled, low-risk environment. I use this EL approach in the Teaching Assistantship (TA) Training course that I co-teach. My learners go through a series of scenarios that require judgement calls based on TA policies and recommended practices that they learned about throughout the course.

• Case-based workshops: Learners unpack complex scenarios and apply theory to realistic situations.

• Role-play: Learners step into professional roles to practice communication and problem-solving.

• Field observations: Learners watch experts in action and reflect on what effective practice looks like. This can be via actual field trips or done through multimedia (e.g., 360 video recordings).

• Design sprints: Teams rapidly prototype solutions and test their ideas with peers or stakeholders. Remember, learners do not need to actually create the prototype itself, the EL can be to create the design of the prototype.

• Professional writing: Learners write professional documents related to their field (policy memo, field report, evaluation results, etc.) instead of a traditional essay-style paper.

• Micro-internships: Learners take on short, focused projects that build skills and confidence. This can be done through partnerships with organizations or simulated with stakeholder role-play.

• Community-engaged research: Learners collaborate with community partners to investigate questions that have local impact. Check to see if your institution has a service-learning center that you can partner with.

• Labs: Learners experiment hands-on with tools, materials, and methods to explore scientific concepts in action. This can also be done by simulation.

Just like how I still remember the EL experiences from my time as a graduate student, experiential learning invites your adult learners to create the kind of meaning from their learning that stays with them long after the course ends.

Have you incorporated experiential learning into your course? If so, share how it’s going. Is there an EL activity you’re excited to try after reading this article? Leave a comment to share.

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I’m releasing a special post later this week on an EL case study. Then it’s back to our normal schedule next week with Why You Should Build Reading Time into Your Class (Even for Adult Learners). Subscribe so you don’t miss out. Until the next cup, keep steeping in strategy!

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References

• Experiential Learning Institute. (n.d.). What is experiential learning? https://experientiallearninginstitute.org/what-is-experiential-learning/

• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. ResearchGate. https://www.researchgate.net/publication/235701029_Experiential_Learning_Experience_As_The_Source_Of_Learning_And_Development

• Toronto Metropolitan University. (n.d.). Understanding experiential learning. https://www.torontomu.ca/experiential-learning/faculty-staff/understanding-el/

Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

While working with faculty, I often discuss how to reduce and manage their learners’ Cognitive Load. We agree that, as educators, one of our roles is helping our learners manage the mental effort required to process new information. But what does this actually mean, how does it work, and what is Cognitive Load Theory’s relationship to adult learning?

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Cognitive Load Theory

Cognitive Load Theory (CLT) explains how the limits of working memory impact learning. It states that learners can only process a small amount of new information at one time, so instruction should be designed to reduce unnecessary mental effort and make space for meaningful learning. Learners can struggle because of unclear instructions, cluttered content, overly complex tasks, etc. that overload their working memory’s limited capacity. Reducing cognitive load helps to remove these unnecessary barriers so learners can focus their mental energy on more essential skills and concepts.

CLT and Adult Learners

Adult learning theory tells us that adults are most motivated when learning is relevant, organized, and purposeful. For adult learners, applying CLT principles is especially important. Adults learners juggle jobs, families, academics, and other competing responsibilities. Their cognitive bandwidth is often stretched before they even begin their academic work for the day. You can create conditions that allow your adult learners to better engage in the learning process by reducing cognitive load.

Strategies for Reducing Cognitive Load

• Simplify and clarify instructions so learners do not waste mental energy figuring out what to do.

• Chunk content into smaller segments that can be processed step by step.

• Use consistent layouts and navigation so learners do not have to relearn the structure of each module.

• Remove extraneous information that does not directly support the learning objective.

• Provide worked examples that show what successful performance looks like.

• Break complex tasks into stages with checkpoints or drafts.

• Use visuals to support text when they help explain a concept more efficiently.

• Connect new information to prior knowledge so learners can anchor ideas to what they already understand.

• Offer models or templates that reduce the mental effort required to start an assignment.

• Make the purpose of each activity explicit.

Dive Deeper for a Stronger Brew

Several of my previous posts relate well to CLT. Check them out to dive deeper:

• Clarity as a Teaching Strategy: the Transparency in Learning and Teaching (TILT) Framework

• Stop Overwhelming Your Learners! Multimedia Learning Theory

• The POUR Framework: Four Accessibility Principles Every Faculty Should Know

• Translating Knowledge through Cognitive Apprenticeship

Reduce cognitive load to support how your adult learners think, learn, and succeed.

What is one change you have made to reduce cognitive load in your course, and what difference did it make? Where do you see your learners struggling with cognitive overload, and how might you address it? Which strategy from this article are you most interested in trying in your course? Leave a comment to share.

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Our next topic will be Knowing by Doing: Experiential Learning followed by a special bonus issue. Subscribe so you don’t miss out. Until the next cup, keep steeping in strategy!

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References

• Education Hub. (2021, March 3). An introduction to cognitive load theory. https://theeducationhub.org.nz/an-introduction-to-cognitive-load-theory/

• Hanham, J., Castro-Alonso, J. C., & Chen, O. (2023). Integrating cognitive load theory with other theories, within and beyond educational psychology. British Journal of Educational Psychology, 93(Suppl. 2), 239–250. https://doi.org/10.1111/bjep.12612

• Malamed, C. (n.d.). Six Strategies You May Not Be Using To Reduce Cognitive Load. The eLearning Coach. https://theelearningcoach.com/learning/reduce-cognitive-load/

• Ouwehand, K., Lespiau, F., Tricot, A., & Paas, F. (2025). Cognitive Load Theory: Emerging Trends and Innovations. Education Sciences, 15(4), 458. https://doi.org/10.3390/educsci15040458

• University of California, Merced. (n.d.). Reducing Cognitive Load (and not rigor). Center for Engaged Teaching and Learning. https://teach.ucmerced.edu/Cognitive_Load

Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

Transparency in Learning and Teaching (TILT) is an educational framework for instructors to make their intentional choices behind learning experiences known to their learners. As instructors, you would communicate to your learners:

• What they are learning and how (i.e., the learning goals and processes)

• How they can apply what they are learning, especially in real-world situations beyond the course

• Why the learning experiences are designed the way they are

TILT helps instructors make evidence‑based teaching choices while supporting learners’ to think critically about their own learning. One aspect of this framework is increasing transparency around assessments and activities using a three-part approach.

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Three-Part Approach

There are three parts to this approach: Purpose, Task, and Criteria. These three parts are introduced to learners at the start of every assessment and major activity. Allow enough time to go through each part and answer any clarifying questions that learners may ask.

Purpose

The first part of this framework is purpose. Explain to your learners the purpose of the assessment or activity by answering the following:

• What skills will students use while completing this assignment?

• What knowledge, skill, or competency will they gain from the process?

  • It should be clear if the assessment is tied to a learning objective.

• How do these skills and knowledge connect to students’ real-life goals, both within and beyond the course?

This justifies the activity or assessment pedagogically, and lets your learners know why they are doing it.

Task

After explaining the purpose of an activity or assessment, explain the task that the learners will be doing.

• What you expect learners to do?

• How you expect them to do it?

• Consider sharing examples of past student work (with permission) as demonstration tools.

Clear guidance helps students produce higher-quality work, because they will spend less time figuring out what to do and more time doing it.

From the instructor perspective, explaining the task is also a good check to confirm that it aligns with the purpose (i.e., learning objective). If it doesn’t, then you may need to change the task.

Criteria

The third part is criteria. After explaining the purpose and describing the task, explain the criteria by:

• Sharing a checklist of expectations (or better yet, a goal-aligned rubric).

• Again, consider sharing examples of past student work (with permission) as demonstration tools.

This should help students understand what quality work looks like, and how to achieve it.

Worth the Extra Time Spent

The benefits of spending a few minutes before an assessment or major activity to review these three components outweigh the time investment. TILT:

• Improves academic performance

• Reduces equity gaps

• Increases student confidence and sense of belonging

• Strengthens metacognitive skills

• Enhances instructor–student communication

• Makes learning more efficient

Learners who approach their academic work knowing the purpose, task, and criteria are more likely to succeed than learners who don’t (Winkelmes, 2023).

Dive Deeper

Visit the TITL website for more information and resources. In particular, I found this Introduction to Transparency in Learning and Teaching to be particularly helpful when exploring this framework.

Have you applied the TILT framework in your courses? If so, how did it go? Did any of the three parts (Purpose, Task, Criteria) stick out to you as particularly important? Are there any other practices that you do to make the learning process more transparent? Leave a comment to share.

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References

• Winkelmes, M. (2023). Introduction to Transparency in Learning and Teaching. Perspectives In Learning, 20(1). Retrieved from https://csuepress.columbusstate.edu/pil/vol20/iss1/2

Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

Authentic assessment is an approach to evaluating learning in which learners demonstrate their achievement by completing real‑world tasks that mirror the kinds of challenges they would face in professional or practical settings. It is often compared against assessments like multiple-choice tests or traditional paper assignments.

In short, authentic assessment:

• Represents a real task

• Requires application, not just recall

• Allows for complexity and judgment

• Can use criteria aligned with professional standards

Why is this important?

Adult learning theory tells us that adults are most motivated when learning feels relevant, practical, and immediately useful. By asking learners to perform real-world tasks that mirror practical challenges, authentic assessments tap into this motivational desire.

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What to learn more? Check out my past post on Motivating Adult Learners.

Bringing Real‑World Tasks Into Your Course

Authentic assessments work best when they are intentionally built into a course through Backwards Design. This approach starts with the end goals in mind: What should learners be able to do by the time the course ends? Once those learning objectives are clear, you can design assessments that mirror the real‑world tasks those objectives imply.

If the objective describes a real‑world behavior (e.g., analyze, evaluate, demonstrate, create), then the assessment should include a component of this real-world behavior.

Examples of Authentic Assessments

• Writing a policy brief

• Conducting a needs assessment

• Designing a prototype

  • It’s important to note here that learners do not need to create their designed prototype.

• Creating a communication plan

• Analyzing a case study

• Presenting a recommendation to a stakeholder group

  • This example can be combined with: Role-playing as a stakeholder while peer-reviewing another learner’s presentation.

Notice how these tasks mirror the work learners will eventually do in their field, making the assessment both meaningful and motivating.

Don’t Overcomplicate Things

Authentic assessment can be challenging, especially if your learners have more experience with traditional assessments.

Use Formative Assessments

Support your learners with formative assessment activities that build their skills towards the authentic assessment. For example:

• practice analyses

• mini‑case discussions

• draft submissions

• peer review

• low‑stakes simulations

These formative steps help learners build confidence and competence before the summative authentic assessment.

My previous post dives into Formative vs. Summative Assessment: When to Check-In and When to Check Accomplishment. Check it out for more tips!

Use Rubrics

Learners unfamiliar with authentic assessment will benefit from seeing the criteria that they will be assessed against. This transparency reduces anxiety and increases motivation, especially for adult learners who value clarity and purpose.

Converting an Existing Assessment

Every traditional assessment is measuring something (e.g., analysis, communication, problem‑solving, application, etc.). Ask yourself: “How would a professional demonstrate this skill outside the classroom?” That question becomes the anchor for your authentic assessment task.

• Identify the real‑world skill your learning objective points to.

• Shift from recall to application by asking learners to do something with what they have laerned.

• Add context, audience, and purpose to make the task mirror real, professional practice.

• Include formative assessment scaffolding such as drafts, checkpoints, or peer feedback to support success.

Authentic assessments deepen learning by connecting course concepts to the real work your learners want to do. Start with one assignment, make it more “real‑world,” and see how your learners respond; even small shifts can transform engagement and accomplishment.

Which traditional assessment in your course could be reimagined as a real‑world task? What’s one challenge or one success you’ve experienced when trying to make your assessments more authentic? Leave a comment to share.

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Our next topic will be Clarity as a Teaching Strategy: the Transparency in Learning and Teaching (TILT) Framework. Subscribe so you don’t miss out. Until the next cup, keep steeping in strategy!

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References

• Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom assessment. Practical Assessment, Research, and Evaluation, 17(2). https://doi.org/10.7275/sxbs-0829

• Gonzalez, J. (2020, June 21). Backward Design: The Basics. Cult of Pedagogy. https://www.cultofpedagogy.com/backward-design-basics/

• Pappas, C. (n.d.). The Adult Learning Theory: Andragogy of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

When working with faculty, I often use the terms “formative,” and “summative” while talking about assessments, but I don’t always pause to define what exactly these terms mean and how to use each type of assessment. Both assessment types play important roles, but they serve very different purposes, so let’s take a moment to clarify the differences.

F is for Feedback

Let’s start with formative assessment. Formative assessment is used during learning to check comprehension, identify mistakes, give feedback, and guide next steps. It is low stakes, often ungraded or lightly graded, and designed to give both you and your learners real‑time insight into their learning progress. The goal is improvement through frequent feedback.

Formative assessment answers the question:
“How is learning going right now, and what needs adjustment?”

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Dive Deeper: Giving Students Effective Feedback

Feedback is essential in learning, but it can be challenging to give effectively. Check out these previous posts for more tips:

• Giving Students Effective Feedback

• Types of Rubrics and When to Use Them

• Designing a Goal-Aligned Rubric

• Grade Norming for Teaching Teams

S is for Showing Accomplishment

Summative assessment is used after learning to evaluate what students have accomplished. It is higher stakes, typically graded, and aligned with course‑level learning objectives. The goal is to determine the degree to which learners can demonstrate knowledge, skills, or competencies gained by the end of a unit or course.

Summative assessment answers the question:
“What has the learner accomplished by this point?”

How and When to Use Each Type

A helpful way to decide is to consider the learner’s position in the learning process.

• Early in a unit: Use formative assessment to surface prior knowledge and guide instruction.

• Midway through learning: Use formative checks to monitor progress and adjust teaching.

• At the end of a unit or course: Use summative assessment to evaluate accomplishment and mastery of outcomes.

The two types are not in competition. They work together to create a complete picture of learning progress.

Examples of Formative and Summative Feedback

Now let’s look at some examples.

Examples of Formative Assessments

• Quick writes or exit tickets

• Think‑pair‑share

• One‑minute papers

• Concept checks with hand signals, cards, or reactions (e.g., thumbs up)

• Low‑stakes quizzes with immediate feedback

• Discussion board questions

• Polls or short response prompts

• Annotated readings or shared notes

• Critical reflections

• Peer reviews

Examples of Summative Assessments

• Final exams

• Presentations or demonstrations

• Capstone projects

• Portfolios

• Multimedia projects

• Case study analyses

• Digital portfolios

Sometimes Formatives Assessments Build Up to a Summative Assessment

If you have a large summative assessment, like a research paper or major project, then formative assessments may include parts of what will make up the summative assessment. For example:

Formative Assessment Parts of a Research Paper

• Annotated Research Notes

• Outline

• Drafts of different sections of the paper

Summative Parts of a Research Paper

• Final draft of the entire paper

• Presentation on major points of the paper

Not all formative assessments build towards the summative assessment(s) so neatly, but it’s good to align them whenever possible.

The Ultimate Goal

When you know when to check-in and when to check accomplishment, you can create learning experiences that are more intentional, supportive, and aligned with your learner’s goals and needs.

Which assessment in your course feels the most effective right now, and what makes it work well? Where do you see the biggest opportunity to strengthen either your formative or summative assessments? Leave a comment to share.

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Our next topic will be Authentic Assessment: Bringing Real‑World Tasks Into Your Course. Subscribe so you don’t miss out. Until the next cup, keep steeping in strategy!

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You can help support and grow this channel by liking, commenting, subscribing, and sharing!

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References

• Assessment and Grading. (2023). Teaching Toolkit. Johns Hopkins Bloomberg School of Public Health Center for Teaching and Learning. https://www.ctltoolkit.com/assessment-and-grading

Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

This month, I did a series of Steeped in Strategy posts called “Essentials of Active Learning.” Here are the key takeaways.

Key Takeaways

• Active learning is essential for adult engagement. Adults learn more effectively when they think, apply, and reflect rather than passively receive information.

• Individual strategies build strong cognitive foundations. Techniques such as quick writes, retrieval practice, and reflection help learners process ideas on their own before engaging with others.

• Collaborative learning deepens understanding through shared perspectives. Group discussions, problem solving, and peer teaching help adults connect concepts to real contexts and learn from one another.

• Active learning works in every modality. Whether in person, online, or hybrid, instructors can adapt strategies using simple structures and accessible tools.

• Barriers are real but manageable. Challenges such as large classes, limited time, uneven participation, and technology issues can be addressed with practical, scalable solutions.

• Intentional design matters more than complex activities. Effective active learning comes from purposeful choices that align with learning goals, not from elaborate or time‑consuming tasks.

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Read the full posts here:

• Active Learning isn’t Optional

• Individual Active Learning Strategies That Spark Learning

• Collaborative Active Learning Strategies That Bring Learners Together

• Removing Barriers to Active Learning

I hope you enjoyed this series and found it helpful in your teaching and learning practice!

*TLDR means “Too Long; Didn’t Read” and is used to introduce a brief summary of a long text.

Disclaimer: The views, opinions, and content shared in Steeped in Strategy are solely my own and do not reflect those of my employer or any affiliated institutions.

This month, I have explored the Essentials of Active Learning.

• Active Learning isn’t Optional

• Individual Active Learning Strategies That Spark Learning

• Collaborative Active Learning Strategies That Bring Learners Together

Adults learn through active learning, but even the most committed instructors run into obstacles that make active learning feel difficult to implement. Large classes, limited time, uneven participation, and technology challenges can all get in the way. The good news is that these barriers are not permanent. With thoughtful planning and a few realistic adjustments, active learning can thrive in any course format.

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Removing Barriers

Below are common barriers instructors face and practical strategies to overcome them in in‑person, online, and hybrid environments.

1. Large Class Sizes

Large classes can make active learning feel overwhelming. It may seem impossible to involve everyone or manage group work. The key is to use structures that scale.

Strategies:

• Use quick individual activities such as polls, short writes, or one minute papers.

• Break students into pairs or trios instead of large groups.

• Use digital tools that collect responses efficiently, such as shared documents or polling platforms.

• Rotate which groups share out so not everyone reports every time.

Strategies that match your course modality:

• In person: Think Pair Share, Jigsaw stations.

• Online: Breakout rooms, discussion boards with small group threads.

• Hybrid: Shared digital whiteboards that all learners can access.

2. Limited Time

Active learning does not require long, time-consuming activities. Short, focused tasks can be just as effective.

Strategies:

• Use two minute reflection breaks.

• Replace part of a lecture with a quick retrieval prompt.

• Start class with a short scenario or question instead of a recap.

• Use structured templates so learners can respond quickly.

Strategies that match your course modality:

• In person: Quick writes, rapid pair discussions.

• Online: Short asynchronous prompts, micro quizzes.

• Hybrid: Timed collaborative notes or shared annotation.

3. Uneven Participation

Some learners jump in immediately while others hold back. Adults may worry about being wrong or may not feel confident speaking in groups.

Strategies:

• Start with individual thinking time before any discussion.

• Use small groups to reduce pressure.

• Provide sentence starters or guiding questions.

• Offer multiple ways to participate, such as writing, speaking, or contributing digitally.

Strategies that match your course modality:

• In person: Think Pair Share, structured turn taking.

• Online: Anonymous polls, written responses before discussion.

• Hybrid: Chat-based contributions that count equally with spoken ones.

4. Technology Challenges

Technology can support active learning, but it can also create frustration when tools fail or learners have uneven access. Check with your institution’s Information Technology (IT) office for recommendations specific to your institution.

Strategies:

• Choose simple tools that require minimal setup.

• Provide clear instructions, links to guides, and practice time.

• Always have a low tech backup option.

• Use tools that work across devices.

• Consider accessibility (POUR Framework)

Strategies that match your course modality:

• In person: Paper-based activities, whiteboards, sticky notes.

• Online: Tools built into the learning management system or that are accessible through your institution.

• Hybrid: Shared documents that update in real time.

5. Instructor Comfort and Confidence

Active learning can feel risky, especially if you are used to lecture-based teaching. It may feel unpredictable or messy at first.

Strategies:

• Start small with one strategy per session.

• Use familiar content so you can focus on the activity.

• Debrief with learners about what worked and what did not.

• Build a small library of go to strategies you can rely on.

Strategies that match your course modality:

• All modalities: Simple structures such as quick writes, polls, and short discussions.

If you find that your teaching style is lecture-heavy, then I invite you to check out my post on Stop Overwhelming Your Learners! Multimedia Learning Theory.

6. Student Resistance

Some adults prefer passive learning because it feels easier or more familiar. They may not understand why active learning is being used. Motivating Adult Learners can be tricky.

Strategies:

• Explain the purpose of each activity and tie it to a specific objective, competency, or goal.

• Connect the strategy to real world skills.

• Start with low-risk tasks and build up gradually.

• Ask learners to reflect on how the activity supported their understanding.

Strategies that match your course modality:

• In person: Brief explanations before activities.

• Online: Short videos or written rationales.

• Hybrid: Consistent routines that build trust.

How will you incorporate Active Learning?

Active learning is about intentional choices that help learners think, apply, and connect. Every barrier has a workable solution, and even small adjustments can create meaningful change. When you can anticipate challenges and plan for them, active learning becomes not only possible but sustainable across all course modalities.

I hope you have enjoyed this deep dive into the Essentials of Active Learning!

Which of these strategies are you excited to try? Have you tried any of these strategies and if so, how did it go? Are you enjoying this series on the Essentials of Active Learning? Leave a comment to share.

Leave a comment

See you soon!

Our next topic will be Formative vs. Summative Assessment: When to Check-In and When to Check Accomplishment. Subscribe so you don’t miss out. Until the next cup, keep steeping in strategy!

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Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

We explored why Active Learning isn’t Optional and Individual Active Learning Strategies That Spark Learning in my previous two posts on the Essentials of Active Learning. Now, let’s look at collaborative active learning strategies.

Adults learn through conversation, shared problem solving, and the exchange of perspectives that only a collaborative group can provide.

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Collaborative Active Learning Strategies

Collaborative active learning strategies invite learners to engage with peers in meaningful ways. These strategies build community, deepen understanding, and help adults see how ideas play out in real situations. They also increase motivation because learners feel connected to something larger than themselves. Below are collaborative strategies that reliably bring energy, insight, and shared purpose into any learning environment.

1. Think Pair Share

A tried and true method! Think Pair Share is a simple structure that encourages every learner to participate. First, learners think individually about a prompt. Next, they pair with a partner to discuss their ideas. Finally, pairs share highlights with the larger group. This structure gives adults time to gather their thoughts before speaking and helps quieter learners find their voice.

Use it for:

• Interpreting a concept

• Responding to a scenario

• Generating solutions to a problem

2. Small Group Problem Solving

Adults thrive when they can work together to solve realistic challenges. Small group problem solving invites learners to analyze a situation, identify options, and recommend a course of action. This strategy mirrors real workplace collaboration and helps learners practice communication, negotiation, and decision making.

Examples:

• Case studies

• Workplace dilemmas

• Multi step tasks that require shared reasoning

3. Jigsaw Activities

A jigsaw activity divides content into sections and assigns each learner or group a piece to master. Learners then teach their section to others. This structure promotes accountability and ensures that everyone contributes to the learning process. Adults appreciate the autonomy and the opportunity to take ownership of a specific part of the content.

Works well for:

• Complex topics

• Multi part processes

• Content that benefits from multiple perspectives

4. Collaborative Concept Mapping

Concept mapping helps learners visualize relationships among ideas. When done collaboratively, it becomes a powerful tool for shared meaning making. Groups work together to connect concepts, identify patterns, and clarify misunderstandings. The conversation that unfolds is often more valuable than the map itself.

Use it for:

• Reviewing content

• Planning projects

• Exploring how ideas relate

5. Peer Teaching and Peer Feedback

Another favorite of mine! Adults often learn best when they explain ideas to others. Peer teaching allows learners to take on the role of instructor for a moment, which strengthens understanding and builds confidence. Peer feedback encourages learners to reflect on their work and consider alternative approaches. Both strategies create a supportive learning community.

Examples:

• Short peer led demonstrations

• Feedback on drafts or practice tasks

• Paired explanations of key concepts

If peers are giving each other feedback, consider giving them a rubric and explaining the characteristics of effective feedback to guide their efforts.

6. Group Debriefs and Discussions

Discussion is one of the most natural forms of collaborative learning. Group debriefs give learners space to process experiences, share insights, and ask questions. When structured well, discussions help adults connect theory to practice and learn from the diverse perspectives in the room.

Prompts to try:

• What surprised you?

• What connections did you notice?

• How might this apply in your context?

Check out my previous post, How to Help Students Learn With Each Other, Not Just Beside Each Other, to learn more about turning your classroom into a Community of Inquiry.

7. Collaborative Scenario Analysis

Scenario analysis invites groups to walk through a realistic situation and decide how they would respond. Working collaboratively allows learners to compare approaches, challenge assumptions, and build shared understanding. This strategy is especially effective for leadership, communication, and problem solving topics.

Examples:

• Field-specific situations

• Ethical dilemmas

• Team based decision making tasks

Collaborative active learning strategies help adults learn with and from one another. They build community, strengthen understanding, and create a sense of shared purpose. When learners engage together, they gain insights that would be impossible to reach alone.

Which of these strategies are you excited to try? Have you tried any of these strategies and if so, how did it go? Are you enjoying this series on the Essentials of Active Learning? Leave a comment to share.

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See you soon!

Our next topic will conclude our exploration into the Essentials of Active Learning, with Removing Barriers to Active Learning. Until the next cup, keep steeping in strategy!

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Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!

Active learning isn’t optional if we want adults to stay engaged, retain information, and apply what they learn. But active learning doesn’t always require group work, elaborate activities, or major redesigns. Some of the most powerful strategies are the ones learners do individually through thinking, applying, questioning, and reflecting that activate the brain and deepen understanding.

As educators, you can create moments where learners pause, think, apply, and reflect to spark learning and deepen understanding. These strategies can be adapted for any course modality (in person, online, hybrid, or asynchronously).

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Individual Active Learning Strategies

1. Quick Writes

A quick write is a short prompt that encourages learners to put their thinking into words. Writing helps the brain organize ideas and surface questions. For adults, this is a low pressure way to process information and connect it to real life. Quick writes work well at the beginning, middle, or end of a lesson.

Try prompts like:

• What is one idea that stands out to you so far?

• How could you apply this concept in your work?

• What is still unclear or confusing?

2. Retrieval Practice

Retrieval practice asks learners to recall information from memory rather than reviewing it passively. Research shows that retrieval strengthens long term retention far more effectively than re-reading or re-watching content. For adults who are balancing many responsibilities, this strategy helps solidify learning quickly and efficiently.

Examples:

• Short self quizzes

• Write down everything you remember about the topic.

• Flashcards or digital quiz tools

• End of section recall prompts

3. Reflection Breaks

Reflection is one of the most powerful tools in adult learning. Adults need time to connect new ideas to their experiences, values, and goals. A brief reflection break gives learners space to internalize meaning and consider relevance.

Reflection prompts:

• How does this concept relate to your past experience?

• What assumptions did this challenge?

• What will you do differently because of this?

Consider using the DEAL Model (Describe, Examine, and Articulate Learning).

4. One Minute Papers

A one minute paper is a fast, focused check in that helps learners summarize key ideas and identify gaps. It is an excellent way to close a lesson or transition between topics. It also gives instructors quick insight into what is working and what needs reinforcement.

Common prompts:

• What was the most important thing you learned today?

• What question do you still have?

5. Self Explanation

Self explanation asks learners to explain a concept in their own words. This strategy encourages deeper processing and reveals misunderstandings. Adults often appreciate this because it helps them clarify their thinking before engaging with others.

Ways to use it:

• Explain this concept as if teaching a colleague.

• Describe how this process works step by step.

• Why does this method matter?

6. Scenario-Based Thinking

Adults learn best when they can picture how a concept applies in real life. Scenario-based thinking invites learners to mentally walk through a situation and decide how they would respond. This builds confidence and bridges the gap between theory and practice.

Examples:

• Imagine you are facing this challenge at work. What would you do first?

• Which option would you choose in this scenario, and why?

I have found this strategy particularly helpful when mentoring teaching assistants (TAs). I ask them to about scenarios that TAs might encounter (especially scenarios that require some discernment or that have more than one “right” answer).

7. Personal Goal Setting

When adults set their own learning goals, motivation increases significantly. A short goal setting activity at the start of a course or module helps learners take ownership of their progress and stay focused on what matters most to them.

Prompts:

• What do you want to be able to do by the end of this session?

• Which skill or concept feels most important for your role?

Check out Motivating Adult Learners for more.

8. Annotating or Marking Up Content

I love annotation activities! Annotation encourages learners to interact with content rather than skim it. Highlighting, commenting, and tagging ideas helps adults track their thinking and identify patterns. This strategy works well with both digital and paper based materials.

Ideas:

• Highlight key terms.

• Add margin notes.

• Tag questions or connections.

• Use digital annotation tools for online content.

You can also use annotation as a syllabus activity and as a way to Model Academic Critical Reading.

What’s Next?

Individual active learning strategies are simple, flexible, and highly effective. They help learners process information, and build understanding. When learners have time to think, apply, and reflect on their own, they are better prepared to engage with others and participate in deeper learning experiences.

Which of these strategies are you excited to try? Have you tried any of these strategies and if so, how did it go? Are you enjoying this series on the Essentials of Active Learning? Leave a comment to share.

Leave a comment

See you soon!

Our next topic will continue our exploration into the Essentials of Active Learning, with Collaborative Active Learning Strategies That Bring Learners Together, followed by Removing Barriers to Active Learning. Until the next cup, keep steeping in strategy!

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Disclaimer from the author: All views and content in Steeped in Strategy and other publications by Amy Pinkerton are my own and do not reflect those of my employer or any affiliated institutions. Thank you for reading!