Faculty met with students one-on-one (in or out of class).

Faculty asked students to work outside of class on homework, reading, research, or to practice recent lessons or to prepare for upcoming classes.

Faculty asked students to present to the whole class (including recitations or demonstrations).

Faculty provided opportunities for students to independently study or analyze a topic of their own choosing.

Faculty asked individual students to prepare for and lead a class discussion.

Faculty provided extended verbal explanations and clarifications to the whole class.

Faculty projected slides, images, web-pages, or other visual media while providing narration.

Faculty called on students to answer a series of pointed questions.

Faculty had a co-teacher or guest lecturer join the class, either live or online.

Faculty modeled a critical thinking process.

Faculty invited students to share democratically in decisions about the course goals, processes or products.

Faculty asked students to talk briefly in pairs to discuss each other’s understanding of an idea or problem.

Faculty had students work in groups of 3-5 students to solve problems, discuss, or complete assignments.

Faculty had students work in teams on a significant or lengthy project.

Faculty began a whole class discussion.

Faculty asked students to write short informal responses in class to capture or frame their thinking.

Faculty asked students to write in a journal, blog, wiki, and/or discussion board.

Faculty used processes to improve writing (pre-writing, research, thesis development, multiple drafts, revisions, conferences, etc.).

Faculty asked students to edit or comment on each other’s work in class.

Faculty required the finding of primary sources to support arguments.

Faculty asked students to solve or brainstorm about problems that have more than one answer.

Faculty constructed environments (like labs or fields trips) where students learn by working with real world scenarios.

Faculty had the class work with not-for-profit agencies, either directly or using their data.

Faculty used real world cases or examples to ground student learning.

Faculty used in-class polling either manually or electronically to check for understanding or opinion.

Faculty recorded lectures for students to view outside of class to prepare for in-class discussion or problem solving.

Faculty had students create non-written projects as a culminating experience (physical representations, videos, web-pages, performances, programs, etc. (might include some writing)).

Faculty used worksheets to guide students through a learning process.

Faculty gave short graded quizzes or concept tests.

Faculty used student homework to adjust your lesson, lecture, or activities just before class.

Faculty used an essential question, prompt or challenge to start class.

Faculty gave tests or exams.

Faculty discussed test questions beforehand, and reviewed answers afterwards.

Faculty offered activities intended to build an inclusive and welcoming classroom.

Faculty used texts or data that deal with race, gender, class, orientation, or identity issues.

Faculty used role play, fishbowl, facilitated dialogues, or other collaborative learning techniques.