Align Learning Activities to Learning Objectives and Course Outcomes

Learning activities are opportunities for students to practice the skills and concepts outlined by the learning
objectives and course outcomes. Engaging students in activities that help them develop the skills and concepts
outlined in course outcomes enables them to achieve mastery of the outcomes. When learning activities are
aligned to the learning objectives and course outcomes, they also serve to motivate students by reminding them of
the purpose of the course.

Aligning Activities to Outcomes

To align activities to course outcomes, consider the level of thinking the outcomes and objectives are requiring of
students. For example, if one of the learning objectives for a unit or module is to analyze a lab report, it may be
necessary to begin by teaching students the different parts of a lab report and what makes each part effective, and
then having students use that knowledge to practice analyzing an example lab report. Activities aligned to the
learning objective of analyzing the lab report may look like the following:

• Interactive lecture presenting the components of an effective lab report

• Group activity identifying effective and ineffective components

• Discussion forum analyzing the components of a sample lab report

The key is to ensure that every activity helps students gain the knowledge and/or skills drawn from one or more of
the learning objectives or course outcomes.

Aligning Activities to the Cognitive Level of Outcomes and Objectives

Consider using the Teaching Methods and Moves Chart, which you can find on the Implementation Resources
page, adapted from Linda Nilson’s Teaching Moves Chart (Nilson, 2016), to identify what you need to do and what
students need to do in order to engage in activities that are aligned with the cognitive level of the outcomes and
objectives. For example, for a course outcome, “Analyze the use of the principles of marketing in a case study,”
you would refer to the “Analyze” section of the chart and see that pointing out examples and nonexamples is one
of the suggestions. You can then model the analysis of a case study by sharing examples and nonexamples of the
effective use of marketing strategies.

Cognitive Type of Sample verbs Examples of learning activities

level thinking

Analyze Draw Differentiate, Methods: Writing and speaking exercises, classroom

connections organize, assessment techniques, case studies, peer feedback, role-play,
among ideas relate, and simulations
by breaking compare,
Moves for you:
material into contrast,
parts distinguish • Point out the important and the unimportant
features or ideas.

• Point out examples and nonexamples of a concept,

highlighting similarities and differences.

• Give a wide range of examples, increasing their

complexity over time.

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Types of Learning Activities

Learning activities are those experiences that are designed to make students active in their learning by identifying,
comprehending, or applying concepts and information (Gooblar, 2019). Active learning is promoted through three
types of interaction: (a) learners and content, (b) learners and instructor, and (c) learner to learner (Quality
Matters Standards, 2021). When these interactions are designed to support the concepts and skills of the course
outcomes, they engage learners and make them active participants in their learning process. Additionally, building
positive relationships inside and outside the classroom through peer-to-peer interactions and student-to-instructor
interactions is part of equitable participation practices (Marcella Addy et al., 2021).

The table below provides examples of possible activities organized by interaction type.

Interaction type Possible activities

Student to content Include assigning reading from books, articles, or online resources, or assigning a
workbook or online exercise

Student to instructor Include assignments or projects submitted for instructor feedback, discussions
between students and instructors (whether in synchronous sessions or
asynchronous discussion forums), or other discussions moderated by the
instructor

Peer to peer Include group work or discussions, group problem-solving assignments, or peer-
review assignments

Communicating Alignment of Activities and Outcomes to Students

Aligned activities are also powerful in building student engagement and motivation because they serve to remind
students of the purpose of the course while reinforcing that what is being asked of them is useful in successfully
completing the course (Gooblar, 2019).

To communicate alignment between learning activities and course outcomes, consider helping students discover
the connections between class activities and course outcomes by referring to the course outcomes and asking
them what they learned or practiced that would help them meet the course outcome (Darby, 2019).

Sources

Darby, F. (with Lang, J. M.). (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass.

Gooblar, D. (2019). The missing course: Everything they never taught you about college teaching. Harvard
University Press.

Marcella Addy, T., Dube, D., Mitchell, K. A., & SoRelle, M. E. (2021). What inclusive instructors do: Principles and
practices for excellence in college teaching. Stylus.

Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors (4th ed.). Jossey-Bass.

Quality Matters. (2021). Course design rubric standards (6th ed.). Higher Ed Course Design Rubric.
https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-rubric

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Teaching Methods and Moves Chart
Cognitive Type of thinking Sample verbs Examples of teaching methods and moves
level
Remember Retrieve, recall, Cite, define, Methods: Microlecture, interactive lecture, just-in-time teaching
or recognize describe,
Moves for you:
knowledge from identify, label,
long-term list, match, • Suggest prior knowledge to which students can link new and future information and
memory name, quote, knowledge.
recall, retrieve
• Chunk knowledge into coherent groups, categories, and themes.
• Share devices to improve memory such as mnemonics patterns, maps, charts, comparisons,
groupings, highlighting of key words or first letters, visual images, and rhymes.
• Point out parts, main ideas, patterns, and relationships within sets of facts or information.
Moves for students:
• Practice recalling and restating information.
• Practice recognizing or identifying information.
• Practice recalling and reproducing information.
• Practice restating concept definitions and principles.
Understand Demonstrate Arrange, Methods: Interactive lecture, recitation, directed discussion, writing and speaking, classroom
comprehension categorize, assessment techniques, group work, peer feedback, just-in-time teaching
through one or clarify, classify,
Moves for you:
more forms of describe, defend,
explanation diagram, discuss, • Interactive Lecture, discussion, group work, peer feedback, just-in-time teaching
explain,
• Outline new or upcoming material in simple form.
generalize
• Concept-map or mind-map new or upcoming material.
• Explain with concrete examples, metaphors, questions, or visual representations.
• Restate or paraphrase and summarize information or knowledge.

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 Moves for students:
• Describe or explain phenomena or concepts using words different from those used in the
initial teaching.
• Identify the correct meaning of concepts or terms.
• Add details or explanations to basic content.
• Construct visual representations of main ideas (mind or concept maps, tables, flowcharts,
graphs, diagrams, or pictures).
Apply Use information Execute, Methods: Writing and speaking exercises, classroom assessment techniques, case studies, role-play
in new situations implement, and simulations
solve, use,
Moves for you:
demonstrate,
interpret • Give multiple examples of a phenomenon that are meaningful to students.
• Define the procedures for use, including the rules, principles, and steps.
• Provide the vocabulary and concepts related to procedures.
• Explain steps as they are applied.
• Define the contexts, problems, situations, or goals for which given procedures are
appropriate.
• Explain the reasons that procedures work for different types of situations or goals.
• Ensure students’ readiness by diagnosing and strengthening their command of related
concepts, rules, and decision-making skills.
• Provide broad problem-solving methods and models.
• Begin with simple, highly structured problems; then gradually move to more complex, less
structured ones.
• Use questions to guide student thinking about problem components, goals, and issues.
• Give students guidance in observing and gathering information, asking appropriate
questions, and generating solutions.

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 Moves for students:
• Generate new examples and nonexamples.
• Paraphrase the procedures, principles, rules, and steps for using or applying the material.
• Practice applying the material to problems or situations to gain speed, consistency, and
ease in following the problem-solving steps.
• Practice choosing the types of problem-solving strategies for different situations.
• Solve simple, structured problems, then complex, unstructured ones.
• Practice recognizing the correct use of procedures, principles, rules, and steps with routine
problems, then complex ones.
Analyze Draw Differentiate, Methods: Writing and speaking exercises, interactive lecture with thought-provoking questions,
connections organize, relate, problem-based learning, case studies, and inquiry-based activities
among ideas by compare,
Moves for you:
breaking material contrast,
into parts distinguish • Writing and speaking activities, group work, project-based learning
• Point out the important and the unimportant features or ideas.
• Point out examples and nonexamples of a concept, highlighting similarities and differences.
• Give a wide range of examples, increasing their complexity over time.
• Emphasize the relationships among concepts.
• Explain different types of thinking strategies, including how to think open-mindedly,
responsibly, and accurately.
• Emphasize persistence when answers are not apparent.
• Ask students questions that require their persistence in discovering and analyzing data or
information.
• Ask questions that make students explain why they are doing what they are doing.
• Explain and model how to conduct systematic inquiry, detect flaws and fallacies in thinking,
and adjust patterns of thinking.

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 For students to do:
• Classify concepts, examples, or phenomena into correct categories.
• Summarize different types of thinking strategies.
• Use types of thinking strategies to analyze and evaluate their own thinking.
• Practice choosing the best type of thinking strategy to use in different real-world situations
and explaining why their choice is superior.
• Detect and identify flaws and fallacies in thinking.
• Identify and explain instances of open and closed-mindedness.
• Identify and explain instances of responsible versus irresponsible and accurate versus
inaccurate applications of thinking strategies.
• Answer questions that require persistence in discovering and analyzing data or information.
Evaluate Justify a stand or Appraise, argue, Methods: Writing and speaking exercises, classroom assessment techniques, case studies, peer
decision defend, justify, feedback, role play and simulations
select, support,
Moves for you:
critique
• Promote careful observation, analysis, description, and definition.
• Explain the process and methods of scientific inquiry.
• Explain and provide examples of how to identify a research problem, speculate about
causes, formulate testable hypothesis, and identify and interpret results and consequences.
• Model inquiry and discovery processes.
• Encourage independent thinking and avoid dead ends and simplistic answers.
• Show students examples of creativity to solve problems.
• Encourage students to take novel approaches to situations and problems.
• Explain phenomena using metaphors and analogies.
• Give students examples of reframing a problem—turning it upside down or inside out or
changing perceptions about it.

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 • Explain and encourage brainstorming.
• Pose questions and problems with multiple good answers or solutions.
• Give students opportunities for ungraded creative performance and behavior.
Moves for students:
• Explain their experiences with inquiry activities and the results.
• Resolve a situation or solve a problem that requires speculation, inquiry, and hypothesis
formation.
• Resolve a situation or solve a problem requiring a novel approach.
• Design a research study to resolve a conflicting finding.
• Write the limitations section of a research study.
• Develop products or solutions to fit within particular functions and resources.
• Manipulate concrete data to solve challenging thinking situations.
• Practice reframing a problem-turning it upside down or inside out or changing perceptions
about it.
• Explain phenomena using metaphors and analogies.
Create Produce new or Design, Methods: Writing and speaking exercises, case studies, peer feedback, role play and simulations
original work assemble,
Moves for you:
construct,
conjecture, • Create conflict or perplexity by posing paradoxes, dilemmas, or other situations to
develop, challenge students’ concepts, beliefs, ideas, and attitudes.
investigate
• Explain how to recognize and generate proof, logic, argument, and criteria for judgments.
• Explain and show students the consequences of choices, actions, or behaviors.
• Provide relevant human or social models that portray the desired choices, actions, or
behaviors.
• Explain with examples how factors such as culture, experience, desires, interests, and
passions as well as systematic thinking, influence choice and interpretations.

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 Moves for students:
• Evaluate the validity of given information, results, or conclusions.
• Draw inferences from observations and make predictions from limited information.
• Explain how they form new judgments and how and why their current judgments differ
from their previous ones.
• Identify factors that influence choice and interpretations, such as culture, experience,
desires, interests, and passions, as well as systematic thinking.
• Detect mistakes, false analogies, relevant versus irrelevant issues, contradictions, and faulty
predictions.
• Critique a research study.
• Use research and analysis to devise the best available solutions to problems and explain
why they are the best.
• Choose among possible behaviors, perspectives, or approaches, and provide justifications
for these choices.

Source

Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors (4th ed.). Jossey-Bass.

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Integrate Students’ Prior Experiences and Cultural Wealth
Research demonstrates that students more easily learn new concepts or gain new skills when the learning is
connected to existing knowledge (Brown et al., 2014). In Convergent Teaching, Pallas and Neumann (2019) use the
term “surfacing” for identifying students’ prior knowledge and experiences in order to integrate that information
into course learning activities, enabling students to more readily meet course outcomes.

Students’ Cultural Wealth

Your students bring a wide variety of beliefs, experiences, and backgrounds to your courses that can be leveraged
to support new learning if you work to uncover what they already know and can do. One way to accomplish this is
to invest time in discovering the cultural wealth that students bring to the classroom. Whether online or face-to-
face, consider assigning a survey early in the course that asks students questions about their interests, hobbies,
skills, and experiences. This will help you develop a clearer picture of who your students are, avoid assumptions,
and strategize on how you might integrate their prior experiences and cultural wealth into the course.

The table below includes questions you might use at the beginning of your course to learn more about the
experiences your students bring. You may also create multiple surveys that are presented to students throughout
the course and provide different insights.

Survey Questions

Describe your professional experience and career aspirations.

What do you think is your greatest talent?

What languages do you speak?

Do you play any sports?

What is your favorite thing to do?

Do you sing or play any instruments?

What are your three favorite cities or countries that you have visited?

What are your three favorite dishes to cook, bake, grill, or eat?

What else should I know about you, your skills, and your interests?

Including Student Assets

Once you have collected background information on your students, you can use this information to enrich the
learning experience for everyone in class. Below are some examples of how you might use that knowledge:

• Draw from students’ experience and interests to provide more relevant examples to share in class. For
instance, a physics instructor used golf examples to teach a physics concept until he realized that his
students were unfamiliar with golf. He changed his examples to sports that his students were more
familiar with.

• Adjust assignments to embrace the unique skills or experiences of your students. For instance, assign
students an essay structure and allow them to choose their own personal topic.

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 • Design activities that ask students to relate the concepts and skills of the learning objectives to their own
lives.

• Encourage students to use their unique perspectives to approach course content. For instance, if you are
teaching 20th-century Caribbean literature, a musician in the class may write about the instruments
described in the novel while a parent may draw a parallel between the parent–child relationships that
were depicted and their own relationships.

Integrating students’ prior knowledge and cultural wealth helps them more easily learn new information while
also making that information more engaging and enriching for your students.

Sources

Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. The
Belknap Press.

Pallas, A. M., & Neumann, A. (2019). Convergent teaching: Tools to spark deeper learning in college. Johns Hopkins
University Press.

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Design Opportunities for Students to Practice Core Skills
Designing activities that offer students opportunities to practice the core skills they need to demonstrate mastery
of learning objectives should also enable them to meet course outcomes. Engaging students in activities that
require them to recall and apply new information helps them remember that information more clearly and for a
longer period of time (Brown et al, 2014). In addition, introducing students to new information several times and
having them apply the skills and concepts in different contexts supports long-term learning (Nilson, 2016). Finally,
including content and skills learned in previous modules or units of study also helps students connect new
information to that prior knowledge in order to develop a deeper level of understanding (Pallas & Neumann,
2019).

Practice Recalling and Applying Core Skills

In module one, as you identified the course outcomes and objectives, you also developed a list of the core
concepts and skills that students will need to know or be able to do to meet those course outcomes. These core
skills and concepts are what you want to focus on in your course and ensure that students have ample
opportunities to practice (Boettcher & Conrad, 2016).

The following are examples of practices you may use to ensure that students have opportunities to recall and apply
core skills:

• Assign small groups to come up with ways of explaining core concepts in their own words (Pallas &
Neumann, 2019).

• Design a discussion forum that asks students to describe why and how they know specific concepts and
how they have used or will use the information in the future (Boettcher & Conrad, 2016).

• Ask students to relate core concepts to case studies and then discuss their findings.

• Assign end-of-week, -unit, or -module quizzes that ask students to recall new information as well as what
was learned previously in the course.

• Assign activities that require students to detect relationships and patterns, such as tracking how ideas
evolve and identifying links with other ideas (Boettcher & Conrad, 2016).

Sources

Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips
(2nd ed.). Jossey-Bass.

Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. The
Belknap Press.

Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors (4th ed.). Jossey-Bass.

Pallas, A. M., & Neumann, A. (2019). Convergent teaching: Tools to spark deeper learning in college. Johns Hopkins
University Press.

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Use a Taxonomy to Scaffold Learning Activities
Although there are several taxonomies used in education, Bloom’s taxonomy, as shown in the pyramid below, may
be the most common. Bloom’s taxonomy can be used to scaffold learning. Students begin learning new skills and
concepts by first being asked to remember and demonstrate understanding, then they may apply or analyze using
that knowledge. Finally, they can use the knowledge gained to evaluate or even create something new. Scaffolding
learning activities ensures that students develop new skills and concepts by working through more cognitively
challenging levels (Gomes & Paul, 2018).

Create

Evaluate

Analyze

Apply

Understand

Remember
Scaffolding learning activities, according to Bloom’s or a similar taxonomy, not only helps students develop their
skills and knowledge, it also helps build their confidence. Designing opportunities for students to succeed in low-
stakes tasks that assess recall and comprehension builds their confidence as they work toward tasks that ask high-
order thinking of them (Darby, 2019).

Scaffolding Learning Activities

Traditionally, learning activities may have been viewed as what takes places outside of class time, which meant
that class time was usually spent “remembering” and perhaps “understanding” through lectures and discussions
and then being asked to complete higher order thinking tasks on assignments completed out of class (Gomes &
Paul, 2018). An alternative is to assign activities such as videos, podcasts, and readings that engage students in
remembering and understanding during out-of-class time, so that in-class time can be used for facilitating activities
that require students to engage in higher order thinking such as applying, analyzing, or evaluating (Gomes & Paul,
2018).

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The chart below (adapted from Bloom’s taxonomy and Nilson’s [2016] Teaching Moves) provides examples of the
types of learning activities that are aligned to each of Bloom’s taxonomy levels.

Cognitive level Type of thinking Sample verbs Examples of learning activities

Remember Retrieve, recall, or Cite, define, Lecture, interactive lecture, recitation,
recognize describe, identify, just-in-time teaching, inquiry-based or
knowledge from label, list, match, inquiry-guided learning, problem-based
long-term memory name, quote, recall, learning, fieldwork, clinicals
retrieve
Understand Demonstrate Arrange, categorize, Interactive lecture, recitation, directed
comprehension clarify, classify, discussion, writing/speaking exercises,
through one or describe, defend, classroom assessment techniques, group
more forms of diagram, discuss, work or learning, student-peer feedback,
explanation explain, generalize cookbook science labs, just-in-time
teaching, inquiry-based or inquiry-guided
learning, project-based learning, role
plays, and simulations.
Apply Use information in Execute, implement, Writing/speaking exercises, classroom
new situations solve, use, assessment techniques, cookbook science
demonstrate, labs, case methods, inquiry-based or
interpret inquiry-guided learning, problem-based
learning, role plays and simulations,
service learning with reflection,
fieldwork/clinicals
Analyze Draw connections Differentiate, Writing/speaking exercises, classroom
among ideas by organize, relate, assessment techniques, student-peer
breaking material compare, contrast, feedback, case method, inquiry-based or
into parts distinguish inquiry-guided learning, problem-based
learning, role plays and simulations,
service learning with reflection,
fieldwork/clinicals
Evaluate Justify a stand or Appraise, argue, Writing/speaking exercises, classroom
decision defend, justify, assessment techniques, student-peer
select, support, feedback, case method, inquiry-based or
critique inquiry-guided learning, problem-based
learning, role plays and simulations,
service-learning with reflection,
fieldwork/clinicals
Create Produce new or Design, assemble, Activities that ask of students writing,
original work construct, speaking, designing, or developing new
conjecture, develop, and original content
investigate

Communicate Scaffolding Activities to Students

In order to motivate and engage students, explicitly communicate how the learning activities for the course are
ordered and designed to help them learn and then build upon the core course skills and concepts. You may also
share how this enables them to receive feedback regarding where they are excelling and where they may need

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further practice. These opportunities to practice, receive feedback, and improve create a more inclusive and
equitable learning environment when offered prior to any final or summative assessment or assignment.

Sources

Darby, F. (with Lang, J. M.). (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass.

Gomes, L., & Paul, A. (2018). Scaffolding learning and maximizing engagement. Navitas.
https://learningandteaching-navitas.com/scaffolding-learning-maximising-engagement/

Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors (4th ed.). Jossey-Bass.

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Strategically Plan the Frequency of Learning Activities
It is important to both establish a consistent schedule or frequency of learning activities as well as provide a variety
of activities within that consistent schedule. Establishing consistency allows students to plan their time, while
providing variety in the activity formats helps keep students engaged.

You will also want to sequence activities so the earlier activities prepare students for the activities that follow. For
instance, an interactive lecture on Monday followed by a group activity on the same topic on Wednesday helps
students better recall, comprehend, and learn how to apply the content learned during the interactive lecture.

Below are some points to keep in mind as you determine the frequency of your learning activities:

• Consider the amount of time each activity will require of students so that they are not overwhelmed with
too many or overly time-consuming activities (see below for Course Workload Estimator).

• Consider using in-class time for learning activities that benefit from students working together in groups
or otherwise bouncing ideas off each other.

• Consider building on out-of-class activities with in-class activities, for instance, assigned reading, listening,
or watching out of class, and group Q&A in class.

• When assigning activities, consider including exercises that require students to recall skills and concepts
that were learned earlier in the course.

• Consider teaching students how to most effectively read text, listen to audio recordings, and watch videos
and animation in your discipline. For instance, teach students to review material, recite it out loud or
write down a summary from memory, and then revisit the material to see what they may have missed
(Nilson & Goodson, 2021).

The table below, adapted from Boettcher and Conrad (2016) is a sample schedule of learning activities:

Day of week Sample learning activity

Monday Assigned listening, reading, or creating (1 hour)
Discussion, informal collaboration with peers (20 minutes)
Feedback to students on previous week’s assignment
Tuesday Discussion board reading and postings (1.5 hour)
Discussion, informal collaboration with peers (20)
Group activity
Wednesday Assigned listening, reading, or creating (1 hour)
Self-test quiz, low-stakes assignment, review (30 minutes)
Q&A discussion in person or in forum
Thursday Discussion board reading and postings (1.5 hours)
Discussion, informal collaboration with peers (20 minutes)
Group activity
Friday Assigned listening, reading, or creating (1 hour)
Survey for feedback/low-stakes quiz
Q&A discussion in person or in forum
Saturday Discussion, informal collaboration with peer (20 minutes)
Group activity

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Course Workload Estimator

It is important to assign learning activities that will allow students to practice core skills and concepts without
overwhelming them. Often, as experts in our fields, we underestimate the amount of time it may take students to
complete an activity or assignment. Rice University’s Center for Teaching Excellence offers a free Course Workload
Estimator that helps you determine the amount of time it will likely take students to complete reading and writing
assignments and exams. The estimator can be accessed here: https://cte.rice.edu/workload.

Sources

Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips
(2nd ed.). Jossey-Bass.

Nilson, L. B., & Goodson, L. A. (2021). Online teaching at its best: Merging instructional design with teaching and
learning research (2nd ed.). Jossey-Bass.

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Integrate Desirable Difficulties
Desirable difficulties are short-term obstacles that lead to stronger learning and long-term retention (Brown et al.,
2014). When learning requires effort—not so much that students give up or so little that students lose
motivation—it is longer lasting (Gooblar, 2019).

How to Integrate Desirable Difficulties

Providing circumstances that ask students to engage in extra mental work is a desirable difficulty that is valuable to
integrate into your courses (Gooblar, 2019). Below are ways to integrate desirable difficulties into your course:

• Provide a survey, case study, or problem-based learning activity that engages students in solving a
problem before they are shown how to solve it. This form of a desirable difficulty allows for stronger
learning of the subsequent solution (Brown et al., 2014).

• Incorporate interleaving into your course. When your students are working on two or more related
concepts or skills, instead of focusing exclusively on one concept or skill at a time, it can be helpful to
alternative between them. Shuffle concepts and skills into various periods of class time rather than
dedicating an entire class to a single concept or skill. Consider teaching multiple concepts or skills over
shorter periods of time and spreading them throughout multiple class periods. For instance, spending 20
minutes on each topic and covering three topics during the class and then revisiting the topics in the next
class may help with long-term retention (Gooblar, 2019).

• When students get used to always learning or practicing under the same conditions, it can be difficult to
transfer that learning to other situations. To address this challenge, offer variety in the way students learn
information. For instance, deliver content in a lecture and also assign out-of-class readings, problem
solving in small groups, class presentations, or research (Gooblar, 2019).

• When teaching a skill, give students various opportunities to apply that skill. For instance, if your students
are learning how to write an effective introduction, give them multiple opportunities to write
introductions for various types of writing. Likewise, when teaching a mathematical function, begin by
asking students to work representative problems, but also require students to solve real-world problems
and create their own problems that require an understanding of that function (Gooblar, 2019).

Sources
Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. The
Belknap Press.

Gooblar, D. (2019). The missing course: Everything they never taught you about college teaching. Harvard
University Press.

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Identify and Address Muddiest Points
The muddiest points activity involves asking students to identify the concepts that are still unclear at the end of a
learning activity, class, week, or other unit of learning (Nilson, 2016). Regularly identifying and addressing
muddiest points ensures more equitable outcomes on summative assignments and assessments.

This approach also enables students who may not be comfortable asking questions in front of the class or reaching
out individually to you to ask questions and get the help they need (Nilson, 2010). It is also helpful in raising
student awareness of what they have learned and what they may still need to learn. Without being explicitly asked
to identify what is still unclear, students may not realize where they need to continue working.

Two-Question Survey

One method for identifying the muddiest points at the end of a unit of learning is to provide students with a two-
question survey, either online or face-to-face. Below is an example of a two-question survey:

• Question 1: What concept from this module is very clear to you?

• Question 2: What concept from this module is still unclear to you?

Once students have shared what is still unclear, you may revisit the content with the class or provide students with
resources to help address the areas of confusion.

Student-Developed Exam Questions

Another way of identifying and addressing muddiest points is to ask students to list the skills and concepts from
the learning unit that remain unclear and then assign them to develop exam questions on those skills and
concepts. The exam question may include a question stem, correct and incorrect answer choices, and feedback on
why the incorrect answer choices are not correct. This process not only encourages students to reflect on the level
of their understanding, but also asks them to clarify their own understanding through the process of asking and
answering questions.

Written Q & A

Perhaps the simplest method of identifying and addressing muddiest points is to have your students write down
the concepts that are still unclear on index cards at the end of a learning activity or class (Nilson, 2016). You can
collect the index cards and answer questions either during that class session or during the following class session. If
only a few students were confused on a specific concept, you might reach out to them directly with resources or
offers of assistance.

Source

Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors (4th ed.). Jossey Bass.

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Help Students Track Their Progress
Helping students track their progress often increases their engagement with the overall purpose of the course as
well as the purpose of the smaller learning units or activities. To help students track their progress, ask:

1. What do I need to know or be able to do?

2. What is my current level of knowledge or skill?

3. How can I close the gap?

Performance Chart

You may create a performance chart to assist students in responding to the questions. The chart is designed using
the specific learning objectives of a learning unit or the overall course outcomes.

The table below provides a template for a performance chart that can be distributed to students. In the left-most
column, you may include the specific learning objectives or outcomes. In the second column, students rewrite the
learning objective in their own words. In the third column, students include an assessment of their current level of
knowledge or skill regarding that learning objective. In the final column, students identify what they need to do to
improve their understanding of a concept or to further develop a required skill.

Learning standard What I need to know or My current level of What I need to do to

be able to do knowledge or skill achieve mastery of this
skill or concept

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