"[The Lord] has instructional designs and learning theories that the world's educational psychologists haven't even imagined yet."
- L. Tom Perry
- L. Tom Perry
Strategies for Learning
How do students go about meeting course outcomes?
| N/A | No | Yes | Example | |
| Instructor (and/or built-in course mechanisms) provide timely feedback on student work (within 48 hours recommended). |
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| The course provides opportunities for learners to practice and receive feedback without penalty (i.e. no affect on their grade). |
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| Course provides opportunities for students to present what they have learned, or are striving to learn. | ||||
| Course provides opportunities for students to teach each other. |
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| Course provides opportunities for peer feedback and evaluation. |
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| Students are given or create authentic content-related problems to solve. |
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| Printed readings and online readings prepare students to meet course objectives. |
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| Collaboration activities (discussion boards, blog, wiki, chat, etc.) contribute toward students' ability to meet course objectives. |
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| Learners receive opportunities to practice and/or review prior to participating in graded activities |
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| Learners receive instructor feedback on a regular basis. Feedback is either built into the online materials, or generated by the instructor or peers (e-mail, chat, discussion board, telephone, office visits, etc.) |
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| The course provides opportunities for students to connect new principles to their prior learning. | ||||
| The course gives students opportunities to enhance retention and transfer. |
| N/A | No | Yes | Example | |
| Includes graphics to help illustrate concepts |
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| Includes simulations, video clips, or audio clips to help illustrate concepts |
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| Includes examples/analogies/etc. to help illustrate concepts |
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| Includes examples (and appropriately identified non-examples) of quality work |
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| Provides opportunities for learners to act and create | ||||
| Provides multiple instructional strategies in alignment with the BYU-Idaho learning model. | ||||
| Course provides opportunities for learners to "think-aloud" (write or present) and synthesize ideas |
| N/A | No | Yes | Applies 7 principles of good practice in undergraduate education (Chickering & Gamson): [See Detail ] | Example |
| The course encourages contact between students and faculty | ||||
| The course develops reciprocity and cooperation among students | ||||
| The course encourages active learning | ||||
| The course materials and/or instructor gives prompt feedback | ||||
| The course and instructor emphasize time on task | ||||
| The course and instructor communicate high expectations | ||||
| The course and instructor respect diverse talents and ways of learning |
