TABLE 4.

How learning principles can map onto examples of pedagogical practices

Evidence-based practice	Learning principles that may be at work
Preparation before class:	• Creating expert organization of knowledge
- providing students with reading questions,	• Providing cues about the larger concepts and how to hang details on that framework
- quizzing before arrival in class	• Engaging prior knowledge, including misunderstandings
- instruction via video	• Highlighting common misunderstandings of information
(e.g., Freeman et al., 2011; Haak et al., 2011; Offerdahlt and Montplaisir, 2013; Gross et al., 2015)	• Scaffolding may help students grasp ideas in a logical order or in smaller steps
Active-learning exercises and activities that replace lecture:	• Prompting self-elaboration and practice
- peer–peer teaching	• Providing feedback from peers
- small group work on conceptual problems	• Engaging prior knowledge (e.g., use of real-world examples)
- case studies	• Motivating students via connection to real-life examples, social interactions, novelty
- problem solving	• Guiding development of expert knowledge organization
- service learning	• Providing feedback via peers
(e.g., Crouch and Mazur, 2001; Haak et al., 2011; Freeman et al., 2014; Stockwell et al., 2015)	• Improving metacognitive skills as students explain their reasoning
Engagement activities that enhance lecture:	• Engaging prior knowledge
- clicker questions	• Prompting elaboration with self and peers
- think–pair–share	• Providing feedback via discussion and then display of answers
- one-minute papers	• Engaging misconceptions and prior knowledge
- data analysis
- interpretation of diagrams
(e.g., Lovett, 2013; Linton et al., 2014; Smith et al., 2014)