Table 3.

Instructional Strategies, ICAP Examples and Recommendations for Implementation

Instructional When to Use Impact on student learning outcomes (if any) Recommendations for Effective Implementation
Strategy

Lecture (with or For promoting comprehension of Most of the studies in the literature involved When planning to teaching using a lecture:
without basic facts, concepts, principles, comparisons of lectures in combination with other ● Incorporate ​ample​​ examples​ ​(verbal and visual) to illustrate, select examples that
demonstrations) generalizations, viewpoints and methods, and lack control groups. students can relate to, and draw examples from the class
arguments about a particular area ● Use ​advance organizers​​ to set out connections and overviews, e.g. outlines, “questions
of knowledge; may include the act There is however, one notable experimental study by to think about”
of showing and explaining how Deslauriers, Schelew and Wieman (2011), who ● Works best when​ r​ einforced with other instructional strategies
something works and is performed divided 538 first-year undergraduate engineering
(e.g. skill). students into two large lecture classes. The control Developing higher order thinking skills:
group (n = 267) was taught by 3 hours of traditional Make lectures interactive through ​active learning driven activities​​ that require the students to
In preparation for the following lecture given by an experienced highly rated review​​ and ​apply​​ their new learning, and ​interact​​ with each other - buzz groups,
assessment methods: instructor. The experimental group (n = 271) was think-pair-share, correct the error, jigsaw clusters.
1. Multiple-Choice given 3 hours of instruction by a trained but
Question (MCQ) inexperienced instructor - students were presented Applying ICAP Framework to teaching:
2. Concept map with a series of challenging clicker questions and P​​: Instructor delivers a presentation and students ​listen without note-taking
3. Quiz were required to practice like physicist-like reasoning A​​: Instructor asks students to ​highlight sentences​​ in the lecture notes that are considered to be
4. Exam and problem solving during class time while being important
5. Assignment/Report provided with frequent feedback. The experimental C​​: Instructor gets students to ​pose questions ​about what is unclear about the content taught
6. Two-Tier group had twice as much knowledge about I​​: Instructor gets students to ​share their concept maps with peer/group​​ and ​provide
Multiple-Choice electromagnetic waves based on test results. justifications​​ on why the concepts are interrelated
Question (TTMCQ)
Recommended resources:
1. Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment
physics class. ​science,​ ​332​(6031), 862-864.
2. Race, P., & NetLibrary, Inc. (2007). ​The lecturer's toolkit a practical guide to learning,
teaching & assessment , London ; New York : Routledge​ (3rd ed.). London ; New York:
Routledge.​(See Chapter 3 on “Refreshing your lecture”; available as an eBook in SMU
Libraries).

Guest/Invited For increasing student There are limited studies which examined the impact When planning to teach using guest/invited speaker:
speaker involvement by adding interest, of guest/invited speakers on students’ academic ● Encourage speaker to ​teach​​, rather than simply speak. Prepare a presentation brief for
bringing in new perspectives, performance, but there is evidence of its the speaker, containing key objective(s), anchor issues / questions, student demographic
experiences and communication effectiveness based on students’ perceptions. and if necessary, lesson/ assessment excerpts to provide context.
styles, and providing expertise in ● Connect ​what your speaker is saying to specific learning objectives from your lesson.
specific content areas. Riebe and colleagues (2013) examined the ● Debrief ​the students to maximize their learning. The more that you talk about what they
perceptions of 150 business undergraduate students had just learned the more that they will benefit from it.
In preparation for the following on incorporating industry guest speakers into a
assessment methods: leadership course. The results indicated that an Developing higher order thinking skills:
1. Concept map appropriately briefed, qualified, interesting and Before the session, invite students to research the background of the speaker and prepare a set
2. Quiz engaging guest speaker plays an important role in of questions to ask the speaker that require higher order thinking. Require students to write a
3. Exam active learning by exposing students to the short ​self-reflection ​after the session. Record the session, if speaker is agreeable.
 4. Assignment/Report ‘‘real-world’’ of the workplace.
Applying ICAP Framework to teaching:
P​​: Instructor has students ​listen to a presentation​​ by the guest/invited speaker
A​​: Instructor gets students to ​record verbatim notes
C​​: Instructor gets students to ​explain/paraphrase​​ the notes that they have recorded
I​​: Instructor gets students to ​discuss with peer/group​​ about the similarities and differences in
the ideas shared by Guest/invited Speaker

Recommended resource:
1. Riebe, L., Sibson, R., Roepen, D., & Meakins, K. (2013). Impact of industry guest speakers
on business students' perceptions of employability skills development. ​Industry and
Higher Education​, ​27​(1), 55-66.

Spaced practice Spaced practice, students study in A notable study on spaced practice is the When planning for spaced practice:
a way where practice is broken up meta-analytic study by Donovan and colleagues ● Precede​​ a spaced practice with clear demonstration and directions
into a number of short sessions – (1999). They reported that individuals in spaced ● Review​​ a few of the most important concepts from a lecture at the end of each class or
over a longer period of time, practice conditions performed significantly better reviewing those concepts at the beginning of the next class
instead of massed or grouped than those in mass practice conditions, with an effect ● Monitor students carefully and provide ​feedback​​/correctives/reinforcements promptly
together (equating total practice size of 0.46. and when needed
time). Spaced practice is also Developing higher order thinking skills:
known as distributed practice or Build in multiple opportunities for formative practice (to ​apply​​ what had been learnt) and
spaced repetition. follow-up feedback.

In preparation for the following Applying ICAP Framework to teaching:

assessment methods: P​​: Instructor ​plays a video​​ that explains Spaced Practice and why it works for students to watch
1. MCQ A​​: Instructor requires students to ​recall key facts, concepts or ideas ​that were learnt earlier in
2. Quiz the course, e.g. 1 week ago, 3 weeks ago
3. Exam C​​: Instructor asks students to ​create their own concept m ​ aps
4. TTMCQ I​​: Instructors get students to ​collaborate with peer/group and explain to each other​​ the most
important concepts that were learnt earlier in the course, and have them write their
discussions down on a piece of blank paper

Recommended resource:
1. Dunlosky, J., Rawson, K., Gurung, Regan A. R., & Landrum, R. Eric. (2015). Practice Tests,
Spaced Practice, and Successive Relearning: Tips for Classroom Use and for Guiding
Students’ Learning. ​Scholarship of Teaching and Learning in Psychology,​ ​1​(1), 72-78.
2. Donovan, J., Radosevich, D., & Murphy, Kevin R. (1999). A Meta-Analytic Review of the
Distribution of Practice Effect: Now You See It, Now You Don't. ​Journal of Applied
Psychology,84(​ 5), 795-805.

Guided inquiry For involving students in finding Published studies on guided inquiry have compared it When planning to teach using guided inquiry:
and using a variety of sources of against other forms instruction, such as lectures or ● Guide the questioning (see Socratic Questioning)
information to increase their laboratory instructions, and are mainly in the science ● Link content to issues, themes and problems
understanding of a specific topic. disciplines. ● Ensure ​social interaction​​ between instructor-student, student-student
 Students conduct their own ● Help students to make meaningful connections between the big ideas of a discipline and
research and answer questions so In the study by Soltis and colleagues (2015), they their personal experiences and prior knowledge and beliefs
as to develop new understandings compared the effectiveness of the Process-Oriented
of a topic. Guided Inquiry Learning (POGIL) strategy on Developing higher order thinking skills:
enhancing students’ problem-solving and Ask students to offer evidence that the generalisation (i.e. ​analyze​​) they have come up with is
In preparation for the following critical-thinking skills with that of traditional lectures suitable by citing relevant examples.
assessment methods: in a required course in the professional pharmacy
1. Exam program. The POGIL strategy begins with introducing Applying ICAP Framework to teaching:
2. Student presentation students to a model, diagram, problem, or set of data P​​:​ I​ nstructor writes words that students know or that they may want to use to search for more
3. Project and then requires them to work as a team to answer information on the whiteboard as ​students listen and pay attention
4. Project with a client a series of questions leading to development of a A​​: Instructor gets students to ​copy the words​​ he/she wrote on the whiteboard
concept or principle (guided inquiry). C​​: Instructor have students ​decide on words​​ to use to search for more information, and ​choose
one to two relevant websites​​ based on search
Overall mean examination scores increased I​​: Instructors ​work collaboratively with peer/group​​ to summarize their findings by coming up
significantly when POGIL was implemented. with a table or graph
Performance on questions requiring higher-order
thinking skills was significantly higher, when the Recommended resources:
POGIL strategy was used. 1. Soltis, R., Verlinden, N., Kruger, N., Carroll, A., & Trumbo, T. (2015). Process-oriented
guided inquiry learning strategy enhances students’ higher level thinking skills in a
pharmaceutical sciences course. ​American journal of pharmaceutical education,​ ​79​(1), 11.
2. Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). ​Guided inquiry: Learning in the
21st century: Learning in the 21st century​. ABC-CLIO.

Problem-solving For getting students to employ There is one experimental study by Klegeis and When planning to teach using problem-solving:
critical thinking skills in the colleagues (2013) who examined the problem-solving ● Teach problem-solving skills in the specific ​context​​ in which they will be used
analyses of problems and the abilities of 143 third-year biochemistry students. The ● Use ​real-life​​ problems in explanations, examples, and exams
synthesis and applications of experimental group were taught via the ● Model​​ the problem-solving method for students so that they can apply it to a novel
previously learnt concepts. problem-based learning method, whereas the situation, e.g. asking questions at key moments
control group was taught via lectures with in-class ● Have the students ​work together in small groups​​ (3 to 5 students) to solve the problem
In preparation for the following activities. A statistically significant 13% increase in and then have the solution presented to the rest of the class (either by you or by a
assessment methods: test scores of the experimental group was reported, student in the group)
1. Exam while no trend towards significant change in scores
2. Case were reported for the control group. Developing higher order thinking skills:
3. Project with a client Ask students to ​predict​​ “what would happen if …” or explain why something happened so as to
4. Project help them develop analytical and deductive thinking skills. InFor e.g., for large groups, get
students to write reasonings for their proposed solutions.

Applying ICAP Framework to teaching:

P​​: Instructor gets students to ​listen to his/her explanations​​ and ​pay attention​​ to him/her write
the solution steps on the whiteboard
A​​: Instructor have students ​copy down exactly the solution steps
C​​: Instructor gets students to ​justify/provide reasons the solution steps
I​​: Instructor gets students to ​discuss with peer/group​​ to provide an alternative solution
 Recommended resources:
1. Klegeris, A., Bahniwal, M., & Hurren, H. (2013). Improvement in generic problem-solving
abilities of students by use of tutor-less problem-based learning in a large classroom
setting. ​CBE-Life Sciences Education,​ ​12​(1), 73-79.

Socratic questioning For promoting open discussion in There are several published studies that discuss that When planning to teach using socratic questioning:
which one viewpoint is compared socratic questioning lead to improved critical ● Ask questions that are ​exploratory​​, ​spontaneous​​ and f​ ocused​​ in nature:
to another through asking probing thinking skills. Yang, Newby and Bill (2005) were able
and thought-provoking questions to demonstrate this via their pretest-posttest design
in an effort to stimulate original study. Instructors taught and modeled Socratic Exploratory - Find out how much students know about an issue in discussion
thought from students. questioning to undergraduate veterinary students. question - Use for introducing topic, review past discussions, recap of
Students practiced these questioning techniques previous learning
In preparation for the following themselves through asynchronous discussion forums - Typically asking “How” and “Why” questions
assessment methods: without the instructor’s further facilitation. Their
1. Peer teaching findings reported that students’ critical thinking skills Spontaneous - Probe students’ thoughts so as to get them to examine their
2. Case showed statistically significant improvement from question beliefs and assumptions
3. Debate the pre- to post tests after being taught and - Use when an important issue is raised or when discussion requires
practiced Socratic questioning techniques. clarification

Focused - Probe students to evaluate their thoughts and perspectives

question - Use to narrow content to specific issues

Developing higher order thinking skills:

Ask more exploratory questions that are divergent in nature to create opportunities for
students to exchange ideas and viewpoints, ​evaluate ​applications to problems, and a​ nalyze
implications for real-life situations.

Applying ICAP Framework to teaching:

P​​: Instructor have students ​listen to a lecture​​ on Socratic questioning and the types of
questions that students can ask
A​​: Instructor gets students to ​make notes of his/lecture in a verbatim manner
C​​: Instructor ask​ individual students to respond​​ to the his/her questions
I​​: Instructor gets students to ​discuss with peer/group​​ about the individual responses, and
come up with a common response

Recommended resources:
1. Barnes, B., & Payette, P. (2017). Socratic Questioning. ​National Teaching & Learning
Forum,​ 2 ​ 6​(6), 6-8.
2. Yang, Y. T. C., Newby, T. J., & Bill, R. L. (2005). Using Socratic questioning to promote
critical thinking skills through asynchronous discussion forums in distance learning
environments. ​The American Journal of Distance Education,​ ​19(​ 3), 163-181.

Games For creating a learning Games are different from gamification, in which the When planning to teach using games:
environment where latter involves introducing elements of gameplay in ● Prior​​ to introducing the game to students, create a ​teaching guide​​ that demonstrates
 game content and game play non-game contexts. There are many published how the game can be purposefully integrated as part of your teaching
enhance knowledge and skills studies on games and gamification, but our review ● Allow ​time​​ for students to explore and do not intervene
acquisition, and where game focused on games per se, as these are commonly ● Instead of grading gameplay, assess the learning transfer that you facilitate from the
activities involve problem solving used by SMU faculty in their teaching. game experience to the curriculum
spaces and challenges that
provide players/learners with a The experimental study by Almeida (2012) examined Developing higher order thinking skills:
sense of achievement. the effect of an educational computer game for the Conduct ​debrief​​ sessions after gameplay (in-class or out-of-class time) and facilitate the
achievement of factual and simple conceptual discussion using ​socratic questioning m
​ ethod. Ask questions that allow for connections being
In preparation for the following knowledge acquisition randomly assigned 65 made between gameplay to course content. Get students to verbalize/write down their
assessment methods: undergraduate students majoring in education to the responses. Get them to reflect on how they can ​apply​​ their learning from gameplay to novel
1. Concept map control and treatment groups. Each group had to situations.
2. Assignment/Report read a script containing content about computer
architecture. The control group read the script about Applying ICAP Framework to teaching:
the content then took the quiz. The treatment group P​​: Instructor let students ​watch a video​​ on how the game is played
read the same script, played the game, then took the A​​: Instructor ​pause and go back to review​​ selected parts of the video
quiz. The mean test score of the treatment group C​​: Instructor create opportunities for students to ​ask questions​​ about the game
was significantly higher than that of the control I​​: Instructor get students to ​discuss with a peer/group​​ to come up with a strategy to play and
group, suggesting that games could be used to assist win the game
achievement of classroom content.
Recommended resources:
1. Almeida, L. C. (2012). The effect of an educational computer game for the achievement of
factual and simple conceptual knowledge acquisition. ​Education Research International,​
2012​.
2. Dell'Aquila, E., Marocco, D., Ponticorvo, M., Ferdinando, A., Schembri, M., & Miglino, O.
(2017). ​Educational Games for Soft-Skills Training in Digital Environments: New
Perspectives. , Place of publication not identified : Springer Science and Business Media :
Springer​ (Advances in game-based learning). (Available as an eBook in SMU Libraries).

Field trip/Study For creating out-of-school learning Published studies on field trips/study missions were When planning to incorporate field trip/study mission:
mission opportunities with exploration, mainly in the elementary and secondary maths and ● Become familiar with the setting before the trip
discovery, first-hand and original science contexts which reported on students’ ● Orient students to the setting (via ​pre-visit activities​​ such as videos, readings) and agenda
experiences; collecting data for perceptions. and clarify learning objectives
later analysis, to generate student ● Allow students time to explore and discover during the visit
work (e.g. There is however, an experimental study by Amosa ● Plan activities that support the curriculum and also take advantage of the uniqueness of
report/presentation/reflection and colleagues (2015) who reported that secondary the setting
journal/blog) and stimulate school students (n=25) who were taught practical ● Plan and conduct ​post-visit classroom activities​​ to reinforce the school field trip
discussions both on site and back applications of Basic Technology via a field trip experience and to allow students opportunities for sharing and feedback
at universities in tutorials, performed significantly better on the test as
seminars and workshops. compared to the control group (n = 25) who were Developing higher order thinking skills:
taught the same concepts using the direct instruction Require students to write a ​self-reflection report ​after the field trip/study mission to deduce
In preparation for the following method. connections between learning gained to the curriculum, and to articulate how to ​apply
assessment methods: (transfer) what has been learnt to another novel situation
1. Assignment/Report
2. Reflection Applying ICAP Framework to teaching:
 journal/log/paper P​​: Instructor gets students to ​listen to a lecture ​about the site of visit; ​watch a video​​ that
provides an orientation of the site of visit
A​​: Instructor asks students to ​make verbatim notes​​ about the site of visit from the
lecture/video
C​​: Instructor has ​students ask questions​​ during the Field Trip/Study Mission
I​​: Instructor ​pairs students up to share and exchange ​reflections about the Field Trip/Study
Mission

Recommended resource:
1. Amosa, A. G. A., Ogunlade, O. O., & Atobatele, A. S. (2015). Effect of Field Trip on
Students' Academic Performance in Basic Technology in Ilorin Metropolis, Nigeria.
Malaysian Online Journal of Educational Technology​, 3​ ​(2), 1-6.

Case method For engaging students in the There is an experimental study published by Yoo and When planning to teach using cases:
problem-solving process of a Park (2014) who examined the effect of case-based • For the first few cases, provide some ​scaffold ​on how to approach a case.
real-world professional practice learning on problem solving abilities of 190 graduate • What is the issue?
situation. nurses. They reported that the experimental group • What is the goal of the analysis?
(n=94) which was taught using cases performed • What is the context of the problem?
In preparation for the following significantly higher on the simulated test that • What key facts should be considered?
assessment methods: measured problem-solving abilities, as compared to • What alternatives are available to the decision-maker?
1. Exam the control group (n=96) that were taught using • What would you recommend — and why?
2. Assignment/Report traditional lectures.
3. Case Developing higher order thinking skills:
4. Student presentation Feature ​real-life​​ situations in your cases, with ​detailed q
​ uantitative and qualitative data.
Require students to develop a solution to an ​open-ended​​ problem with multiple potential
solutions. Requirements can range from a one-paragraph answer to a fully developed group
action plan, proposal or decision.

Applying ICAP Framework to teaching:

P​​: Instructor has students ​pay attention​​ and​ listen​​ to his/her explanations about the case
reading
A​​: Instructors gets students to ​highlight selected text​​ thought to be important in the case
reading
C​​: Instructor gets students to ​justify or provide reasons​​ for their proposed point of view
I​​: Instructors gets students to ​build up on peers’ contributions​​ during the case discussion

Recommended resources:
1. Schiano, W., & Anderson, E. (2014). ​Teaching with Cases : A Practical Guide , Boston,
Massachusetts : Harvard Business Review Press.​ ​(Available as a lending copy in LKS Library
Level 4 HD30.4 .S329 2014)
2. Yoo, M. S., & Park, J. H. (2014). Effect of case-based learning on the development of
graduate nurses' problem-solving ability. ​Nurse Education Today,​ ​34​(1), 47-51.

Discussion For encouraging active student There are limited experimental studies on the impact When planning to teach using discussion:
 participation to practice and of discussion on student academic performance. An ● Set ​ground rules​​ and expectations (e.g. remaining non-judgmental, and paraphrasing
sharpen the ability to articulate old study by Garside (1996) did find that earlier speaker).
and defend positions, consider communication students who were taught using ● Plan ​whether discussion is to be guided / unguided. Think about whether students have
different points of view, and enlist group discussions performed significantly better on the necessary ​prior knowledge​​. How will you handle silent students or conflict situations?
and evaluate evidence. questions testing higher-order thinking as compared ● Use wait time of​ 3-5 seconds​​ or more, particularly when higher-order questions are
to those who were taught using traditional lectures. asked.
In preparation for the following ● Bring ​closure​​ to synthesize the central issues covered, key questions raised.
assessment methods:
1. Case Developing higher order thinking skills:
2. Project with a client Use questions that require more complex thinking, and plan ahead for closing summary /
3. Project synthesis:
1. Questions that ​ask for more evidence​,​ clarification and which are open-ended
2. Questions that ​link o
​ r extend the discussion
3. Questions that pose ​hypotheticals
4. Questions that provoke students to explore ​cause & effect​​ linkages
5. Questions that invite students to summarize or ​synthesize

Applying ICAP Framework to teaching:

P: Instructor introduces the topic of discussion while students ​listen attentively
A: Instructor makes students ​record verbatim notes​​ about the topic of discussion
C: Instructor gets students to ​explain/elaborate​​ on o
​ ne’s contribution
I: Instructor gets students to ​build up on peers’ contributions

Recommended resources:
1. Galanes, G., Adams, K., & Brilhart, J. (2007). ​Effective Group Discussion : Theory and
Practice , Boston : McGraw-Hill.​ ​(Available as a lending copy in the LKS Library Level 3
HM736 .B75 2007)
2. Garside, C. (1996). Look who's talking: A comparison of lecture and group discussion
teaching strategies in developing critical thinking skills. ​Communication Education,​ ​45​(3),
212-227.

Debate For requiring students to discuss, Published studies on teaching with debates were When planning for debates:
organize and put forth their points mainly for social sciences and law courses. There is ● Prepare guidelines and a set of rules to assist students as they prepare for the debate, e.g.
of view for one side of an limited evidence based on comparisons between non-debate students to be adjudicators to help them learn how to be objective in rating
argument on a topic. control and treatment groups for this instructional their peers’ performance.
strategy though there is one such study in political ● Hold a practice debate to help students understand the process.
In preparation for the following science that compared debates and lectures: ● Prepare rating ​rubrics​​ and distribute to adjudicators before the debate begins.
assessment method: ● Facilitate classroom discussion and debrief the process at the end of the debate.
1. Debate Omelicheva and Avdeyeva (2008) reported that
undergraduate political science students in the Develop higher order thinking skills:
experimental group acquired better comprehension, Get students to debate on controversial, news- breaking and stimulating topics to encourage
application and critical evaluation skills based on dynamic and energized classroom discussion. Students are more likely to be ​authentic​​ when
their test scores when a controversial topic was they debate a subject to which they can relate.
taught via debates, as compared to it being taught
 using lectures. Applying ICAP Framework to teaching:
P​​: Instructor provides guidelines about the format for the debate and gets students to ​listen
and pay attention
A​​: Instructors asks students to ​make verbatim notes ​about the debate format
C​​: Instructor asks students to ​justify their own stand
I​​: Instructor has students ​challenge peers’ position/criticize one another’s stand​​ by asking for
justifications

Recommended resource:
1. Omelicheva, M., & Avdeyeva, O. (2008). Teaching with Lecture or Debate? Testing the
Effectiveness of Traditional versus Active Learning Methods of Instruction. ​PS: Political
Science & Politics,​ ​41(​ 3), 603-607.

Project with a client For involving students in design, There is limited published evidence which shows that When planning for projects with clients:
problem solving, decision making, projects with clients lead to significant improvements ● Guide students on setting​ realistic expectations​​ of how their current skills and
and/or investigative activities. in academic performance. experiences match up with the requirements of the project, which may not be so
These activities are typically structured and have greater ambiguity as compared to typical classroom setting.
undertaken by students operating Nonetheless, a recent study by Akpan (2016) showed ● Ensure​ active coaching and supervision​​ of the written report preparations and rehearsing
with varying degrees of autonomy that undergraduate students who undertook of student oral presentations prior to their delivery to a client audience.
over extended periods of time, consulting projects with clients developed essential ● Mediate​​ between the students and the project client in terms of the project goals and
and mentored by the instructor career-related competencies (e.g. ​problem-solving, deliverables.
and client. The project generally communication, leadership​​) at the end of the ● Provide constant ​feedback​​ to students so that they can make continuous progress
culminates in deliverables to the projects. towards completing the project deliverables within the stipulated timeline.
client, in the form of a written
report, physical artifacts (e.g. Develop higher order thinking skills:
prototype), and/or oral The process of having students coming up with practical and implementation solutions to real
presentation. world projects of the clients is itself getting students to develop higher order thinking skills such
as​ critical thinking and problem-solving​​.
In preparation for the following
assessment methods: Applying ICAP Framework to teaching:
1. Assignment/Report P​​: Instructor provides guidelines about the timeline and deliverables for the project with client
2. Student presentation as students​ listen attentively
3. Self A​​: Instructors asks students to ​make verbatim notes ​about the guidelines
assessment/evaluation C​​: Instructor asks students to ​write an analysis paper individually​​ about their research findings
4. Peer I​​: Instructor has students ​compare their research findings with one another
assessment/evaluation
5. Project with a client Recommended resources:
1. Akpan, I. J. (2016). The efficacy of consulting practicum in enhancing students’ readiness
for professional career in management information systems: An empirical analysis.
Decision Sciences Journal of Innovative Education​, ​14​(4), 412-440.
2. Problem-Based And Project-Based Learning Approaches: Applying Knowledge To
Authentic Situations. (2009). The SAGE Handbook of Management Learning, Education
and Development. ​(Available as an eBook in SMU Libraries; see Chapter 18 on
“Problem-Based and Project-Based Learning Approaches: Applying Knowledge to
 Authentic Situations.”)

Project For involving student, or group of There is evidence to show that projects has an When planning for projects:
students, working under the impact on exam performance, such as the study by ● Guide students on setting​ realistic expectations​​ of how their current skills and
guidance and direction of the Iwamoto and colleagues (2016) who reported that experiences match up with the requirements of the project, which may not be so
instructor. It involves planning and first-year undergraduate psychology students in the structured and have greater ambiguity as compared to typical classroom setting.
developing a schedule of study experimental group scored significantly higher on the ● Ensure​ active coaching and supervision​​ of the written report preparations and rehearsing
and outcomes to be achieved over MCQ exam as compared to the control group. of student oral presentations.
a period of time usually longer ● Provide constant ​feedback​​ to students so that they can make continuous progress
than that of an individual towards completing the project deliverables within the stipulated timeline.
assignment. The students are not
required to only produce a single Develop higher order thinking skills:
outcome, but are required to link The process of having students coming up with solutions to authentic projects is itself getting
multiple, and often distantly students to develop higher order thinking skills such as​ critical thinking and problem-solving​​.
related disciplinary and
interdisciplinary concepts. Applying ICAP Framework to teaching:
P​​: Instructor provides guidelines about the timeline and deliverables for the project as students
In preparation for the following listen attentively
assessment methods: A​​: Instructors asks students to ​make verbatim notes ​about the guidelines
1. Assignment/Report C​​: Instructor asks students to ​write an analysis paper individually​​ about their research findings
2. Student presentation I​​: Instructor has students ​compare their research findings with one another
3. Self
assessment/evaluation Recommended resources:
4. Peer 1. Alam, M., & Gühl, U. (2016). Project-management in practice : A guideline and toolbox for
assessment/evaluation successful projects , Berlin, Germany : Springer.​ Berlin, Germany: Springer. ​(Available as an
5. Project with a client eBook in the SMU Libraries).
2. Iwamoto, D. H., Hargis, J., & Vuong, K. (2016). The effect of project-based learning on
student performance: An action research study. ​International Journal for Scholarship of
Technology Enhanced Learning​, ​1(​ 1), 24-42.

Role-play For students to act out the role of Published studies on role play were found in various When planning for role-play:
a character in a particular disciplines such as healthcare, business, psychology, ● Before the role-play
situation following a set of rules economics and literature. These studies mainly ○ Give an introduction what the role-play consists and its aim
(interactive), or presentation is reported students’ perceptions on how role play can ○ prepare students by giving them a brief and sufficient time to read
made by a student who has lead to them developing relevant work-ready skills ● Bring ​closure​​ through a debrief after the session
adopted a particular character such as leadership and empathy. For example, ● Ensure there​ feedback ​is collected from students, and given to students, after the
(non-interactive) so as to provide Westrup and Planander (2013) conducted a role-play role-play
insights into working life. activity where 84 undergraduate students had to
solve a human resource management issue and use Develop higher order thinking skills:
In preparation for the following their theoretical knowledge from the course in this Feature ​real-life​​ situations as part of the role-play activity. Require students to ​reflect​​ on how
assessment methods: field. Students’ responses collected via the minute they ​construct​​ a collective understanding based on the differing interpretations and
1. Peer teaching paper after the role-play activity were positive. perspectives of their peers regarding the issue brought up via the role-play activity.
2. Reflection Students reported that the role-playing activity
journal/log/paper supported the students in getting insights into a Applying ICAP Framework to teaching:
 3. Self complex leadership situation by stimulating change P​​: Instructor ​gives instructions​​ to students about the format of the role-play
assessment/evaluation of perspectives, a collective understanding, and a A​​: Instructor gets students to ​copy word-for-word​​, some of the more important instructions
4. Peer sense of community. C​​: Instructor gets students to ​infer new knowledge​​ through the role-play activity
assessment/evaluation I​​: Instructor gets students to ​work in pairs/group ​to role-play a given situation and ​dialoguing
about the experience

Recommended resources:
1. Howieson, J., & Rogers, S. (2017). Using the role-play at the lectern: Developing
“work-ready” and confident professionals. ​The Law Teacher,​ 1-11.
2. Westrup, Ulrika, & Planander, Agneta. (2013). Role-play as a pedagogical method to
prepare students for practice: The students´voice. ​Högre Utbildning,​ ​3​(3), 199-220.

Student For students working together to DeGrez and colleagues (2014) reported that When planning for student presentations:
presentation share verbally on a topic to an observational learning^ and providing students with ● Set expectations about the ​do’s and don'ts​​ of oral presentation
audience. The instructor typically opportunities to practice the application of the ● Explain the ​assessment criteria
probes and questions students assessment criteria to their own presentations led to ● Allow ​practice​​ opportunities,, give ​feedback o
​ n presentations (from instructor and/or
during the presentation so as to statistically significant increase in scores on the peers)
assess their ability to reason assessment criteria from the first to the third
critically in areas that cannot be presentation. Develop higher order thinking skills:
assessed by written exam, e.g. Constantly prompt students through open-ended questions to ​elaborate​​ on their ideas during
oral communication skills, ^In supporting observational learning, short video the presentation. Get them to ​evaluate​​ one another’s presentations and give ​feedback​​ based
conciseness, persuasiveness, clips illustrating behaviors in relation to the criteria on given criteria.
quality and clarity of responses to that students will be assessed using were
questions, body language and incorporated into a multimedia instructional package Applying ICAP Framework to teaching:
professional manner. about the do’s and don'ts of oral presentation. P​​: Instructor gets students to ​watch an instructional video​​ on the “do’s” and “don'ts” of
delivering an effective oral presentation
In preparation for the following A​​: Instructor gets students to ​copy word for word​​, the “do’s” and “don'ts”
assessment methods: C​​: Instructor asks students to ​compare and contrast​​ the different ways of delivering an
1. Student presentation effective oral presentation
2. Self I​​: Instructor ​pairs students up​​ to critique each other’s recorded oral presentation
assessment/evaluation
3. Peer Recommended resources:
assessment/evaluation 1. Degrez, L., Valcke, M., & Roozen, I. (2014). The differential impact of observational
4. Project with a client learning and practice-based learning on the development of oral presentation skills in
higher education. ​HIGHER EDUCATION RESEARCH & DEVELOPMENT,​ HIGHER EDUCATION
RESEARCH & DEVELOPMENT, 2014.
2. Kerby, D., & Romine, J. (2009). Develop Oral Presentation Skills Through Accounting
Curriculum Design and Course-Embedded Assessment. ​Journal of Education for Business,
85(​ 3), 172-179.
3. McCarthy, P., & Hatcher, Caroline. (2002). ​Presentation Skills: The Essential Guide for
Students.​ London: SAGE Publications.

Self-practice For students to engage in There is currently no experimental study published in When planning for self-practice:
self-directed independent the literature that has a significant impact on student ● Consider using ​group / class level feedback​​ (highlighting common errors, give examples
learning, typically assisted by learning outcomes. or models of target performance, show students what you do not want)
well-developed self-paced ● Consider implementing ​peer feedback
learning resources. ● Require students to specify​ how they used feedback​​ in subsequent works

In preparation for the following Developing higher order thinking skills:

assessment methods: Use explicit learning objectives and assessment rubrics to guide students’ practice. Build in
1. MCQ multiple opportunities for formative practice and follow-up feedback.
2. Quiz
3. Exam Applying ICAP Framework to teaching:
4. TTMCQ
P​​: Instructor ​gives instructions​​ on how to complete the self-practice exercise while students
listen attentively
A​​: Instructor have ​students ask questions​​ to clarify on the self-practice exercise that is unclear
to them
C​​: Instructor gets students to ​explain or elaborate​​ on how they arrive at the answers
I​​: Instructor ​pairs students u​​p and have them mark each other’s self-practice exercise and have
students ​revise errors based on peer feedback

Recommended resource:
1. Dunlosky, J., Rawson, K., Gurung, Regan A. R., & Landrum, R. Eric. (2015). Practice Tests,
Spaced Practice, and Successive Relearning: Tips for Classroom Use and for Guiding
Students’ Learning. ​Scholarship of Teaching and Learning in Psychology,​ ​1(​ 1), 72-78.