In 2025, the Faculty Senate at the University of Washington approved the adoption of a set of core elements of effective teaching into Section 24-32 of the UW Faculty Code. One these elements of effective teaching is “active and engaged:”
Active and engaged: Effective teaching creates opportunities for learners to critically engage ideas and each other
Active and engaged teaching builds on constructivist learning theory, which posits that people learn by connecting new ideas and experiences to what they already know. As Tabitha Kirkland, Associate Teaching Professor at UW, notes,
“If learners don’t get a chance to really actively grapple with contradictions between what they already thought they knew and the new information they are taking in, they won’t really grasp that there is a discrepancy, they won’t fully learn the new information.”
Although well-supported by research, active and engaged teaching often contrasts sharply with the ways teaching is represented in the media, where teaching is usually depicted as a sole instructor at the front of the room talking to students who sit quietly for the entire class. (This resonates with many of our own college learning experiences as well). Yet most memorable learning happens when students have opportunities to apply what they are learning to a hands-on activity or small group discussion with peers. Engaging students through active learning can also increase instructional efficiency; when students are engaged during class, they are less likely to seek supplemental help outside of class.
When incorporated intentionally, research shows that active learning has positive impacts on student learning and success—particularly for underrepresented students. Active learning can be incorporated in a number of ways. Here we focus on in-class active learning activities, leading dynamic discussions, and group work.
Active learning activities
Active learning activities can be used even in large lecture halls. Common strategies include in-class polls, minute papers, think-pair-share, interactive lectures, and exit tickets.
Learn more about active learning activities
Dynamic discussions
While “good” discussions can be a powerful tool for encouraging student learning, successful discussions rarely happen spontaneously. Preparing ahead of time will help you delineate a clear focus for the discussion and set well-defined parameters.
Learn more about leading discussions
Group work
Although it can be challenging, group work improves student learning and builds students’ self-efficacy and collaborative skills. Explore strategies for designing effective group work for any class size and modality.
Learn more about group work