Small Teaching

1. Small Teaching: Incremental Changes, Big Impact

“Fundamental pedagogical improvement was possible through incremental change—in the same way that winning the World Series was possible through stealing bases and hitting sacrifice fly balls.”

Small changes, big results. Small teaching emphasizes that significant improvements in learning can be achieved through minor, manageable adjustments to course design and teaching practices. It's about focusing on the pedagogical equivalent of "small ball" – consistent, effective, and accessible strategies that don't require massive overhauls.

Accessibility and practicality. These small changes are designed to be easily implemented by all instructors, regardless of their experience, resources, or teaching context. They are brief, require minimal preparation and grading, and can be integrated into any type of course, from large lectures to online environments.

Evidence-based approach. Small teaching is grounded in research from cognitive psychology, neuroscience, and other learning sciences. These principles are not just intuitive ideas but are supported by evidence demonstrating their positive impact on student learning.

2. Retrieval Practice: The Power of Remembering

“The more times that you practice remembering something, the more capable you become of remembering that thing in the future.”

Memory as a muscle. Retrieval practice, also known as the testing effect, strengthens memory by forcing learners to actively recall information from their minds. This process is more effective than simply re-reading or passively reviewing material.

Testing as a learning tool. Tests are not just for measuring learning; they are powerful learning tools themselves. Frequent, low-stakes quizzes, short-answer questions, and problem-solving exercises can all serve as effective forms of retrieval practice.

Spacing and timing. Retrieval practice is most effective when spaced out over time, allowing for some forgetting to occur before the next attempt at recall. This forces the brain to work harder to retrieve the information, strengthening the neural pathways associated with that memory.

3. Prediction: Preparing the Mind for Learning

“Unsuccessful retrieval attempts were, remarkably, more effective than was spending the same time studying the answer to be recalled later.”

Activating prior knowledge. Prediction activities, such as pre-tests or open-ended questions, prompt learners to activate their existing knowledge and make connections to new material. This process prepares the brain for learning by creating a mental framework for new information.

Making connections. When learners make predictions, they are compelled to search for any relevant information they might have that could help them make a plausible guess. This search activates prior knowledge and prepares the brain to slot the answer into a more richly connected network of facts.

Immediate feedback. It's crucial to provide immediate feedback on predictions, even if they are incorrect. This helps learners correct their misconceptions and solidify their understanding of the material.

4. Interleaving: Mixing It Up for Deeper Learning

“Durable learning, however, requires time for mental rehearsal… Hence, spaced practice works better.”

Spacing and mixing. Interleaving involves spacing out learning sessions over time and mixing up the practice of different skills or concepts. This approach is more effective for long-term retention than massed practice, which involves focusing on one skill or concept until it is mastered.

Transfer of learning. Interleaving helps learners develop the ability to transfer their knowledge and skills to new contexts. By mixing up practice, learners are forced to discriminate between different types of problems and select the appropriate solution, a skill that is essential for real-world application.

Initial frustration. Interleaving can feel frustrating to learners initially, as they may not experience the same sense of immediate mastery as they do with massed practice. However, the long-term benefits of interleaving far outweigh the short-term discomfort.

5. Connecting: Building Networks of Knowledge

“The knowledge in our minds consists of neuronal networks in our brains, so if that knowledge is to grow, the neuronal networks must physically change.”

Knowledge as a network. Learning is not just about acquiring isolated facts; it's about building a rich network of connections between those facts. The more connections we have, the deeper our understanding and the more readily we can apply our knowledge in new contexts.

Facilitating connections. Teachers can help students build these networks by providing organizing frameworks, asking them to make connections between different concepts, and encouraging them to reflect on how new information relates to what they already know.

Prior knowledge matters. Students' existing knowledge and beliefs play a crucial role in their learning. Teachers should assess students' prior knowledge and use it as a foundation for new learning, addressing any misconceptions along the way.

6. Practicing: Mindful Repetition for Skill Mastery

“The very processes that teachers care most about—critical thinking processes such as reasoning and problem-solving—are intimately intertwined with factual knowledge that is stored in long-term memory.”

Practice makes permanent. To develop proficiency in any cognitive skill, students need opportunities for extended practice. This practice should not be rote repetition but rather mindful engagement with the task, allowing for reflection and refinement.

Beyond listening and talking. Class time should not be limited to lectures and discussions. Students need opportunities to actively engage in the specific cognitive tasks they will be assessed on, such as writing, problem-solving, and presenting.

Feedback is essential. Practice is most effective when it is accompanied by timely and specific feedback. Teachers should provide feedback that helps students identify areas for improvement and encourages them to refine their skills.

7. Self-Explaining: Articulating Understanding

“Unsuccessful attempts to solve a problem encourage deep processing of the answer when it is later supplied, creating fertile ground for its encoding, in a way that simply reading the answer cannot.”

Making thinking visible. Self-explanation involves learners articulating their thought processes as they are completing a learning task. This process helps them identify gaps in their understanding and make connections between their knowledge and their skills.

Prompting self-explanation. Teachers can prompt self-explanation by asking students to explain their reasoning, justify their choices, or describe the steps they are taking to solve a problem. This can be done in class, online, or during individual tutoring sessions.

Connecting knowing and doing. Self-explanation is particularly effective when it requires learners to connect their knowledge of principles and concepts to the specific actions they are taking. This helps them develop a deeper understanding of the material and how to apply it in different contexts.

8. Motivation: Fueling Learning with Emotion

“The energy that actually shapes the world springs from emotions.”

Emotions and attention. Emotions play a crucial role in capturing attention and enhancing memory. By creating learning experiences that evoke positive emotions, teachers can increase student engagement and motivation.

Purpose and meaning. Students are more motivated when they see a clear purpose for their learning and when they believe that their work has value beyond the classroom. Connecting learning to real-world problems and opportunities can help increase motivation.

Social connections. Learning is a social process, and emotions are contagious. Teachers can create a positive learning environment by demonstrating enthusiasm for the subject matter and fostering a sense of community among students.

9. Growth Mindset: Embracing the Power of "Yet"

“The view you adapt for yourself profoundly affects the way you lead your life. It can determine whether you become the person you want to be and whether you accomplish the things you value.”

Fixed vs. growth mindset. Students with a fixed mindset believe that their intelligence is a stable trait, while those with a growth mindset believe that intelligence can be developed through effort and learning. A growth mindset is essential for long-term success and resilience.

Praise for effort, not ability. Teachers should praise students for their effort, persistence, and strategies rather than for their natural talents or abilities. This helps students develop a growth mindset and encourages them to embrace challenges.

Creating a growth-oriented classroom. Teachers can foster a growth mindset by providing opportunities for students to revise their work, learn from their mistakes, and see their learning as a continuous process of growth and improvement.

10. Expanding: Big Teaching for Lasting Impact

“What really matters in college is who meets whom, and when.”

Beyond small teaching. While small teaching strategies are effective for improving learning in the short term, big teaching approaches can create more transformative and lasting learning experiences.

Activity-based learning. Activity-based learning involves engaging students in real-world projects and activities that connect to the course content. This approach can help students develop a deeper understanding of the material and its relevance to their lives.

Service learning. Service learning combines academic learning with community service, providing students with opportunities to apply their knowledge and skills to address real-world problems. This approach can foster a sense of purpose and social responsibility.

Last updated: January 25, 2025