Pedagogy with Purpose

These topics are highly relevant to the needs of 21st-century students and teachers. Today's learners require skills beyond rote memorization. Students (and instructors) must be critical thinkers, problem-solvers, effective communicators, and adaptable to a changing world.
The information in this site will assist instructors at any level to explore:

• Teaching strategies include flipped classrooms, cooperative learning, and problem-based learning.

• Learning theories: Exploring how students learn best, such as constructivism or behaviorism.

• Assessment methods: Techniques for evaluating student learning beyond traditional tests.

• Technology integration: How to effectively use technology in the classroom.

• Practical applications and rationales are offered for each best practice.

• First Day Teaching Strategies: (See below)

Benefits for Teachers and Students:

Instructors teaching at all levels can create engaging and effective learning environments that cater to these 21st-century skills by exploring various pedagogies. This website could be a valuable resource for educators seeking to:

• Make learning more interactive and student-centered

• Develop critical thinking and problem-solving skills in students

• Incorporate technology in a way that enhances learning

• Prepare students for the demands of the modern workforce

If you have further questions about teaching and learning or would like to share your thoughts about how you have incorporated any of these best practices, click the survey link below. Alternatively, or in addition, contact Dr. Bruce Fraser bfraser@irsc.edu, Dir. of the Institute for Academic Excellence at Indian River State College, or Michael Pelitera mpeliter@irsc.edu, Asst. Director for Institute of Academic Excellence at Indian River State College.

The information provided on this website has been produced using several AI resources, including ChatGPT and Gemini.  Both are large language models developed by OpenAI and Google. Writing assistance was also provided by Grammarly.  Images have been supplemented or AI generated with Adobe Stock,  Adobe Firefly, and Dalle3 . Efforts have been made to ensure the content's accuracy and relevance, verifying various details with additional research and documenting them via the Reference page. If you would like more information on using AI in your classroom, you can see What is Artificial Intelligence within this site.

First Day Teaching:  Hints and Teaching Strategies

1. Build a Classroom Community. Start by humanizing yourself and connecting with students. Share a bit of your background (why you teach, hobbies, etc.) to set a welcoming tone. Learn and use every student’s name early (use name tents or the online roster) – research shows this makes students feel more welcome. In the first class, solicit student interests and goals via a quick survey or a think-pair-share. For example, ask each student to state a course goal or fun fact about themselves in small groups. Use the information to highlight commonalities (e.g. “Oh, I see many of you work part-time or have families”). Crucially, co-create a short set of classroom agreements or norms with students (for example, list behaviors that help everyone learn and invite student additions). This collaboration immediately gives students ownership of the learning environment and shows you value their input.

• Tip: Schedule brief one-on-one check-ins (even 5–10 minutes) early in the term. In a 25‑student class this is doable. You could meet students before/after class or send a personal email/survey. Personal connections (e.g. “What’s one challenge or goal you have this term?”) make nontraditional learners feel seen sites.williams.edu.
  
  

• Tip: In hybrid settings, hold an informal online meet-and-greet session before the first in-person class (or vice versa). For instance, have all students (in-person and remote) join a Zoom half an hour early just to chat. This “mask‑off” time helps everyone put faces to names and learn each other’s voices without the pressure of content delivery.
  
  

2. Provide Clear Structure, Expectations, and Support. Nontraditional learners juggle work, family, and school, so clarity and support are critical. On Day 1, clearly explain why the course matters (how it connects to their goals or program) and go over learning objectives so students see the purpose of each activity. Walk through the syllabus collaboratively: highlight the schedule, major assignments, and grading scheme, and explicitly explain any “hidden curriculum” items (e.g. how to ask for an extension or use office hours). Encourage questions by, say, having small student groups brainstorm syllabus questions then hunt for answers in it.

• Tip: Share concrete success strategies. For example, give examples of study routines, recommend campus resources (tutoring centers, writing labs, counseling) and stress how and when to use them. In a hybrid class, also explain the tech tools early: run through the LMS (Canvas, etc.) and test key functions. A best practice is to assign a very low-stakes tech orientation task in week one (like a Canvas quiz or a funny discussion post) so everyone practices logging in and posting before those skills are really needed.
  
  

• Tip: Structure and consistency reduce anxiety. Provide an agenda or objectives at the start of each session and review them at the end. Keep a regular schedule (same meeting times, etc.) and use your LMS calendar for deadlines. For instance, explicitly say “Each Wednesday we’ll post new readings by 9 am”. Also, discuss basic online etiquette early: for example, describe how to mute/unmute or use chat, and acknowledge if a student is camera-shy that’s OK.
  
  

• Tip: Ensure accessibility and equity from the start. Before classes begin, verify that remote students have needed technology and textbooks. Distribute handouts or readings online and avoid assignments that assume home printing. In live classes, use captions or transcripts for videos and choose high-contrast fonts and images. Position yourself as an ally: make the syllabus inviting (list resources for students needing extra help) and devote time on Day 1 to explain how you’ll accommodate different learning needs. This pro-active support helps diverse learners feel competent from the outset.

Icebreaker Activities

• “Find Someone Who” Bingo. Create a bingo-style grid with descriptors (e.g. “has worked full-time,” “prefers movies to books,” “is the first in family to go to college”). Give students time to circulate (in class or via Zoom breakout rooms) to find peers matching each square. Remote students can type names or unmute in a chat to claim squares. First to complete a line or full card wins a small prize. This activity gets students talking one-on-one about experiences, immediately surfacing similarities among them and reducing first-day jitters.
  
  

• Two Truths and a Lie. In small groups, each person shares three statements about themselves – two true, one false – while others guess which is the lie. For example, a student might say “I have lived in three countries, I love skateboarding, I speak three languages.” The group then picks the false one. This fun game works in a classroom circle or Zoom breakouts. It builds rapport and humor in a low‑stakes way (often prompting surprise and laughter). Student feedback shows it helps break the ice without putting anyone too far out of their comfort zone.
  
  

• One-Word Pulse Check or “This or That” Poll. Start class by having each student share a quick response to an easy prompt. For a “pulse check,” ask everyone to type one word describing how they feel about the upcoming semester or this subject (e.g. “excited,” “nervous,” “curious”). Alternately, pose a light-hearted “This or That” question (e.g. “Morning coffee or tea?”, “Beach vacation or city trip?”nureva.com) and have students show thumbs-up/down or respond in chat. These methods involve every student and create shared moments (students often comment on similarities or surprising answers). They are quick, work equally well in-person or online, and gently put all students’ voices on the table from Day 1nureva.com.
  
  

Sources: Best practices for hybrid and inclusive teaching emphasize building relationships and clear structure in week one. Icebreakers and classroom agreements are recommended to foster community. Strategies like low‑stakes tech quizzes, accessibility checks, and early surveys are supported by hybrid/online pedagogy research. All activities above draw from adjunct teaching guides and higher-ed resources on first-week engagement.