The CAS HES-SO in Teaching & Learning in Higher Education is recommended for faculty members teaching in higher education in Switzerland or abroad. Applicants must hold the HES-SO Attestation Didactique or its equivalent, as approved by the CAS Academic Program Director.
There are various teaching methods used in higher education. Some of these are traditional in nature, while others are more specific to one’s personal teaching context. What are the opportunities and challenges of these different teaching methods? How we do select the teaching method most appropriate to a given context?
In this module, we will study the dimensions of teaching methods that align with intended learning outcomes. In the first part of the module, we will focus on selecting and/or adapting teaching methods based on different pedagogical contexts. In the second part of the module, we will focus on methods that put the student at the center of the learning process. This module will also introduce the concept of inquiry-based learning, where students learn through discovery and questioning.
Applicable to all modules:
Use theory and research to inform one’s own teaching practice
Advise one’s colleagues on common pedagogical themes and practical scenarios;
Propose strategies for teaching and learning in one’s field, within the institution, and within higher education in general;
Work towards continuous improvement in one’s own teaching with the help of both theory and practice.
Specific to module C:
Plan teaching methods based on the intended learning outcomes
Plan a session, or series of sessions, that are student-centered in approach
Explain how and when to use diverse teaching methods
Describe how inquiry-based learning can increase student autonomy in their own learning
Develop teaching plans that incorporate active learning techniques
Day 1: (3 hours)
Introduction to module C
Presentation of the module, learning outcomes, and general information
Exchange around the objectives of the participants
What is teaching? What does it mean?
Day 2: (6 hours)
Teaching for student learning
Planning for teaching based on intended learning outcomes
Planning, implementing, re-imagining: comprehensive reflection on one’s teaching
Teaching contexts: face-to-face, online, blended
Day 3: (6 hours)
How do active teaching methods permit deep learning?
Day 4: (6 hours)
The link between personal beliefs and approaches to teaching and learning
The coherence between philosophy, strategy, tactics, and techniques
Autonomous learning for the student
Day 5: (3 hours)
The development of active learning teaching scenarios
Sharing of individual scenarios in practice (following the module)
Debrief and individual participant feedback
The instructor will use various teaching methods during the module including:
Micro-lectures (to bring additional focus and refine understanding)
Individual work (to facilitate the acquisition of content knowledge)
Small group work (to place participants in situations with socio-cognitive conflicts to share their understanding of the concepts and share perspectives)
Class discussion (to provide participants with the opportunity to explore alternative points of view on the course concepts)
The module has been designed on the theoretical foundations of mastery learning. This means that various methods and strategies are incorporated to ensure that participants achieve the intended learning outcomes for the module; participants must reach these outcomes before moving on in the next stages of study. The approach is based on two essential elements:
The presence and active participation of all participants throughout the module
Flexibility to adapt learning activities based on the participant level and context