Every semester, most of us try something new in the classroom. A different discussion format, a new kind of assignment, or tweaking how we give feedback. This month, we asked our graduate student association members about a teaching strategy they’d recommend. Here’s what they had to say about something that made a noticeable difference in their classroom.

Chair: Ashmita Mazumder (she/her), University of Toronto - Scarborough:

One teaching strategy I’d recommend is starting discussion sections with a two-minute reflection. I teach a scientific communication course, and I noticed that when I opened with a broad discussion prompt, the same three students always spoke first. The rest needed more time or encouragement. Now, I begin class by putting a focused prompt on the screen and asking students to write a short response individually before we talk. After two minutes, I have them turn to a partner to compare ideas, and then we open it up to the full group. It seems simple, but it’s made a noticeable difference. The quality of responses is more thoughtful, and quieter students are more willing to speak because they’ve already organized their thoughts. It also gives me a quick diagnostic sense of where the room is before we dive in.

Josh Lovett (he/him), University of Illinois Chicago:

One teaching strategy that has worked well for me is using low-stakes structured in-class activities (ICAs). These are typically team-based problems that last about 10-15 minutes each class. I often use this in my statistics course, given that students need a lot of practice with working through different types of problems. I have found that fun examples related to pop culture get students more engaged. For example, I recently had an ICA where students analyzed some data from the show The Pitt – showing how they could apply their skills to a different discipline (also I personally love that show!).

Mel Ceren (she/her), CUNY Graduate Center:

During this semester, I will not be teaching, however, I still teach at the Queens Botanical Garden for grades K-12th and I find that taking a brief moment in grounding helps students engage with any context. It might sound small but it allows the students to initiate participation, especially for students who are anxious or overstimulated before the activities starts; it's a grounding moment that meets them there. When I plan for the curriculum, I always think about my most accessible needs, such as the pacing, engaging, and methods to reduce overwhelming feelings. Mindfulness and accessibility are balancing strategies rather than just an afterthought.

Romeo Penheiro, University of Houston:

One teaching strategy I’d recommend is using a flipped classroom model paired with structured knowledge checks. I provide lecture content asynchronously so students can engage with the material on their own time, pausing or revisiting concepts as needed. Before coming to class, students complete a brief knowledge check to ensure accountability and identify areas of questions. Our in-person time is then dedicated to discussion, application, and working through more complex problems collaboratively. This approach has made a noticeable difference in engagement, especially for non-traditional students who value flexibility due to work and family responsibilities. It also shifts the classroom dynamic from passive note-taking to active learning. Because students arrive having already encountered the material, discussions are richer, and I can use class time to deepen conceptual understanding.

Elizabeth Taylor (she/ her), Virginia Commonwealth University:

One teaching strategy that I would recommend would be providing multiple discussion prompts or examples when initiating small group discussions for students to pick from. This allows students the opportunity to select the discussion prompt or example that resonates most with them. For example, in presenting on the intersection of emotions and moral development, I provided three examples of moral dilemmas that students were able to pick from to discuss in small groups. Then, as a class, we were able to have a discussion touching briefly on each of the examples, adding breadth to the conversation. In leading discussions with smaller classes, I also typically provide around three discussion questions at a time to allow the conversation to flow more naturally based on what stands out to those participating. In my experience, this leads to a richer discussion and greater engagement, as there is less pressure to stick with one topic and also to emphasize what may have stood out from the material.

Mackenzie Devaney, University of Minnesota- Twin Cities:

One teaching strategy that I have implemented this semester is to do unexpected things as a way to teach psychological concepts. In my introduction to social psychology course, I wore a bumble bee costume to teach about schemas and salience. This event has also allowed me to continue to use this behavior as an example when teaching other concepts throughout the semester. While it is definitely silly, I found that my students enjoyed the unexpected element of the lecture and it was a memorable way to teach the concepts. This method could be used for teaching other concepts in other courses as well.