Flash 15

Flash 15

Explore a specific teaching approach or strategy that you can use in your course during the semester in a 15-minute micro learning session.

Each session shows:

  • What the approach is and the research that supports it.
  • How to implement.
  • How to adapt it to different teaching contexts.
  • How to use a planning tool to help you implement. 

The Flash 15 Planning Tool is an online form that you can use multiple times.

All Flash 15 sessions are offered live online and also as recorded asynchronous sessions.

Spring 2024 Live Sessions

icon image depicting connections between different shapes

Facilitator: Sara Cavallo

How do you guide students to make connections between your course content and their prior knowledge and experiences? A background knowledge probe is a quick activity designed to set the stage for new learning experiences using recall and reflection. Leave with a plan that you can implement in your next class.  - 

A circuit of stations depicting a gallery walk activity

Facilitator: Beth Lisi

Do you want to get your students engaged and talking? In this 15-minute micro session, you’ll learn about gallery walks, a small class discussion activity that uses collaboration and movement to tap into higher order thinking, and some variations on the activity. Leave with a plan that you can implement in your next class. -

Icon with balloons that represent think-pair-share

Facilitator: Claire Hamilton

Is your usual approach to “Think – Pair – Share” working for you and your students? In this 15-minute micro session we’ll explore small tweaks to structure traditional Think-Pair-Share activities that boost students’ skills to process course material and support peer connections and inclusion. Leave with a plan that you can implement in your next class.  - 

Watch now: check out the sessions that are already available

Students in analytic teams assume the roles of summarizer, connector, proponent, critic, and questioner.

Analytic teams is a collaborative learning technique that develops analytical skills by putting students in groups in which each student assumes a role needed for critical analysis.

Candy wrapper

Assignment wrappers are a strategy to encourage reflective practice that supports study skills and deeper engagement with course materials before or after students complete big assignments.

blank note paper pinned to a board to represent the agreements made for cooperative group work

Cooperative group work contract supports students to build towards a more inclusive form of group work. These contracts are appropriate for students working in the same groups over time. 

Four different colored puzzle pieces connected

The Jigsaw Technique is a two-step teaching structure that supports student ownership over course content through discussion and synthesis and promotes cooperative learning. 

key words from a text are amplified

Keywords is a teaching activity that encourages close reading of texts and can be particularly helpful in theory-based courses in the humanities and social sciences (or any course that involves complex readings).

Hand icon in black outline against yellow background

Random calling is a systematic evidence-based strategy for eliciting student class participation that diversifies student voices, increases overall student engagement, and promotes classroom equity and belonging. 

Figure denoting bringing information from long-term memory into working memory is retrieval.

Retrieval practice is a learning strategy that provides students with opportunities to recall information in order to solidify the information in students' long-term memory.