We begin with some learning theory.. don’t worry, we’ll make it short
There are two design approaches that we think will be useful in your course design:
Learner-Centered Teaching:
Learner-centred teaching matters because it shifts the focus from what we teach to what students actually learn. As Maryellen Weimer explains in her book Learner-Centred Teaching: Five Key Changes to Practice, when students are actively engaged in the learning process, they develop deeper understanding and become more independent, confident learners. Rather than simply covering content, this approach helps students build the skills they need to think critically, apply their knowledge, and take more responsibility for their own learning.
Learner-centred teaching shifts focus from what instructors do to what and how students learn. Rather than viewing students as passive recipients of knowledge, this approach recognizes students as active participants who bring diverse experiences, needs, and ways of learning to the classroom.
Learner-centred teaching creates the conditions that help students engage, grow, and meet those standards from wherever they begin.
Backward Design:
Developed by Grant Wiggins and Jay McTighe, backward design is a three-stage process that starts with the end in mind. Rather than beginning with content or activities, you first identify desired learning outcomes, then determine how you’ll assess those outcomes, and finally plan learning experiences that prepare students for success. This approach matters because it ensures that all aspects of your course—objectives, assessments, and activities—are intentionally aligned to support meaningful and measurable student learning. You’ll see how satisfying this is as you work through the design process.
Choose your level of engagement
To learn a little more about Mary Ellen Weimer’s approach to learner-centered teaching, we suggest this short article:
Five Characteristics of Learner-Centred Teaching. Weimer, Maryellen. 2012. The Teaching Professor:
This link will ask you for your institution (e.g., University of British Columbia). Enter your CWL and password (if you don’t have one, you can obtain a library card here:. This will allow you to gain access to the article.
For a description of Backward Design, watch this 6-minute video on Youtube:
https://www.youtube.com/watch?v=QbKx_tG99hoLinks to an external site.
Here are concrete ways to implement learner-centred principles in your course design and teaching:
Designing for Student Learning
Rather than just lecturing, create opportunities for students to practice, apply, and work with concepts:
- Think-Pair-Share: Pose a question, give students time to think, have them discuss with a partner, then share with the class
- Problem-solving activities: Present authentic problems that require applying course concepts
- Case studies: Analyze real or realistic scenarios that illustrate key principles
- Collaborative projects: Students work together to create something or solve problems
- Low-stakes quizzes: Frequent checks for understanding that don’t heavily impact grades
Make Learning Relevant for Your Students
Help students see why content matters beyond passing your course:
- Connect concepts to current events or issues students care about
- Invite students to bring their own examples or applications
- Share why you find this content meaningful or exciting
- Design assignments around authentic tasks professionals actually do
- Ask students to reflect on how course content relates to their goals
Build on Your Students’ Prior Knowledge
Students learn new information by connecting it to what they already know:
- Start new topics by asking what students already know
- Address common misconceptions explicitly
- Use analogies and metaphors that connect to familiar experiences
- Activate relevant background knowledge before introducing new concepts
- Preview how new content connects to previous lessons
Provide Effective and Timely Feedback
Feedback should help students improve, not just evaluate them:
- Give feedback on drafts or practice attempts before final submissions
- Focus on the most important issues rather than marking everything
- Explain not just what’s wrong but how to improve
- Use rubrics to make expectations and evaluation criteria clear
- Create opportunities for students to revise based on feedback
Design Strategy: Transforming a Traditional Lecture
Before: a 50-minute lecture on photosynthesis followed by assigned textbook reading.
Redesigned: a 10-minute mini-lecture introducing key concepts. Students work in small groups analyzing data from actual experiments. Class discussion of findings and remaining questions. A short reading with guiding questions assigned.
Why it’s better: Students actively engage with the material, apply concepts immediately, and clarify understanding through discussion rather than passively receiving information.
Explore sophisticated applications of learner-centred principles, including student autonomy, metacognition, and equity-minded design.
Foster student autonomy
Give students meaningful choices that increase ownership of their learning:
- Choice in topics: Let students select paper topics, project focuses, or case studies to analyze
- Choice in format: Allow students to demonstrate learning through papers, presentations, videos, etc.
- Choice in pacing: Offer flexible deadlines or self-paced modules where appropriate
- Co-creating criteria: Involve students in developing assignment guidelines or rubrics
Teach ‘thinking about thinking’
Help students become aware of and regulate their own learning processes:
- Model your own thinking processes when solving problems
- Include reflection prompts in assignments
- Teach study strategies explicitly
- Have students set learning goals and monitor progress
- Discuss what to do when they get stuck or confused
Offer multiple learning pathways.
Provide multiple routes to achieving learning objectives:
- Offer tiered assignments with different levels of challenge
- Create optional enrichment activities for advanced students
- Provide scaffolded support for students who need it
- Allow flexible pacing where possible
- Use adaptive learning technologies when appropriate
Use evidence-based practices to foster equitable learning opportunities.
Research shows these practices help reduce achievement gaps:
- Structure and clarity: Provide clear expectations, deadlines, and grading criteria
- Frequent assessment: Regular low-stakes checks help students stay on track
- Transparent assignments: Make the purpose and skills explicit
- Belonging interventions: Help students see challenges as normal, not signs they don’t belong
- Growth mindset messaging: Emphasize that ability develops through effort
Critical Reflection Questions
Regularly ask yourself:
- Who thrives in my course and who struggles? Why?
- What assumptions am I making about my students?
- Whose voices and perspectives are centred in my curriculum?
- What barriers might prevent students from succeeding?
- How can I better support the full diversity of my students?
Advanced Design Strategy: Student Co-Design
Involve students directly in course design decisions:
- Invite feedback on course structure and policies
- Let students help design assignments or choose topics
- Create opportunities for student-led sessions or activities
- Collaborate on developing assessment criteria
- Ask what would help them learn better
Key Takeaways
Focus on what students are actually learning, not just what you are teaching, by designing with their prior knowledge, experiences, and diverse ways of learning in mind.
Set clear goals, choose relevant content, and anticipate obstacles so you can create conditions for deep, meaningful learning and support all students’ success.
