Innovative teaching practices

Teaching Innovation: A Toolkit for Applying Theory and Research to the Real World by Isabelle Nic Craith & Laura K. Taylor (University College Dublin). 

Students learn best when they feel engaged and supported (Eom & Ashill, 2016). We outline an innovative toolkit, which can be applied in whole or in part, to facilitate in-depth learning and critical thinking. Our toolkit, informed by Universal Design for Learning (UDL; CAST, n.d.-b), included five core readings with guiding questions (Cox et al., 2003; Hermida, 2009), Jigsaw activities over two class sessions (Aronson, n.d.; Minnesota Literacy Council, n.d.; Reading Rockets, n.d.), and an essay applying theory and research to the real-world (O'Neill & Short, 2023): specifically, to autobiographies about social harm and adversity in youth. 

We evaluated this toolkit with 200 undergraduates in child and adolescent development. However, the toolkit (available open access: https://osf.io/ckj6a/), can be adapted for social psychology, social work, education, and across the social sciences.

Learning for life

To promote learning for life, students need course materials with practical, real-life applications (O'Neill & Short, 2023), bridging research and practice (Schlicht-Schmälzle et al., 2024). Thus, we chose autobiographies (vs documentaries, podcasts, etc.), which also combats the decline of young people reading books (Topping et al., 2024).

Our toolkit was informed by UDL, which aims to eliminate barriers to learning and empower students to engage with course materials in a manner which suits them (CAST, n.d.-b). First, to provide multiple means of engagement (CAST, n.d.-e), students chose (a) one of four books, depending on their interest and (b) could engage with them as physical books, e-books or audiobooks. Second, to promote collaboration and collective learning (CAST, n.d.-f), Jigsaw exercises encouraged active participation and engagement with course materials over several weeks. Third, to recognise diversity and that not all students were starting on an equal footing (CAST, n.d.-b), as less than 60 per cent of the cohort were second-year psychology undergraduates, additional guidelines were provided to support the development of skills in conducting literature searches and critically evaluating academic sources. Finally, to clarify meaning and purpose (CAST, n.d.), the toolkit mapped onto three of the four learning outcomes for our module: (a) summarise key theories, (b) critically evaluate the supporting research, and (c) apply both to real-world examples.

A toolkit for applying theory and research to the real world

We outline three complementary components: Book selection, Jigsaw activity and written assignment.

Engaging students: Book selection

Students could select one of four best-selling autobiographies focused on experiences of pressing social issues during childhood and adolescence; these included poverty (Imafidon, 2023; O'Sullivan, 2024), immigration (Sissay, 2019), war (Filipovic, 2006), incarceration (Imafidon, 2023) and growing up in the care system (Sissay, 2019), representing diversity with authenticity (CAST, n.d.-c; Appendix A; https://osf.io/ckj6a/). 

Optimising choice and autonomy (CAST, n.d.-d), students chose a book by week 6 (i.e. halfway through the semester). This step (a) ensured that students already had some degree of understanding of the module material when selecting their autobiography, but (b) allowed them to engage with materials in the second half of the course with the real-world examples and written assignment in mind, and (c) practically, enabled us to plan for marking workload.

Supporting in-depth learning: Jigsaw reading

Jigsaw reading is a cooperative learning strategy (Aronson, n.d.; Reading Rockets, n.d.); students first focus on one topic (e.g., theory) in small groups, becoming an 'expert', and then move to new groups to explain their topic and learn new topics (Minnesota Literacy Council, n.d.). Fostering reflection through collaboration and collective learning (CAST, n.d.-f, n.d.-g), they work together to complete a 'Jigsaw' understanding of a complex puzzle.

To support students in preparing for the written assignment, academic articles on relevant theories and conceptual models for the autobiographies were selected (Appendix B and C). A week before the in-class activity, students were assigned to a Jigsaw stream, corresponding to one of the articles. Each stream was provided with a bespoke set of guiding questions for their article, ensuring that students were extracting and summarising key theories, frameworks and concepts, and considering real-world applications. Students were instructed to read their article, supported by the guiding questions, before coming to class.

The in-class activity was structured in three parts. First, in groups of four, students met within their Jigsaw stream (i.e. with those who had read the same article). Discussion questions were provided to encourage them to summarise the key theories and concepts presented in their paper, the evidence supporting them, and the quality of that evidence. Second, students formed new groups (i.e. with those who had read the other articles). A new set of integrative questions was provided, encouraging peer learning and reflection on the implications of theories for public policy and interventions. Third, students reported to the class as a whole, allowing the instructor to synthesise, reframe, and highlight key learning.

While our Jigsaw activity was designed for a two-hour session with 200 students and delivered in weeks six and 12, it can be adapted, for example, for a one-hour class or smaller cohort.

Demonstrating critical thinking: Written assignment

Students demonstrated their learning, applying theories from the Jigsaw activities and supporting empirical research to the autobiography, in a final written assignment. The assignment brief (Appendix D, https://osf.io/ckj6a/) clearly outlined expectations (e.g. apply two theories), provided a sample structure for the 1500-word essay, and highlighted how students could achieve top marks in line with university grading guidelines. To support skills development, a resource on searching academic literature and evaluating empirical evidence was provided (Appendix E, https://osf.io/ckj6a/).

Evaluating the toolkit: Student voices

Student evaluations provide insight into their perceptions and experiences of the toolkit.

Two out of three (62.5 per cent) students agreed or strongly agreed that the applied nature of the book essay assignment was helpful for their learning. Students noted that they "[loved] the book idea behind the final essay. It helps you to understand and apply your knowledge" and that "although challenging, [it gave] me a much greater understanding of [...] theories and has so broadened my research". 

Highlighting the importance of a book-based assignment for students who may be disengaged with reading, one student noted: "I am dyslexic and reading for me can be tiring and a struggle at times. I wanted to thank you for putting up a book option as it really made me have to finish the book; usually, I give up on books after a couple of chapters. I felt so accomplished when I completed the book. Thank you for gifting me that opportunity, I have currently read another book".

Two out of three (62.5 per cent) students agreed or strongly agreed that the Jigsaw reading activities were useful for preparing for the essay. Students noted that "the idea behind the jigsaw readings was great, as it meant we could learn via teaching each other" and that it "was really helpful in the final [assignment]".

Applying the toolkit

Applying UDL principles, our toolkit engaged students through in-depth learning, providing a way for them to demonstrate critical thinking by applying theory and research to the real world. We hope you will adapt the open access toolkit in your own teaching (https://osf.io/ckj6a/). Please let us know if you use it, how you adapt it, and what students say using #PSY20020 on Bluesky at @iniccraith.bsky.social and @lauraktaylorphd.bsky.social.