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Small Teaching

What Is Small Teaching?

Small Teaching, as defined by James M. Lang (2021, 2nd edition), is a framework for improving learning through small, strategic changes that can be integrated into existing teaching practices. Examples of small teaching changes include (but are not limited to):

  • Low- (manageable) effort, high-impact (teaching, learning)
  • Based on learning science
  • Incremental and adaptable
  • Sustainable across different courses and contexts

Why Start Small?

Trying to change everything all at once can be overwhelming. Approaching course or teaching changes without a plan can be time consuming and payoff in student learning can vary. Small teaching change:

  • Increases instructor confidence and agency
  • Builds momentum for broader transformation
  • Helps instructors respond to student needs in real time
  • Encourages reflective practice

Small, intentional changes in your teaching → significant gains in student learning.

Manageable, intentional prep. Immediate impact.

Example Small Teaching Strategies

Prediction
Encourage students to make predictions before learning new content.

  • Example: “What do you think will happen if…?” or “Why do you think this process works this way?”
  • Benefit: Activates prior knowledge and primes the brain for retention.

Retrieval
Give students opportunities to recall and apply what they’ve learned.

  • Example: Begin class with a two-minute recap or “What did we talk about last time?”
  • Benefit: Strengthens memory and understanding.

Connection
Help students link new content to their lives or previous knowledge.

  • Example: Ask, “How does this concept show up in your major or future career?”
  • Benefit: Increases relevance and engagement.

Reflection + Planning

Part I: Reflect

  • What went well in your teaching last semester? Why?
  • Where did students seem to struggle the most?
  • What small moment in class stood out as especially engaging or impactful?
  • What is one thing you’ve been meaning to try or change in your teaching?

Part II: Plan
Choose 1-2 small changes to implement this semester.

Focus AreaSmall Change You’ll TryWhen You’ll Try ItHow You’ll Know It’s Working
Engagement
Learning Assessment(s)
Connection

Getting Started with Small Teaching

GoalTry This Small Teaching Tactic
Increase participationUse “Think-Pair-Share” for warm-up questions
Support skill developmentAdd weekly low-stakes quizzes or reflections
Clarify assignment purposeUse the TILT format: Purpose, Task, Criteria
Foster motivationStart class with a real-world example

Keep It Sustainable

You don’t have to redesign your entire course to make it better. . . . Start small. (James Lang)

  • Set a reminder or calendar hold to reflect after milestone moments in the semester (e.g., 4th-week progress reports, mid-terms). Connect with FCT&L to support reflection and small teaching changes.
  • Use a teaching journal (e.g., Google Drive) or post-class notes.
  • Share what’s working well with colleagues in your department or college.
  • Discuss small teaching changes (or envisioned changes) with FCT&L for inspiration and feedback.
  • Schedule a FCT&L observation for small teaching change implementation.

Resources

Contact

Faculty Center for Teaching & Learning
Crabbe Library 318
fctl@eku.edu
eku.edu/fctl/