8-Week Teaching Best Practices

Plan with backward design and ruthless focus. First, align all activities to your learning objectives, then trim content by priority. Classify topics as “must know” (essential concepts), “need to know” (important but can wait), and “nice to know” (supplementary), and drop or postpone the lower tiers.

Build each week as a self-contained module with all readings, activities, discussions, and assessments in one LMS module. Use concept maps or lists of big ideas to focus students. Consolidate tasks where possible – e.g. combine similar discussion prompts or fold reflections into projects. Finally, provide a clear roadmap each week to guide focus.

Set a predictable, scaffolded pace and communicate it clearly. Use a detailed schedule and consistent deadlines (e.g., all due on Sundays). Include time estimates for all tasks and provide a weekly checklist or planner.

Encourage students to submit a time management plan in Week 1. Use LMS tools to send reminders, alerts, and progress updates. Emphasize campus resources and promote tools like study planners or digital calendars.

Use active learning every week: discussions, case studies, or mini-projects. Boost interactivity with polls, group tasks, or short debates. Keep communication consistent and feedback timely. Provide weekly overviews, learning outcomes, and summaries. Incorporate low-stakes assessments and maintain presence with video updates, discussion replies, or virtual office hours.

Use Universal Design principles: present content in multiple formats (video, text, slides), ensure all videos have captions, and all images have alt text. Use a consistent, clean layout with readable fonts and logical headings.

Provide transcripts and written summaries. Write in plain language and avoid unnecessary jargon. Include an accessibility statement in your syllabus and direct students to support services.

Front-load preparation: build all LMS modules before Week 1. Use rubrics and peer review to streamline grading. Limit the number of unique assignment types.

Block time weekly for grading and feedback. Reuse and adapt previous course content rather than starting from scratch. Collaborate with peers or instructional designers to optimize content.

Begin with learning outcomes. Identify essential content and divide it into 8 weekly modules. Use concept maps or ‘big idea’ guides to define each week.

Cut or combine tasks that are not critical. Maintain strong alignment between activities, content, and assessments. Consult instructional designers or use conversion checklists.

Use backward design by identifying key learning outcomes first. Prioritize essential topics and eliminate or combine non-essential assignments. Scaffold content across weekly modules, each focused on specific objectives. Use flipped classroom strategies (e.g., pre-recorded lectures) to allow in-class time for application.

Example: Combine weekly discussion posts and reflections into a single assignment that prompts both critical thinking and personal response, such as analyzing a case study while reflecting on its real-world impact.

Provide weekly checklists, clear deadlines, and frequent feedback. Use gamification (e.g., Kahoot, Quizizz), real-world applications, and peer interaction (discussion boards, group work).

Example: Start each week with a short video introducing the week’s theme and how it applies to a real job scenario or a current event, and invite students to comment or contribute a related example.

Streamline assessments with rubrics and auto-graded quizzes. Use peer review and targeted feedback instead of lengthy comments. Focus on low-stakes, formative evaluations when possible.

Example: Break a term paper into stages—outline, rough draft, peer feedback, final version—with clear rubrics and shorter grading times per submission.

Balance synchronous and asynchronous learning. Use interactive tools (Padlet, Flipgrid), short videos, and collaborative tasks. Create a sense of community early with icebreakers and regular communication.

Example: In the first week, use Flipgrid for student introductions, followed by weekly video check-ins or discussion prompts that students respond to with short recordings.

Use in-person sessions for activities that benefit from interaction (labs, discussions), and deliver lectures or theoretical content online. Ensure a logical connection between modalities.

Example: Assign online video lectures and readings in Week 1, then use in-person class for a simulation or debate that applies those concepts.

Teach time management in Week 1 with audits or planners. Use consistent due dates and break large tasks into smaller chunks. Provide tools like digital calendars and encourage use of planners.

Example: Require students to complete a study schedule as an assignment in the first week, then reflect on their progress at midterm.

Provide a thorough orientation, set expectations early, and use quizzes or mock tasks to assess readiness. Promote support services like tutoring or academic coaching.

Example: Include a low-stakes quiz based on the syllabus and course navigation video, and reward completion with extra credit.

Typical challenges include falling behind, tech issues, or motivation drops. Use proactive communication, provide tech guidance, and foster connection.

Example: Use a shared Google Doc where students can anonymously post questions or concerns, which you address weekly in a course update.

Prioritize foundational knowledge. Use flipped learning and hands-on activities like simulations or projects. Provide supplemental resources for deeper learning.

Example: In a STEM course, replace lectures with recorded demonstrations and spend live time solving related problems in groups.

Stagger deadlines, use low-stakes assessments, and limit high-stakes pressure. Include optional extra credit or wellness check-ins. 

If you do use high-stakes assessments, make them achievable by breaking down the assessments or projects into smaller steps that are due weekly. Incorporate these chunks into their weekly practice.

Example: Assign brief weekly reflections instead of a midterm, letting students connect their learning to personal experiences or goals.