This issue of Into Practice is adapted from Instructional Moves content produced by the Teaching and Learning Lab at the Harvard Graduate School of Education.

Though Timothy Patrick McCarthy, Lecturer on History and Literature, Public Policy, and Education, plays an integral role in class discussions for his course Stories of Slavery and Freedom, students are responsible for leading the majority of classes through an exercise McCarthy refers to as “provocation.” “The provokers do not come in and give a summary of what we’ve read or a mini lecture about the top-line themes that might emerge from the assigned readings. I really want them to find some way to literally provoke us into conversation, get the juices flowing, and try to get all the students to think about something urgently at the outset of class.”... Read more about Enriching learning through student-led provocation

Ronald Heifetz, Co-Founder of the Center for Public Leadership and King Hussein bin Talal Senior Lecturer of Public Leadership, uses experiential teaching methods like student case analysis—where students collaboratively develop and analyze cases drawn from their own work experiences—to promote deeper engagement and stronger retention of leadership concepts.

The benefits: Teaching leadership as practice in the Harvard Kennedy School’s MLD 201 Exercising Leadership: The Politics of Change and MLD 364 Leadership from the Inside Out: The Personal Capacity to Lead and Stay Alive requires not only... Read more about Student case pedagogy: Learning from their own experience