Context: Respect for Student, Warmth, Emotional Safety, Personal Interest in Student's Lives
Context: Development approach to curricula and to classroom assignments and learning goals
Content is used to build knowledge and core competencies in the discipline	Instructor as Facilitator or Guide for Learning	Increasing Student Personal Responsibility for Learning	Integration of Assessment into the Learning Process	Power  sharing with student in the classroom
Backwards Design Focus on Why they need to learn this material Development of critical thinking skills (moving up Bloom's Taxonomy to level 4-6) Organizing schemes Use of real-world problems and problem-solving Use of content to encourage lifelong learning in the discipline Community engaged learning Service Learning Focus on development of discipline-related skill e.g. ability to evaluate primary source material, understanding of research methodologies, patterns of inquiry within the discipline	Objective Map (alignment of course objectives, learning processes, and assessment) Explicit use of SMART objectives Teaching strategies accommodate different learning styles Think-Pair-Share Problem-Based Learning POGIL Other Collaborative Learning methods Student Panel Presentation Student substitute teaching Student-led class dicussion	Learning approaches (e.g. deep vs. surface) KWL or KWLA Metacognitive exercises e.g. assignments focusing on student personal goals, assessment of individual progress, use of effective study strategies, readiness to change and learn, Perry's Developmental steps Student-led original research projects Exam Feedback Emphasis on learning skill development, e.g. SQ4R (for reading) Concept Maps Effective note-taking Technology skills Group work skills Writing skills Oral communication Information literacy skills (framing questions, accessing and evaluating sources, evaluating content, using information legally)	Formative assessment procedures, e.g. revisions to papers group exams following individual exams Effective use of Rubrics Use of peer and self-assessments as part of the content learning in the course Multiple opportunities to demonstrate mastery and to demonstrate learning from mistakes Students are asked to justify their answers when they disagree with the instructor Explicit agreement on timeframes for feedback between students and instructor Use of "authentic" assessment (based on what professionals and practitioners do)	Student involvement in determining elements of course content Students are encouraged to explore additional content via assignments or projects Students encouraged to express alternative perspectives, if appropriate Contract grading Mastery grading Student choices in completing assignments (e.g. multiple paths to achieve goal) Flexibility and student input on course policies, assessment methods, learning strategies, and deadlines Class and other assignments are "opportunities to learn"; flexibility in working with students around these opportunities both in and out of class

Important Note: Not all of these elements are appropriate for every course, and LCT instructors are not expected to make use of all of these strategies in all of their courses!  This chart is meant as a way to help instructors understand that LCT provides an overarching, coherent approach to teaching that encompasses the diverse literature on pedagogy. 

Sources: This chart is based mostly on the work of Weimer (2002) and Blumberg (2009).

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