Teaching Approaches
NEW: A vision for education and skills at Newcastle University: Education for Life 2030+
Our Leading Edge Curriculum is built around a core pedagogic principle: active learning. Across programmes, we design learning that is engaging, inclusive, and transformative, so students can connect theory to practice, develop confidence and capability, and graduate ready for their future and the world in which they will live and work.
Active learning can be embedded in both in-person, synchronous teaching and online, asynchronous study. In-person sessions focus on purposeful participation — through discussion, problem-solving, collaborative work and experiential tasks — while online activities and resources support flexible, equitable and self-directed independent study. Throughout the curriculum, students are also encouraged to reflect regularly on their learning and their development of Education for Life skills and attributes.
To support different disciplines, learning outcomes and cohorts, active learning may be expressed through a range of approaches, including:
- Problem-based learning, where students investigate and respond to authentic challenges in small groups, with colleagues facilitating learning.
- Collaborative learning, which encourage students to work together in groups to research, plan, and solve problems in a social, peer-learning environment.
- Experiential learning, where students learn through structured hands-on experiences (for example, labs, fieldwork, placements, simulations, studios or community projects).
- Reflective learning, where students build “learning to learn” capabilities through activities such as reflective writing and structured self-evaluation.
When choosing programme-wide, module-wide, or activity-level teaching approaches, consider:
- Which approaches are most appropriate for your discipline and cohort — including intercultural considerations
- How the approach supports intended module and programme level learning outcomes and Education for Life skills and attributes.
- How learning activities and assessment align, including opportunities for reflection and feedback
- How the approach is scaffolded across stages to ensure equity, inclusion and student success from year one onwards
- How in-person teaching is enhanced by online asynchronous learning to support flexibility and access
Each approach we highlight — whether it’s active learning in a lecture through quick polls and peer discussion, experiential learning through authentic practical work, or deeper inquiry through problem-based scenarios — offers distinct ways to enrich the student learning experience. Explore the pages below for guidance, benefits, challenges, and practical tips for implementing these approaches effectively at Newcastle.
Problem-based Learning
Students solve real-world problems, identify knowledge gaps, research independently, and analyse solutions to actively build understanding rather than passively receive information
Collaborative Learning
Collaborative learning activities encourage students to work together in groups to research, plan, and complete projects, solving problems and sharing ideas in a social, peer-learning environment.
Experiential Learning
Experiential learning builds understanding through hands-on engagement, helping students connect theory to practice and strengthen critical thinking and real-world problem-solving
Reflective Learning
Teaching approaches that embed regular reflection help students become independent, resilient, collaborative, and critically minded problem-solvers who understand how to learn effectively