Interteaching: An Evidence-Based Approach to Instruction.

Abstract

This paper describes interteaching as an evidence-based method of instruction. Instructors often rely on more traditional approaches, such as lectures, as means to deliver instruction. Despite high usage, these methods are ineffective at achieving desirable academic outcomes. We discuss an innovative approach to delivering instruction known as interteaching that is derived from the behavioral sciences and has empirical support with regard to applications in higher education. In an interteaching session, the instructor composes a preparation guide consisting of several questions that outline a required reading and distributes the guide during class. Students form small groups and work collectively on the guide while the instructor goes from group to group to answer questions. Following the session, the instructor gives a short, intensive lecture on problem areas. Previous research has shown that this approach is effective and allows for frequent assessment of instructional materials and timely guidance of student progress. Suggestions for application and areas of future research are presented. For an instructor in higher education, the need to stay responsive to the evolving educational system is vital. Over the past 20 years, the nature of higher education has gone through extensive change. The number of students seeking higher education is rising (Snyder & Dillow, 2011), but funding for academic institutions has diminished (Tandberg, 2010).