Instructional pragmatism: Using a variety of evidence-based approaches flexibly to improve learning

Abstract

Instructional pragmatism is essential for successfully adapting evidence-based active engagement (EBAE) approaches and involves instructors viewing improving teaching and learning as a process. Promoting and supporting instructional pragmatism is critical for ensuring that instructors are not disheartened if EBAE approaches do not produce desired outcome. Cultivating instructional pragmatism entails supporting instructors so that they recognize the value of being patient and optimistic while adapting EBAE approaches and keep a variety of approaches in their instructional toolbox. Here we illustrate an example of instructional pragmatism in which a quantum mechanics instructor did not give up when an EBAE method involving implementation of a sequence of clicker questions on addition of angular momentum did not yield expected learning outcomes. Encouraging instructors to embrace instructional pragmatism and creating a community of educators who support each other and discuss their implementation of EBAE approaches can go a long way in helping students learn physics.