This page contains free high-resolution illustrations covering a broad array of educational theories and concepts. The images are included in the forthcoming book Deep teaching and learning in higher education: A curriculum for transformative teachers and faculty developers. You are free to use the graphics in your teaching and training presentations or in your student papers or academic articles. Many illustrations cite source authors in the graphic. Please see the references section below for these secondary sources to include in your presentation's or paper's bibliography.
Example citation for original illustrations (APA):
Marchand, A. (2023). Image title [png]. DeepTeaching.cc. http://deepteaching.cc/illustrations
Example citation for secondary sourced illustrations (APA:
Include above citation and original author citation provided. In sentence, write original author first (AUTHOR, YEAR, as cited in Marchand, 2023)
Alberta Learning. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Alberta Learning.
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Ebbinghaus, H. (1908). Psychology: An elementary textbook. DC Heath.
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43–71.
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Hamilton, D. (2014). Building a culture of pedagogical inquiry: Institutional support strategies for developing the scholarship of teaching and learning. Advances in Scholarship of Teaching and Learning, 1(1).
Hamilton, J. G., & Klebba, J. M. (2011). Experiential learning: A course design process for critical thinking. American Journal of Business Education, 4(12), 1–12.
Healey, M., Matthews, K. E., & Cook-Sather, A. (2019). Writing scholarship of teaching and learning articles for peer-reviewed journals. Teaching & Learning Inquiry, 7(2), 28–50.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
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Johnson, L., & Morris, P. (2010). Towards a framework for critical citizenship education. The Curriculum Journal, 21(1), 77–96. https://doi.org/10.1080/09585170903560444
Justice, C., Warry, W., Cuneo, C., Inglis, S., Miller, S., Rice, J., & Sammon, S. (2001). A grammar for inquiry: Linking goals and methods in a collaboratively taught social sciences inquiry course. Society for Teaching and Learning in Higher Education. https://www.stlhe.ca/wp-content/uploads/2011/06/2001-Blizzard-McMaster.pdf
Kerfoot, C. (1993). Participatory education in a South African context: Contradictions and challenges. TESOL Quarterly, 27(3), 431–447.
Kern, B., Mettetal, G., Dixson, M., & Morgan, R. K. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship Reconsidered. Journal of the Scholarship of Teaching and Learning, 1–14.
Kidman, G., & Casinader, N. (2017). Inquiry-Based Teaching and Learning across Disciplines: Comparative Theory and Practice in Schools. Palgrave Macmillan UK.
Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7–44.
Krauss, J., & Boss, S. (2013). Thinking through project-based learning: Guiding deeper inquiry. SAGE Publications.
Kreber, C., & Cranton, P. A. (2000). Exploring the scholarship of teaching. The Journal of Higher Education, 71(4), 476–495.
Larsson, M., Mårtensson, K., Price, L., & Roxå, T. (2017). Constructive friction? Exploring patterns between educational research and the scholarship of teaching and learning. The 2nd EuroSoTL Conference, Lund, Sweden.
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Little, D., & Palmer, M. S. (2011). A coaching-based framework for individual consultations. To Improve the Academy, 29(1), 102–115.
Mayer, R., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187–198.
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Phillipson, N., & Wegerif, R. (2019). The thinking together approach to dialogic teaching. In Deeper Learning, Dialogic Learning, and Critical Thinking (pp. 32–47). Routledge.
Randall, N., Heaslip, P., & Morrison, D. (2013). Campus-based educational development and professional learning: Dimensions and directions. BCcampus.
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Rowland, S. L., & Myatt, P. M. (2014). Getting started in the scholarship of teaching and learning: A “how to” guide for science academics. Biochemistry and Molecular Biology Education, 42(1), 6–14.
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Smith, R. (2001). Expertise and the scholarship of teaching. In C. Kreber (Ed.), Scholarship Revisited: Perspectives on the Scholarship of Teaching: New Directions for Teaching and Learning (Vol. 2001, pp. 69–78). John Wiley & Sons.
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Stufflebeam, D. L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. Guilford Publications.
Sutcliffe, R. (2016). The evolution of philosophy for children in the UK. In Philosophy for Children (pp. 3–13). Routledge.
Swan, A., Jones, J., & Perry, N. (2011). Evidence-based scholarship of teaching and learning: A literature review and preliminary conceptual model. Annual Meeting of the Association for the Study of Higher Education.
Thalheimer, W. (2006). Spacing learning events over time: What the research says. Work-Learning Research, Inc.
Wallerstein, N., & Auerbach, E. (2004). Problem-posing at work: Popular educator’s guide.
Wenning, C. J. (2005). Levels of inquiry: Hierarchies of pedagogical practices and inquiry processes. Journal of Physics Teacher Education Online, 2(3), 3–11.
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Young, N. (2010). The value of the narrative teaching observation to document teaching behaviors. To Improve the Academy, 28(1), 98–111.
Zimmerman, B. J. (2002). Achieving academic excellence: A self-regulatory perspective. In M. Ferrari (Ed.), The pursuit of excellence through education (pp. 85–110).
Updated 2023
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All resources by Dr. Andrew Marchand, a teacher educator and educational consultant from Canada and Vietnam. Learn about the author here. Iceberg photo by size4riggerboots.