Slow Teaching with Low Tech Approaches

Originally published March 13, 2026

March has brought a welcome shift towards warmer, sunnier days and with it an invitation to step away from our screens and reconnect with the outdoors.

Teaching and learning scholarship also invites us to slow down our learning environment, even for brief moments, in order to reinforce that learning—particularly deep learning—takes time and benefits from no- or low-tech moments (Mihai 2026; Abadal 2025). In response to the growing prevalence of tech use and tech dependence in our learning environments, there is an increasing interest in slowing down, in ‘slow learning,’ ‘slow teaching,’ and ‘slow thinking’ with low or no tech teaching approaches to combat ‘cognitive fatigue’ and re-engage students in the learning process (Kell 2024; McMurtrie 2025; Scully 2025).

This slow pedagogy framework encourages us to consider how we can support both instructor and student well-being by slowing down to focus on process over product while retaining a rigorous learning environment that promotes critical thinking, inquiry and reflection (Shaw, Cole & Russell 2013; Fournier 2024; Duong in Stachowiak 2026).

To incorporate slow learning approaches this term, consider one of the following low-tech strategies to support joy, wellness, and deep learning with your students.

Get your students (and yourself!) outside

• Whether teaching virtually or in-person, consider giving students an entire class or 10-15 minutes at the start or end of class to get outside and report back “on what they did, how they felt and how it will help them succeed the rest of the quarter” (Listen on the Teaching in Higher Ed Podcast).

• Support inquiry, personal growth and reflection with denoted class time for sit spots where, instead of a one-time ‘get outside’ activity, students hold themselves accountable to returning to the same spot over time. Sit spots can be an effective teaching tool, especially when students are encouraged to record their thoughts or questions on paper or in notebook as they arise in these tech-free moments (Strich 2012; Siegel and Blom 2025, p.1414). 

Create device-free moments for reflection

• Invite students to put away their devices for ten minutes at the start or end of an upcoming class. Then provide guided prompts for students to reflect on the connections between course materials and their lives either through a discussion or a written reflection. This reflection can be collected and used as either formative feedback to assess where students are at with their learning or as part of a participation or student engagement grade.
• Teaching virtually? Challenge students to only keep their Zoom screen open and put away their phones for 5-10 minutes as they work on a reflection prompt; the same can be asked of in-person students too. When time runs out, consider asking students how long they managed to keep away from another tab or device to show them how easily we get distracted and the impact this might have on our ability to focus on the task at hand (Mihai 2026).

Provide mindful or movement breaks

Both in-person and virtual students’ academic achievement is positively improved from movement breaks. A guided stretch or short exercise, or even five minutes of an unstructured prompt to get students up and moving before resuming class, supports both physical and mental health that is correlated to stronger focus and improved learning (Ferrer and Laughlin 2017; Fenesi et. al. 2018).

Looking for more ideas?

Read Kate Nesbit’s Post-It Pedagogy, which explores creative no-tech learning activities using sticky notes. Find strategies for addressing digital distractions in the classroom in our Guide to Teaching, Learning and Assessment, and reach out to an Educational Developer to brainstorm ideas specific to your teaching.

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