BEATING THE NUMBERS GAME. 1997 ASEE Annual Conference, Milwaukee, WI, June 1997.
Richard M. Felder Department of Chemical Engineering North Carolina State University Phil Wankat wrote somewhere--and I agree--that anything you can do in a large class you can do better in a small one. When we find ourselves teaching a mob, it's easy to throw up our hands, conclude that there's no chance of getting any responsiveness out of 150 or 300 students in an auditorium, and spend 45 hours showing transparencies to the listless 60% who bother to show up from day to day. We can generate some interest by bringing demonstrations to class, but there are only so many hydrogen balloons we can explode and even they lose their impact after a while.
Fortunately, there are ways to make large classes almost as effective as their smaller counterparts. Cooper Robinson NDTL81Ch1Argument. Teaching Large Classes:Unpacking the Problem andResponding Cr. Large Class Teaching Challenges and Possible Responses. Below are some strategies which have been proposed for addressing common challenges in large class English teaching.
This list of challenges and possible responses came from a review of writings on large class teaching initially undertaken by Rajapriyah Anmpalagan and refined through discussion with Richard Smith, Mais Ajjan and Harry Kuchah Kuchah in 2012. Here is a list of teachers' own responses to these challenges, from questionnaire research based on this literature review which was carried out by Rajapriyah Anmpalagan and Richard Smith later in 2012. Peer feedback to reduce the burden of marking homework “I have too much homework to mark. It becomes almost impossible to give effective feedback for everyone. " Engaging students in peer feedback, in other words getting them to comment on / mark one another's work might reduce the marking burden for the teacher significantly. 1.
Source: Shamim, F., Negash, N., Chuku, C. and Demewoz, N. 2007. 1. 1. Source: Ajjan, M. and Smith, R. 1. 1. Teaching Large Groups (Lectures) Lectures are a significant part of a university student’s learning experience and are an efficient means of delivery.
However, is sitting in lectures a particular effective way for students to learn? There is not easy answer to this question and has been hotly debated across all continents for a substantial period of time. 137815. Faculty Innovation Center. As the number of students in a class increases, so do the challenges in creating an effective learning environment.
The seminal Seven Principles of Good Practice in Undergraduate Education (Chickering & Gamson, 1987) have become a template for high-quality college teaching, and a roadmap for creating interactive and engaging classroom experiences for large classes: Encourage Contact between Students and Faculty Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. You set the tone for the social experience of your course from the very first day. Be grateful and enthusiastic when you answer questions.
Teaching Strategies: Large Classes and Lectures. Eliciting participation, questions, and even attention from a sea of faces in a large lecture hall can be a difficult task.
Instructors often seek ways to make large classes feel smaller. The links in this section provide information about classroom management techniques, suggestions for effective lecturing, and a list of additional resources and articles about large classes. Teaching Strategies: Large Classes and Lectures. Higher Education Academy. Describes the range of methods used to teach large groups, usually over thirty or forty students.
This threshold number is dependent upon discipline and organisation, however, with economies of scale being an influencing factor in curriculum design, academics are continuing to see their group sizes increase. Tools for Teaching: Managing a Large Class Size. In a recent conversation with a public high school teacher, she explained that this year, her social studies classes increased in size to nearly 40 students.
Resignedly, she added, "Well, there goes group work. " Do you have more students this year? Education budget cuts across the country are one cause of class-size increase in public schools. If you've found yourself with larger class sizes, or you're a new teacher still grasping the often overwhelming experience of one of you and many of them, here's some helpful tips: Tip #1: Don't Give Up on Collaborative Grouping Students need opportunities to check in with each other around their learning, ask questions, guide each other and reflect together. Tip #2: Accept That Things Take Longer Accept that presenting and discussing a unit's learning objectives may have taken 20 minutes with that smaller class in the past, and probably takes twice as long with this larger group.
One remedy, especially when it comes to checking for understanding? Teaching Large Classes. Handling Student Grades Grading in Large Courses: Common Problems Large courses come with grading problems familiar to instructors across a range of disciplines.
On the one hand, we don’t want to have so many graded assignments that we bog ourselves down with incessant grading. On the other, we do want to have enough assessments that we have a fair grading system for our students and ourselves. Is there a way to strike a balance between these two things without relying entirely upon multiple choice exercises? Rethinking Formative Assessments There are several ways to incorporate more formative assessments into our class that do not add significantly to our workload, but give students and instructors the critical feedback that they need.
Teaching Large Classes. Teaching large groups. A Survival Handbook for Teaching Large Classes. There is no.