Office of Academic Programs
Strategies and Resources for Teaching Large Classes
Classroom management tips for large classes
Writing in Large Classes: Don't Be Overwhelmed With Grading!
Kathleen McKinney, Cross Chair in the Scholarship of Teaching and Learning and Professor of Sociology
Illinois State University.
A few useful general tips followed by 16 strategies (one-liners) for incorporating regular but not grading intensive writing into your class.
Beating the numbers game: Effective teaching in large classes
Richard M. Felder, Department of Chemical Engineering, NC State.
This article contains a realistic set of tips for managing activities in large classes. There are three sections: in-class exercises, out-of-class group assignments, and miscellaneous ideas (the latter is particularly useful).
Implementing Small-Group Instruction: Insights from Successful Practitioners
James L. Cooper, Jean MacGregor, Karl A. Smith, Pamela Robinson
New Directions for Teaching and Learning, no. 81 Spring 2000 (63-76).
The authors respond to several faculty concerns about small-group instruction with useful strategies and discussion of the research. They also deal with the issues of student resistance, logistics, change in methods of assessment, and use of TAs.
Teaching Large Classes
A 15-minute video offering practical suggestions for facilitating learning in large classes, featuring Graham Gibbs, Open University (U.K.)
Tip for learning students names
Create a wiki in Blackboard with as many pages with tables as you need. You may wish to name the pages for a range of the first letter in last names (A-D, for example).
Open the wiki to the class.
Request that students edit the appropriate wiki page, click in a table cell and type their name.
Then, tell them to click the little tree icon, upload their picture, and then click Save.
Notes:
- Images must be in .jpg or .gif format in order to be viewable on the web.
- If a student is uncomfortable with posting a picture, ask for a picture that symbolizes who the person is.
- If the image is too big, tell the student to resize the image.
Learning student names
Joan Middendorf, Director - Teaching Resource Center, Indiana University.
27 strategies!
Encouraging Civil Behavior in Large Classes
by Mary Deane Sorcinelli, University of Massachusetts Amherst
Techniques to increase student engagement in large classes
Getting Started: Informal Small-Group Strategies in Large Classes
James L. Cooper, Pamela Robinson
New Directions for Teaching and Learning, no. 81 Spring 2000 (17-24).
In this 7+ paged pdf article,
the authors describe seven useful and referenced strategies. The strategies are low-risk for faculty and require less adjustment on the part of students accustomed to a purely lecture approach.
Classroom Assessment Techniques (CATs)
At this site, you will find a further description as well as links to online descriptions of some CATs. These techniques can be useful in-class group or individual activities.
Going Deeper: Formal Small Group Learning in Large Classes
Karl A. Smith
New Directions for Teaching and Learning, no. 81 Spring 2000 (25-46).
The author describes and provides many examples from multiple faculty and disciplines. Strategies described are grouped into the following categories: informal strategies with extensions, in-class project work, jigsaw strategies, structured academic controversy, base groups, problem-based learning, restructured lecture-recitation-laboratory, and elliminated lecture, substitution of hands-on laboratory.
Active Learning in Large Classes (24:00 video in multiple formats for variable bandwidths)
from the Innovations in Education series from Stonybrook University's Teaching and Learning + Technology Community
The show describes problem solving activities in a large organic chemistry lecture using clickers and a wireless tablet and mic. The latter allow the lecturer to move around the hall. In addition, there are TAs moving among students helping them solve problems. A component of the success of the strategy is that students are encouraged to problem-solve together. The emphasis is on the learning. The instructor uses 6-8 3-minute activities like this in a "lecture." Students get credit for attending.
Links to other large class resources
University of Maryland Center for Teaching Excellence
See their Large Classes Teaching Guide
Teaching Large Classes
from Pennsylvania State University Schreyer Institute for Teaching Excellence
An extensive set of pdf documents on many aspects of and strategies.
Preparing to Teach the Large Lecture Course
from Tools for Teaching, Barbara Gross Davis.
Tips for preparing and delivering a good lecture.
Teaching large classes: selected resources
from Ryerson University, The Learning & Teaching Office
Extensive set of linked resources in the following categories:
- Guidelines and Strategies for Effective Teaching in Large Classes
- Lecturing
- Classroom Management
- Rubrics
- Assessments
- Student Perceptions of Large Classes
- Student Performance in Large Classes
- Motivating Students
Print Publications
MacGregor,J., Cooper,J., Smith,K., and Robinson, P. (2000). Strategies for Energizing
Large Classes: From Small Groups to Learning Communities. New Directions for Teaching
and Learning, 81. San Francisco: Jossey-Bass Inc.
(Several linked above. Find more chapters in this volume through Google Scholar or UNCG's Journal Finder. Search for 'New Directions for Teaching
and Learning').
Michaelsen, L.K., Knight, A.B., and Fink, L.D. (Ed.) (2004) Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing, LLC.
(Jackson Library: Ebook)
This book describes the use of teams whose membership is stable for an entire semester.
Stanley, C.A. and Porter, M.E. (Ed.) (2002) Engaging large classes: strategies and techniques for college faculty.
(Jackson Library: LB2331 .E65 2002 c.1)
Stein, R.F. and Hurd, S. (2000) Using Student Teams in the Classroom: A Faculty Guide. Bolton, MA: Anker Publishing Company, Inc.
(Jackson Library: LB1032 .S7750 2000 c.1)
Weimer, M. J. (Ed.). (1987). Teaching large classes well. New Directions for Teaching and Learning, No. 32. San Francisco: Jossey-Bass.
(Jackson Library Serials LB2300 .N510)