Svinicki, M. & and McKeachie, W. J. (2014) McKeachie’s teaching tips: strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth.
Ch. 18, Teaching Large Classes (You can still get active learning!) Chapter 18 is another well written, practical guide for teacher educators working at the university or college level. This section explains how to handle important considerations such as using blended learning as an alternative strategy, meaning portions of the class can be held face to face, supplemented by online learning. These online experiences can take the form of online discussions, assessments, portfolios, podcasts, and using websites as resources. Facilitating active learning comes next, with ideas on how to manage large groups while still facilitating discussion and dialogue based learning, which is supported by research as resulting in greater learning than the more passive lecture format. Here again, technology is seen as enhancing instruction. Further, writing can also be incorporated, but in a more truncated format, such as the minute paper, quick summaries, social media related sharing (tweets and posts) or half sheet responses. Calibrated peer review is seen as a way to provide feedback and teacher feedback to groups who share the same ideas or questions. Student anonymity is discussed, and ways to enhance the personal connection with students, even in very large classes. The main idea is that every effort on the part of the teacher supports this goal, even if not all students are reached. Methods such as coffee discussions, online office hours, notes to students, feedback on their work, expressions of concern when not doing well, and encouraging students to form study groups have shown some success. Above all, being organized and planning ahead is essential when teaching a large course. Test preparation, having an online communication method and a class website are critical. Training and supervising teaching assistants is considered, with concrete tips about planning together in weekly meetings and observing classes is advised. Designing courses for active learning is still possible with a large group, though it can take more advanced planning and reliance on technology. Not having taught a very large group of students at the university, the connections I made were of being a student myself many years ago. I recall being one anonymous kid in a class of 200, not knowing the professors name and them certainly not knowing mine. As a good student, I was able to still thrive in these industrial type settings, though I can’t say the learning was significant or permanent. I remember being shocked at the size of these classes and that the professors never know if you attended or not. I don’t want my students to ever feel this way. I pride myself on getting to know each and every student in my classes, and developing a personal yet professional relationship with them. Having taken online courses as part of my master’s degree, I see that there can be a more personal connection if the professor makes the effort, but the connection again is largely anonymous and devoid of personal connection which can enhance learning.
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