Dear Ahamed,

I agree with you that large classes teaching is challenging. They require a lot of time, efforts, and materials. Some effective methods include peer teaching, brainstorming, cooperative learning, and case studies. The following links provide helpful tips for managing larger classes.  

http://teaching.uncc.edu/learning-resources/articles-books/best-practice/large-classes/large-class-handbook

http://www.brown.edu/about/administration/sheridan-center/teaching-learning/effective-classroom-practices/lectures-large-classes/tips

Regards

Mohammed

Hello

This type of education dependent upon good planning, effective monitoring, inclusive teaching, appropriate assessment, and ACTIVE engagement by professors and students

In links you'll find a lot of information on this issue

Good Luck

http://www.brown.edu/about/administration/sheridan-center/teaching-learning/effective-classroom-practices/lectures-large-classes/tips

http://www.natefacs.org/Pages/v24no2/v24no2Carpenter.pdf

http://teaching.uncc.edu/learning-resources/articles-books/best-practice/large-classes/large-class-handbook

http://www.crlt.umich.edu/tstrategies/tsllc

A lot can depend on the room set-up; how much scope you have for short breakout sessions in small groups or whether they are in standard fixed lecture seating in benched rows.  I have found that where the room permits flexibility in break out sessions that moving people around and short sessions is successful because it helps in relation to the different learning styles that will be prevalent within the room.  Where the room restricts this kind of activity I have found, increasingly, electronic systems for voting/engaging with questions can help if used wisely.  Another factor in continuous engagement is ascertaining what their motivation for doing so entails - including short Q&A throughout with a sheet for students to peer mark at the end can also help.  It takes a fair bit of time, but if you can find some way of breaking up your teaching so that it appeals in roughly equal measures to the four main learning styles you will be on to a winner.  I  have attached some slides I used when contributing to our Post Graduate Certificate helping new staff learn how to engage with students.  The colour boxes on the bottom (right) of the slides indicate how I think the content of that slide is written in such a way to have activities/thinking/information presented in such a way that staff learning about the different learning styles of students in my session have been taught with a session that does just that for them.  

Dear Brother Shibly please follow this link and you can mine for more...

http://www.facultyfocus.com/free-reports/strategies-for-teaching-large-classes/

Cheers

I suggest you have a look at literature on teaching large classes in Japan.  They generally seem to run a system where teachers reportedly feel comfortable with large classes. There was a book many years ago by William Cummings on primary ed in Japan which I believe made this point.  He may still be reachable at George Washington University in Washington DC.

This is a wide ranging question  but being the 'sage on the stage' attempting to instruct from the front is likely to be extremely challenging and will ultimately lead to the development of passive learners. I would suggest you become the 'guide on the side' using indirect teaching approaches such as cooperative learning and group work. This will develop active learners; allow you to facilitate learning by observing and giving feedback through open ended questioning. Be prepared for considerable planning for such approaches to be effective.

For any teaching event, the main target should be that students should be able to USE  and apply the information being given. in order to do this, they must first comprehend the information. the job of the teacher is to use strategies which would help the learners assimilate the info in the easiest possible way.

the challenge of a large class format (LCF) is to make info absorbable to many at the same time. here are some tips:

a. ensure that the targets you set are according to the prior knowledge of the learners

b. intersperse tiggers / stimuli throughout your lecture where learners know the application of the content and can relate with it

c. keep asking questions for the following reasons:

i. checking comprehension

ii. diagnosing misconcepts

iii. keeping students alert

iv. providing cognitive challenge

d. if you can devise a short activity within the lecture where students have to solve a problem based on the information that you have provided, then that would be excellent

e. make sure you wrap up with a summary

f. try and link your present lecture with the future one

all the best!

Habría que considerar el nivel de estudios: ¿básico? medio superior? o ¿superior?, así como las peculiares condiciones del grupo.

En el nivel superior, probablemente, podría ser útil el aprendizaje  colaborativo sustentado en la investigación formativa.

From my experience, first you must know what is the profile of the students. More advanced students likes more independant work. Then, the planning is the key for the development of the class. Readings, exercises, study cases, and class work are the most popular components. The correct combination with the presentation and didactic material apports a big part in the class succes. Other personal tip, for me, one of the most important, USE THE BOARD. The board allows interaction, and attention capturing. Build your class material without including the totally of the class theme, to force student to take specific notes. I hope this tips helps you to face your large class challenge

I use the technique Team-Based Learning.  The main author of this pedagogy is Larry Michaelsen.  You split your large class into teams of 5-7 people, then hold those people responsible for learning, decision making, and practical application.  The 4 S method of designing class exercises, and the Readiness Assessment Process of motivating students to read and apply the material is VERY effective.  Individual accountability is enhanced since individual abilities are accessed by their team members.  More information:http://www.teambasedlearning.org/

Teaching large classes is particularly challenging, and newer faculty are likely to be assigned to teach at least a few of them. The resources below can help you keep your students actively engaged and minimize the time you spend grading, effectively and efficiently. For more information please follow this link.

Regards

http://serc.carleton.edu/NAGTWorkshops/earlycareer/teaching/LargeClasses.html

Mixing presentation power poin with writing on the board in the same lecture in my experience acheive this purpose

 Large lecture halls with rows of fixed seats are badly designed for collaborative  learning. 

Students can work with their neighbors and people behind and in front of them and on steps and the floor, as well as in laboratory or discussion sections.  Many institutions are also building café‐style seating to facilitate group work. 

Best Practice Tips

• Active learning strategies reduce time available for traditional lecturing and therefore the amount of information that can be covered.  Use strategies such as Just‐in‐Time Teaching (JiTT) and clicker questions to hold students responsible for their own learning before class and cover just as much information (see our reviews on JiTT and clickers).
• Start small and simple – start with one active learning exercise in each class meeting and add more when you gain proficiency and are secure with the method.
• During peer discussion, instructor and teaching assistants should move around classroom listening and, when necessary, asking questions to help the students in their thinking.  The instructor’s role shifts from lecturer (“sage on the stage”) to facilitator (“guide on the side”).  This gives the instructor the opportunity for student observation and assessment of student learning.
• Consider using strategies to keep control of the classroom during active learning activities. These might be ringing a bell or dimming the lights to gain students' attention.
• Give clear instructions. State the goal students should meet, how much time they have for the activity, what procedures they should follow, and with whom they should partner It is good to put directions for in‐class activities on an overhead or a PowerPoint slide so that students have something to refer to as they begin the activity 

Kristin McCully et all, Innovative Teaching Strategies for Large‐Enrollment Science Courses (Reviews available at: http://tiny.cc/large_course_strategies) Focus on: Enhancing Lectures with Active Learning

There has been a useful project on teaching large classes in Australian Universities - see www.olt.gov.au/system/files/resources/teaching-large-classes-report.pdf.

Two main, predictable points emerged:

1. There are qualitative differences in the way good teaching practice is enacted in large classes, but the basic principles of good teaching remain the same, and

2. the importance of management, particularly resource allocation cannot be underestimated if the students in large classes are to be engaged in a quality learning experience.

In my view, the other important consideration and research relates to teaching large online classes. Research recommended includes Wright, R., Jones, G. & D'Alba, A. (2013). Person over pedagogy: Rapport-building traits of online instructors. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (pp. 1603-1612). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). They reported the importance on Social Presence, Personal Connection and Enjoyable Interaction. So, the challenge in large online classes is - how might the design, management and instructors of large online classes enable these to be enabled?

On-line education can be applied for thousands.

It necessitates a great attention by the teacher and changing method time to time

https://www.researchgate.net/post/Do_you_use_some_comic_art_in_your_teaching

Look at PBL and online learning.

The size and the age of the students are important.  Large size can be accomodated using electronic means ...over 50.  Large sizes can also be taught applying a pace where some things are are more teacher-fronted and some more student-centered...For younger students , assistants may be required with specific duties when one has a large class...over 35 students? It also depends on what subject is taught...

i would structure the class with visuals and activities to get students engaged, apply "games" in groups as a network so they can connect and work in assignments where they need each other for a holistic vision, sort of a puzzle to resolve, this may wake up their interest.

managing large classes can be done by optimizing peers as a tutor, then the class is broken down into small groups to discuss topics

items you want delivered

Teaching in a large class situation is always a challenge. One  effective  method may be to break the teaching session into 10- minute- cycle. and to call a student randomly at each of this-10- minute cycle to recap the important points discussed.

A good collection of evidence based good practice examples in the field of physics can be found here https://www.physport.org/

Teaching classes such offers is a chance to diversify it with different methods, eg the keynote combined with group work provided by guiding questions and subsequent analysis of the same in plenary. This involves collaborative work, critical thinking and knowledge management between teachers and students.

Some tips for the application of good practices in large classes are:

• Be motivated and enthusiastic for the attention of students;

• Facilitate the participation of all students

• Make connections between previous learning, the current class and emerging issues;

• Connect student learning to real-world applications;

• Use visual aids, handouts, notes skeleton class and based on issues to facilitate active learning activities;

• Promote interaction and collaboration with students during lectures to ask questions and expect answers;

• Use a mix of activities to break the conference and participate with students (debates, discussion forums)

• Assess student understanding regularly (eg, contests or real answers Mini / False).

• Recognize some of the key topics that students might face (for example, time management, especially at the time of allocation, management of study and paid work);

• Communicate access times for teachers and tutors. It is important to do this early and often;

• Promote support services early and often; so that students know where they can go for help.

Great topic, I would focus on teaching strategies, make it collaborative in nature or pair to share and scafold.

Please look some of my articles in this profile. I have extensively described the use of cognitive apprenticeship. 

Kind regards

NP

Hi Ahamed,

My first approach is to try to consider that the large class is a normal class - and where possible work hard at establishing rapport with them. There are also technological solutions which can help with maintaining dialogue with students. I have pasted below some articles on the topic. Cheers, Kevin

Larkin, K. & Jamieson-Proctor, R. (2015). Using Transactional Distance Theory to redesign an Online Mathematics Education Course for Pre-Service Primary Teachers. Mathematics Teacher Education and Development (MTED). Online First. http://www.merga.net.au/ojs/index.php/mted/article/view/193

Larkin, K. (2014). Restructuring a pre-service teacher mathematics education course to develop Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK). Paper presented at STEM 2014: STEM Education and our Planet: Making Connections Across Contexts, Vancouver, (July 12 - 15). Acknowledged as Best Paper Award at this conference.

Larkin, K. & Jamieson-Proctor, R. (2013). Transactional Distance Theory (TDT): An Approach to Enhancing Knowledge and Reducing Anxiety of Pre-Service Teachers Studying a Mathematics Education Course Online. in V. Steinle, L. Ball & C. Bardini (Eds.) Mathematics Education: Yesterday, Today and Tomorrow. Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia: Melbourne, (July 7-11, 2013)

Thank all of you for very interesting answers. I add some of my tips. 

1) As was mentioned using small tests is good interactive tool of learning and I fully agree. It is perfect for reviewing.

I often use short or longer tests with multiple choise, where good answers are creating interesting password. For example "PERFECT" or "By mystakes we learn" - sometimes in different language or in opposite way. Questions are on Power Point slides. It takes only a few minutes and evaluation is very fast.

2) I interrupt the theoretical explanation with personal story about author of the concept or historical person connected with the problem.

3) During peer discussion are various groups dicscussing different poinst of view. For example one group is looking for positives of special schools for disabled children and the other for positives of integration children with special needs in normal schools.

4) Students can create homework together in one document on Google disc. The link to the document is possible to share with all students and give them instructions to add some small text, link, name, paragraph, quotation to the topic. For example:

- everybody add one link to scientific article about the topic

- find and add one interesting man or woman with physical disability who become succesful in their field (when we learn about integration)

- recommend a book which could be usefull to bibliotherapy. Explain why.

Best regard, Jitka Varekova

Teaching Large Classes

By Adam Wilsman, CFT Graduate Teaching Fellow  

Teaching a large class poses many challenges, both in and out of the classroom. In the classroom, large enrollments can promote student disengagement and feelings of alienation, which can erode students’ sense of responsibility and lead to behaviors that both reflect and promote lack of engagement.  Logistics can also be a challenge when teaching a large class. How does one best manage the daily administration of what can often feel like a small city?

Here, we present strategies to help instructors deal with some of the challenges associated with teaching large classes:

For more plz read at following link.

https://cft.vanderbilt.edu/guides-sub-pages/teaching-large-classes/

If it is just notes I will post them on line each week ahead of lectures, so some can start studying if they are slow.

For courses with lab, the students will sit in tables 7-8 per table and interact and do the practicals together, the fastest will help the weakest.

http://breda-guide.tripod.com/New-5.htm

Large classes are here to stay. The way to go is to dive in innovations of managing large classes, match the resources with the numbers including the teaching pedagogies.

Let them learn and take the responsibility of learning. Pause the correct question and give a further engaging response rather than concluding remarks.

Break the lecture in to short segments of 15-20 minutes and give activity in between. Rely on assessment as learning as much as feedback

I am sure the group is awear about think, write pair and share or buzz groups or debate and 2 minute paper and voting

we need to be inivative and create fun abd leave them with some thing to ponder and we have explore ways to infusing confidence amoung students as lecture progress