Dear Firas
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.
Dear Firas
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?
Dear Dr Firas
One of the best methods for large classes is the method of lecture or direct presentation, but taking into account all criteria related to its success, such as mastery of the scientific content, fluency of language, loud voice, etc.
I recently published an articel investigating the effect of attendance on performance in large classes. It seems like particularly behavioral engagement, rather than attendance itself has an impact on students' performance. There are many options to foster behavioral engagement in large classes. For instance, there are "flipped classroom" ideas or Clicker systems that can improve students' engagement.
To me Zoom is the best online teaching platform due to its speed and reliability as compared to LMS and Webax, Blackboard, Skype etc.
In my opinion, it depends on classroom environment and available resources in the classroom. However, I may suggest some methods ,may be useful in your context. Which are as follows. 1.use of Lecture method, 2.use of Power point, 3.small group assignment and presentation method, 4.question-answer discussion method etc.
Large classes are always not easy to teach, but according to my experience, it is easy, both a lecturer and students have to make it easy. In the first place, a lecturer has to learn the diversity, culture and prior level of education of the students. It is important to set the ground or classroom rules that have clear expectation of the lecturer and students. However, this has to be done by allowing students to contribute or be involved in setting the rules. Class management is the key to manage large group of students. In addition, breaking them in groups or peer discussion. According to my experience, it is important for the lecturer to remind students continuously about the ground rules and to rebuke them if they fail to follow. Effective communication both verbally and non-verbally and motivating students are crucial. Nevertheless, this needs good cooperation and relationship between the two parties, otherwise objectives will not be met. In this case there will be better class management, attendance and performance. Hence, there is a need to use different strategies to manage large classes.
The asynchronous debate has worked well for me in developing students' collaboration and critical thinking skills in large classes. This resource bears witness to this success:
https://drive.google.com/file/d/1MNrVVD0c1tePusgdexHm8EzTipJziwDF/view
Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...
Best,
Debra
The best method for learning in large classes depends greatly on the characteristics of the students. I suggest being able to use lectures, but there is an assignment to note important things from lecture material, including material that is considered difficult to question during lectures. Convey the assessment will be determined on the activeness of students in the delivery of opinions during lectures.
I have found that preparing material for students to read and view videos on topic to be taught to be done as self study and when they come in for class you divide them in groups depending on how large the group is and Lecturer gives them a problem, statement or an inquiry based question on the material covered. Each group to discuss and then finally each group presents. Then Lecturer gives feedback either after each group presentation or after all present.
But this also depends on the topic being taught. If Lessons are totally online this can happen depending on the type of platform used.
large class has two perception, the meaning of large class (room) and large class (number of participants) in level : initial or advance , if the first meaning is meant then learning will be more interactive & interesting if the number of students matches the size of the classroom, so same treatment if the second meaning, large classes/room because the number of participants and learning activities more effective with group discussions about study case related the major or educational games related to the purpose and objective of subject education, for example : i’ ve class , need large room for size and number of participant, in this module for adult also advance, i teach and guide the participant to elaborate about human factor (sinergy of team work in a group) with a lot of study case, so in this class we are more active with group discussion and gaming..cheers ;)
in places where internet is not available, online teaching is not possible. those apps like google classroom blackboard will not be applucable. Modules are still useful. But in times like this whe everyone is quarantined, how can modules be delivered to students.
I'm very new in teaching line but from my little experience ,I think at the place of 'Teaching' more 'Learning' should be there even for large classes.
Experience based learning can be the right way to help students to learn and understand the concepts and also remember them for a long period of time.
Activity Based learning can also be a right way by making some groups in the class and ask them to do activity related to their subject so that they can easily understand it for longer period of time.
Thank you for your question. What we know from research, you could divid your large group odf students into say 20 groups each of 5-6 students and ask each group to complete a task. Then invite all groups to present (one rep from each group) and open discussion and comments.
I would recommend group discussion often to engage every student in the class. However, variety of methods can be employed through out the semester.
USE GROUPINGS (BASED ON THEIR ABILITIES ) OF THE ENTIRE CLASS AND APPLY DIFFERENTIATED INSTRUCTION.
I think the use of various group works can apply because it will enable you to pay attention and to give guidance to every group.
Lecturing, discussion in the small groups, group works and research groups can be the strategies which emphasize teaching-learning in large classes. They can help the students to individualize the learning in large classes. Thus, teacher facilitate the acquisition of knowledge, skills, attitudes and values.
I use open room method or story-tellers (sticks with name tags). Grouping is also good but sometimes only active members work.
Depends upon the strength of the students we can adopt the appropiriate teaching methodology to teach students. By disscussion, case presentation. Group task can be given or inndividual assignments , so that every student can take part and learning will be better
According to my experience, I would like to suggest that PPT may be used for transacting any concept in a large class room. Then, small group (5 to 6 students)activities may be conducted through task assignment for developing certain learning competencies among them. This may be followed by small group presentation and question-answer sessions in the large group. Different role-plays may also be conducted in small groups on different "themes" and discussion may happen in large group for conceptual clarity and understanding. The teacher has to be a facilitator. He has to go to every group to provide guidance too. These may be the methods to deal with large group students.
N:B:-While forming small groups, care may be taken to form mixed groups having different learning levels as this helps in peer learning. Useful and relevant materials may be used to make the group activity more interactive.
I think that depends on the class preferences, and interests. Respecting clearly posed rules can allow the teacher to apply a wide variety of methods in an appropriate proportion. You can combine practical methods such as project methods with expressive and impressive ones, also problematic and demonstrative. thus, the mixture of various methods lies in the teacher pedagogical, didactic, and interpersonal competences. The clear rules given the students can help conveying the lesson, keeping responsible discipline and management of working in groups, teams, and individually. Sure, big classes are not comfortable for any of school participants.
lecture/discussion, in-class exercises, applied projects, and oral presentations.
Los grupos pequeños con selección de preguntas abiertas que abran un debate acerca de los temas para que pueda existir una discusión y objetivar puntos de vista, debería influir de mejor manera en la adquisición de un aprendizaje significativo, ya que la adquisición de conceptos desde el punto de vista cognitivo se pueden producir previamente con una lectura. otra cosa que podría funcionar es un ensayo pero eso quita el potencial colaborativo del aprendizaje en grupos
saludos
Claramente dominar el tema absolutamente, no tan sólo desde lo teórico. Sino ademas desde lo empírico idealmente y desde aquello que nos hace vibrar. Una vez que se conjugan esos tres elementos, el resto fluye y no es problema una clase de 10 o de 1000. Saludos
I have taught many large classes - sometime more than hundreds students / participants. I tried many ways and for that l learned from many T&L gurus. You can try Active Learning, Problem Based Learning etc - but need to learn these approaches from the experts. It works. Or try Peer Instruction by Prof Eric Mazur. Google please.
First you should be clear about the topic your going to deal with.
Next let it not be monotonous.
Refresh the class in between with interesting anecdotes related to the age group you are addressing or give some tongue twisters to practice.
Then come back to the topic you are dealing with.
Divide class in small group "is the best practice" then let them present what they learned with big group.
I think we must regard the novelty effect. It means, a student can lose interest for any strategy across the time. I recommend using several strategies. For example, in a programming course we can use new methods and incorporate new tools such as:
Article LE1: Una estrategia amistosa para un curso introductorio de ...
Article LRS1: UN ROBOT SOCIAL DE BAJO COSTO PARA LA ASIGNATURA “PROG...
Article LM1: una metodología de estudio para la asignatura “Programación 1”
If I have an exceptionally large group (in my supply teaching days, I could end up with 2 classes) I like to use the market stall or community cafe approach; small groups are given an aspect of a topic to research/discuss/design and then share it with others either by presentation to whole class or rotation of groups.
First you need to put some rules in the class
And put some funny jokes inside the lecture from time to time so that the student won't get bored
Group discussions are good, but what about if the classroom is small to arrange the groups? I think using peer groups in two's is better. Then general class discussion. Group discussions are better for tutorials where the students are few.
Yes i agree including funny jokes because learning and teaching or education in general is fun. Also, it is good to encourage students to share their experiences and also teacher or lecturer giving examples.
There is a principle in teaching: There is no optimal method for teaching.
Lecture method or directed discussion method can be used.
i agree with @Rana Sadiq cause all the listed points are valuable, helpful and applicable successfully to manage the large classes .
Just be flexible with different methods to make the learning experience exciting to keep the students' attention and get them focused.
I hope that the following link can help:
https://natefacs.org/Pages/v24no2/v24no2Carpenter.pdf
http://class.web.nthu.edu.tw/ezfiles/669/1669/img/1381/7.Effectiveteachingmethodsforlargerclasses.pdfo
https://www.modernenglishteacher.com/7-tips-for-teaching-large-classes-aoife-mcloughlin/
Hello,
I'll make it short and already great answers are posted. Effective method should include
-Tapping in students' prior knowledge
Use a Learning Management System or a platform to share a summary or a foundation or an outline or a video, etc. with students before lecturing. Ask some review/foundation or concept questions. Lecture can be more engaging with addressing or starting with those questions/concepts and building on them.
-Providing targeted feedback
Large class means also large influence population, those are students whose learning is dependent on the teaching or the delivery, so finding ways to provide them with feedback is going to be helpful to them.
Electronic education, by using learning management systems and developing personalized learning in those virtual environments.
I think most of them have mentioned already several possible solutions. I'll try my best to give you what I had used in the previous school year which I handled six large classes a day.
Aside from making the lesson fun and enjoyable, one of my strategies is to distribute evenly the students who are fast learners inside the classroom. In this way, students who are not able to grasp or understand the topic, the fast learners can assist. It is like assigning little teachers inside the classroom. It's a sort of scaffolding. I cannot entertain all their queries so I asked these little teachers to assist me during the application part of the lesson. All I have to do is to visit each cluster and check their progress time to time.
It is also essential to get to know them physically, mentally, emotionally, and psychologically in order to prioritize those who should sit in front or other classroom management.
It is good to , To make this loop discuss this time of Covid 19
I agree with the tips and strategies given in the answer of respected Rana Sadiq.
Julio Fernando Iglesias Navarro. added an answer on April 23:
Claramente dominar el tema absolutamente, no tan sólo desde lo teórico. Sino ademas desde lo empírico idealmente y desde aquello que nos hace vibrar. Una vez que se conjugan esos tres elementos, el resto fluye y no es problema una clase de 10 o de 1000. Saludos…
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The best method in the teaching and learning opportunity envisaged for a large class enrollment situation is the standard format utilized at the university level, which is LECTURE. At the university level, the LECTURE in combination with laboratory and quiz-section work is effectively used in large enrollment courses usually at the intermediate and advanced levels associated with the sophomore-year and junior-year collegiate levels, where students have already taken pre-requisite introductory and first-year-level courses, and consequently, are ready to successfully learn large amounts of materials through substantial reading assignments, smaller group class discussion quiz sections, and increasingly complicated laboratory work. This paradigmatic model is traditionally used effectively and efficiently in university courses in all 3 major domains of sciences, social sciences, and the humanities. For example, requirements for an undergraduate level degree in English, French, Russian, Chinese, Japanese, Spanish, and so forth, might typically begin with beginning, intermediate, and advanced language-oriented course work, and then a required number of upper-division courses in which students are assigned heavy reading assignments in the literature of their chosen language specialization. Thus, the lower-division language acquisition courses demand the small class methodologies, including individual communication in the foreign language on a one-to-one basis between instructor and student, while the upper-division courses in literature are suitable for the sort of lectures presented by professors at the college and university level. Significantly, matriculated majors in all fields who pursue graduate-level work are best served by small group seminars and the individually designed course of study with a graduate program advisor and thesis or dissertation director and individual attention necessary for students in the completion of their requirements for advanced degrees, including master's and doctoral degrees.
For large audiences in a class, lecture supported by good electronic equipments are best to deliver.
By induvidul computer for the students as well as through the large E - screen. With high quality voice & pictures
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. ...
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Tip #2: Accept That Things Take Longer. ...
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Tip #3: Find New Ways to Know Students. ...
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Tip #4: Be Okay With Loud and Letting Go.
The best teaching method is the one that is effective and brings the expected results. Each method of learning is good, even fun is a form of learning and getting to know the world.
The best methods to manage a large group is to divide the classes into small groups and assign them with certain task for discussion and group presentation in which all the groups can also participate in large group discussion. Lastly, the teacher has to conclude the session with his/her inputs.
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