For a tertiary class, you could group the students and assign them topics; the students do their group studies and do a class presentation at a later date. For example, for comprehension, assign the different materials to each group to understudy for the following group presentation.

Adasa Nkrumah Faris Alatabi I agree with Adasa Nkruma. In addition I think it is important to think of language as a tool for initiation of action, collaboration and communication. I know that classes of refugees in Norway, learn Norwegian faster if they have to collaborate, act together, solve daily challenges with only the use of Norwegian. The students are put in groups that work together. Language is a tool and needs to be used in a world of things and action relevant to the people it concerns. Big groups is not a problem if the participants are willing to follow the intentions and common rules. The students need to understand why this is important. People that solve common challenges together in tha same language learn very fast.

Brother Faris,

You mention 'school' right? Well, the challenges of teaching English are always there especially in large classes of 40-50 students from different SES (Social Economic Status) and mixed proficiency.

You need to conduct diagnostic analysis on them especially on their:

1. Levels of proficiency

2.Learning styles

3. Attitudes in learning English (motivations)

4. Preferred approaches/techniques in learning English

5. Preferred tools in learning

6. Hobbies and inclinations

7. (this list goes on! all depend on context of your class, school, locality etc.)

Only then you may determine the most suitable strategies and techniques and each class is unique from one another. You may need to run the analysis separately. Some may prefer learning by doing (Tactile), some may opt for reading texts (Reading), Some would prefer listening to audio (Auditory) and some also may choose diagram or charts or posters (Visual). There is no 'One-size-fits-all' approach here and most of the time, the teachers would be burned out or frustrated; if they are not prepared!

Best Regards,

Sam

Important question. Let me copy over a section from a teacher training handbook that I developed along with colleagues in Nepal.

2.12 ACTIVITIES FOR ENGAGING STUDENTS IN LARGE CLASSES

Most of the activities so far in the rest of this Handbook have been developed to address challenges of teaching in large classes. For example, using small groups and pairs, specifying outcome and being clear about the purpose, providing instructions on the board or in handouts, and picking random students to respond are some effective strategies to engage all students in classroom activities in a large class. It is also helpful to adapt the size of text on the screen, volume of sound, and other material aspects of the class to the number of students or size of room. Especially if the same few students keep volunteering, use the following strategies:

2.12.1 Roadmapping the class: Start the class period by writing on the board (or projecting on the screen); the objectives of that period or questions with which you’d like to structure a discussion section of the class period. Or give students a few minutes to review the text with a question/objective in mind (letting them write notes if there is a little more time). In either case, make sure to specify the time and do not interrupt until that much time is over -- other than gently signaling when time is almost over.

2.12.2 Paired or group discussion: Ask students to discuss the issue or do the activity in pairs or small groups, specifying the outcome or follow-up task in advance. Simply asking them to share written notes or ideas may not be productive; you may also not be able to assess student work or participation without being able to collect or hear/see the results. However, trust is a very important teaching tool, so consider using it in situations like paired conversation (praise the discussion and move on or find another way to encourage focused conversation); similarly, note that not all work students do in class can or should be evaluated for grades.

2.12.3 Generating questions: Before discussing the text students have read for class, ask each students to write down one or more questions that they would like the class discussion to address/cover. The questions can be about content, context, application, gaps/weaknesses, etc, of the text, writing those questions on the board or showing them with the projector. Students are often better at asking questions (and questions allow the to do more than summarize texts or answer questions); the process of generating question also helps students identify important issues. Then run the discussion by using any strategy appropriate in the situation.

2.13 ENGAGING STUDENTS IN A VARIETY OF WAYS

Students learn best when they are physically, intellectually, and emotionally involved. Such engagements can come from situating the learning of complex ideas in familiar contexts, valuing students’ experiences and perspectives, using different media, helping students apply knowledge or otherwise find motivation in the knowledge and skills they’re learning. To encourage students who tend to be shy or passive to be more involved, let the class know that their ideas don’t have to be highly sophisticated, fully fleshed out before sharing, or aligned with yours or those in the textbook. When students know that they can adapt knowledge to fit their social experiences, they will have a lot more to say and with a lot more confidence. When students’ responses are factually incorrect or logically weak, acknowledge the effort more than pointing out the problem, ask them why they think so, etc, so that you can gently engage them (rather than seem to disrespect the student or discourage their contribution). Build rapport and convey respect first in order to offset the effects of any bluntness in your response. Below are a few strategies for achieving the above objectives.

2.13.1 Engaging students physically: To involve the “bodies” in class and help students become more involved, ask students to move to a different part of the room for doing a new class activity. “Find a new partner and …” is one way to do this. Or ask students to “find a partner whose name you don’t know yet.” Assign roles (e.g. note-taker/reporter, problem-finder/resistor, solution-hero/heroin, and discussion leader/timekeeper) to allow students to do different things physically, as well as intellectually. Or simply ask students to stretch or stand before starting a new discussion.

2.13.2 Engaging students emotionally. Use a text that makes a controversial point and ask students/participants to take a side and agree or disagree. Or ask them to suggest a missing perspective or alternative solution. Create two groups and ask them to “debate” a hotly contested issue in society or the discipline they’re studying.

2.13.3 Engaging students intellectually. Let students generate and share “their own” ideas so they are most engaged intellectually. Start by asking them why something is true, done, or important if that isn’t in the text, or by having them discuss real-world benefits/applications of an idea, or by making them do research to figure out something. Let students know that you’re interested in students taking ownership of their own learning.

2.13.4 Engaging students socially. Use the classroom as a community by shifting your position as an expert to a facilitator, participant, and member of the community. Design activities that involve discussion, negotiation, collaboration, and networking in the classroom--as it fits your subject/discipline and unit objective in the course. In case of Nepal, involving the students from different background (like regional, ethnic, cultural, social, gender, ethnicity, and cultural) and finding the different ideas can raise the interest. Create assignments that require students to gather information from people (about things relevant to your course) from outside the class. In an engineering class, for instance, ask students to discuss bridge design based on their social experience. In sociology, ask them whether the community organization models in the textbook might fit their communities. In management studies, assign case studies and ask students to present and discuss them in class. Or, on a small scale, ask students to “interview” a classmate and use their ideas as source for a written assignment.

2.13.5 Engaging “diverse” students cognitively: To engage maximum number of students maximum amount of class time, use different modes of communication -- visual, verbal, sound, movements -- to engage large classes and mixed learners. Use images and sounds (other than yourself) where possible. Use stories, analogies, examples, metaphors, historical facts, cases, etc. Include a variety of materials and sensory inputs to engage students who find it easier to learn in different ways.

Hi, You can plan the group activities. Peer-learning works well for crowded classes. For example, vocabulary games, online tests, exercises are worthy to engage them. The use of technology depending on the target audiences can be planned and executed. Thanks.