What strategies do work for you in lectures to groups of over 150 students?

Found the following 2 RG links, hope can be useful.

https://www.researchgate.net/post/What_are_the_best_methods_available_to_teach_large_classes2/1

https://www.researchgate.net/post/Any_ideas_how_you_handle_attention_problems_during_large-group_lectures/1

Divide them into cooperative groups. Every group has a leader , and let each leader come at the front and present their findings . Let yourself be a facilitator

Dear Debra,

On a personal note, a group strength of above 70, is a challenge in itself and requires extra effort! 

now, coming to your 150 group. Few things which I think might help are

1. The Lecture hall arrangement. ( learners seating arrangement which enables the teacher to have  Eye-to Eye contact with the learner as far as possible) - Specifically No dark spots where it is difficult for the learner and teacher to see each other properly)

2. Optimal Audio 

3. Visual Aids optimal for the group.

4. Group tasks - (as suggested by Prof.Mourad Ali eissa Saad )

Regards

Rathish

Can I ask what the lecture topics are?  Having such a large group is understandable for administrative lectures like orientation, but (in the HE setting), it is unusual for subject-specific lectures. 

Well i am a student but i would feel the strategies could be like

1. Maintaining a friendly relation so that the group of people cannot feel bore and it should be over-friendly but up to some extent. 

2. Giving them some work continuously so that they keep there mind that work itself.

3. And mainly the hall should be spacious and such that it does not get so clumsy when all of them enter and so much of voice will come then. 

4. The starting of the lecture should be interesting with some taglines that will attract the people over there and with that they can just keep there mind and listen to what you are saying.

'Can I ask what the lecture topics are?  Having such a large group is understandable for administrative lectures like orientation, but (in the HE setting), it is unusual for subject-specific lectures.'

Would the person who downvoted this question be professional enough to explain their action?  

I ask for clarification because 150 students in a non-administrative lecture is not something I am used to. Communication, feedback and involvement are difficult in these settings (see e.g. Akbari, M., Böhm, G., & Schroeder, U. (2010, July). Enabling communication and feedback in mass lectures. In 2010 10th IEEE International Conference on Advanced Learning Technologies (pp. 254-258). IEEE.). As Debra specified the lectures were to students, I presume we are not talking about the oral presentations we give at conferences.

I also disapprove the action of downvoting (in particular without giving reasons for it). Coming back to the question, I have experienced lectures with nearly 300 students even on complicated topics (such as quantum mechanics). In such cases, it is certainly almost impossible to ensure that every single student can follow the lecture. In my humble opinion, it might therefore be helpful to provide additional material, such as detailed lecture notes, for the students.

During the last 20 years I have had lectures with 5 to 200 listeners. Both cases have their own advantages and disadvantages. Each audience can be challenging. It is not easy to attract the attention of young people, especially today, in the world of new technologies. When the number of students is low, we can “contact” personally with each one of them. The higher number of students comes with some problems (including some technical problems) but also gives new opportunities. And if we have lemons it is better to make lemonade. Some of the most interesting discussions and “competitions” can happen during lectures with many students. I always try to be well prepared for lectures and to be honest with my students, to respect them and to “feel” them, to understand their needs and moods (not only during lectures, of course). The aim of the lecture is not only to present new, interesting and helpful information but also to stimulate the thinking and imagination. I do believe that this strategy always works. In my opinion, each academic lecture needs a “little escape” from tradition and canons, needs a “pinch of salt”, needs surprises and provocations. And of course, needs some sense of humor,.. 

Technology should be leveraged for better effectiveness

https://www.jld.edu.au/article/download/243/238