Teaching Large Classes
This week's article on Class Size is a faculty request (which I hope happens more). Increasing the number of students in classes has been an on-going trend, and faculty would like to know how they can design learning experiences given the challenges. So, I would like to share the article, "Rack ‘em, pack 'em and stack ‘em: challenges and opportunities in teaching large classes in higher education", by Kumar (2013).
The author reminds us of the benefits of creating an inclusive environment could be even more critical in larger settings. This paper sites Burnett and Krause's (2012) research on effective teaching of large classes, recommending
timely, regular and alternate forms of communication;
establish helpful strategies on key issues;
provide other support mechanisms;
designing effective, engaging courses, using multiple strategies;
encourage interaction during the teaching and learning process; and
using low threshold, functional technology to enhance activities.
The author addresses assessments (measurement and evaluation) which can be helped by
ensuring clear linking (and alignment) of content with learning outcomes and assessment;
using early formative assessment strategies to identify issues;
teaching students about how they process information and methods to approach assessments; and
using automated assessments in the learning process.
The author also shares an affective or dispositional perspective, recommending
building interest and rapport with students;
taking interest in strong and weak students;
ensuring there are clear pathways for communication;
recognizing that different students learn differently using diverse means; and
provide access to support services (international students and students from diverse backgrounds).
Other research on effective strategies for larger classes suggests
Creating and managing a cohesive team of Teaching Assistants (TAs) more than simply as graders. Create roles and opportunities for the graduate students to interact with students in a meaningful way, which will increase the one-on-one contact with students and introduce graduate students to effective teaching strategies, which they may use in their future.
Hyper focus on engaging students in activities that the instructor’s involvement will significantly enhance their experience. As part of lecture, include specific and relevant examples of the theories and models, ideally from the instructor’s research and/or projects they have worked on personally.
Provide frequent student response system opportunities, such as using a simple four quadrant colored piece of paper or electronic alternatives, Plickers; Poll Everywhere (or Answer Gardenfor larger classes); Kahoot; Padlet; Tricider; etc.
Having all students work on one highly generalizable problem/concept during class while the instructor and TAs wander the class responding to questions AND gathering data, searching for misconception trends, which can be addressed afterward.
Create time for small group discussions in class, providing and modeling the type of divergent, higher-order questions student should be asking each other during the discussions. Identify a way for each group to be accountable, maybe asking each to audio record the conversation and drop the class Google Folder. Then ask the TAs to review, gather themes; and/or put audio through voice to text software to create files of the conversations, where major themes emerge - maybe even create word clouds of each.
Kumar, S. (2013). Rack ‘em, pack 'em and stack ‘em: challenges and opportunities in teaching large classes in higher education. F1000 Research, 2:42. doi: 10.12688/f1000research.2-42.v1
Burnett J., & Krause, K. (2012). Teaching large classes: Challenges and strategies. GIHE Good Practice Guide on Teaching Large Classes.
