If you’re teaching or preparing to teach in a very large classroom there might be something here to help. The Society for Teaching and Learning in Higher Education (STLHE) Green Guides cover a range of issues related to higher ed – why not check out the list? The transcript for this presentation is below. Total play time is 8:23mins.

Transcript:

Slide 1: The Society for Teaching and Learning in Higher Education Green Guide Number 1: Teaching Large Classes, by Allan J. Gedalof was first published in 2004. This presentation summarizes the key points and provides some reflection on the guide.

Slide 2: Gedalof begins by asking why we have large classes. Programs are growing but funds are shrinking. Instructors have more students, but are expected to continue to foster the growth of individuals in the same way they do with much smaller class sizes. In order teach large classes effectively, teachers must desire to do well and have access to knowledgeable and reliable technical support.

Slide 3: What is large? For Gedalof, a large class is a combination of 3 things: 1: more students than you can connect with during class time; 2: more grading than you can manage; and 3: more names than you can learn. For Gedalof, this means a large class is anything more than 50 students.

Slide 4: Large classes present problems for both students and teachers and include both Physical & Psychological barriers.
For the Professors, these problems include being seen and being heard. Students face the opposite problem: hearing and seeing. Both teacher and student struggle to focus the blur and make a connection. Most of the strategies Gedalof suggests are about mediating the lack of connection.

Slide 5: Many of Gedalof’s suggestions are applicable to any class size, not just large classes. For example, it’s common to be nervous before a first class and expereince what he calls “First date anxiety.” (12) To help ease the nerves, you might practice with smaller group, be on the lookout for students in the crowd that respond with encouragement, or observe successful teachers of large classes. Preparing to enter the space with passion, intensity, energy are helpful not just for teaching large classes, but for any class.

Slide 6: Gedalof makes a few suggestions to help gauge student response and to see what sort of learning is actually taking place. He suggests looking through student notes after class, asking questions, giving tests or one he emphasizes later on – assigning students to small-group tutorials. He feels that these connections are one of the most important strategies for learning in a large class.

Slide 7: In a large class, there are options for providing info to students: Handouts are traditional, but the environmental and economical cost of photocopies grows quickly over a semester. Partial handouts with blank space for students to fill in are another tradition, as these keep students alert, waiting to fill in the missing bits. Here Gedalof’s work is dated – before home internet connections were common, because he suggests using a BBS or a computer lab where students can download materials to their own disks. Even if the specifics are out of date, the idea of providing online resources is valid. Students can make use of these at their own convenience and cost, printing what they need, and shifting that responsibility off the teacher.

Slide 8: Large class mean more students, which will likely mean more student problems. Be prepared with policies for late assignments, missed tests, and acceptable conditions for retakes and extensions. Communicate these policies at the beginning of the term and it wouldn’t hurt to create alternative assignments at the same time as the original. Personal crises will happen – you can count on it.

Slide 9: Whether the class is large or small, there are ways to begin, carry on, and end that help create a positive and effective learning environment. Set the tone with opening music as students enter the classroom. When it turns off, students know class is starting. Project something like an image, cartoon, or lesson outline to get students thinking about what’s ahead.
Keep in mind that physical barriers create psychological barriers. Try to break the barrier of the lectern by embracing the entire room. Try not to favour one side over the other. The ability move about the room comes with confidence — when you no longer need your notes – and a wireless mic helps too.
Don’t be afraid to use big gestures and big writing. Students at the back of the room need you to exaggerate if they’re going to pick up your facial or body cues.

Slide10: Large groups come with their own special qualities like — someone may know answer you do not. People have special knowledge so don’t fake it if you don’t know. They’ll know you’re bluffing and you’ll lose respect. It’s okay to not know, or to need to come back next time with more information.

Slide 11: Learning some names is better than learning no names. Ask students to identify themselves when they speak. Besides reminding you, it also helps them get to know each other, which increases the chance they’ll meet outside class. Do what you can to encourage student study groups.

Slide 12: Collect regular feedback about the class. “Ombuddies” (short for ombudspersons) can help you find out what is/not working in class. To do this, ask for volunteers based on size of class. Provide badges/buttons so they can be identified and encourage students to speak with them. At regular intervals, take your Ombuddies to tea to talk about the class. You may get some great insights and ideas.
Another option is a traditional Question & Suggestion boxes. Students can use this to ask questions about course content or about the structure and format of the course. Be sure to respond to the questions and suggestions.

Slide 13: Large groups sometimes include challenging students and Gedalof provides two strategies for responding. One is to make the student invisible: provide one opportunity for them to speak, then do not see them again. The second suggestion is to explain that you want to hear from other students before anyone speaks twice. After class, praise their willingness to participate, and without damaging anyone’s self-esteem, reiterate your desire to call on others.

Slide 14: In a large class, techniques like the One-minute paper, Role play, debate, or small group discussions can provide students an opportunity to work with each other, to practice applying new material, and shake up a sleepy crowd. Strategize!

Slide 15: Large classes often benefit from the assistance of Tas. Take advantage of their skills, and help TAs develop new ones. Small groups meeting with a TA can replace lack of face-to-face contact in a large classroom. TAs are part of your teaching team and can collaborate on lectures, test preparation, designing discussion questions – whatever you can imagine. Keep them in the loop and they’ll be better prepared to help.

Slide 16: While some of Gedalof’s information is dated, his emphasis on breaking down barriers, trying to connect with students as individuals, and taking advantage of all the resources available (like TAs and technical equipment) are good strategies to keep in mind for teaching large and small classes. I’d like to know more about how Gedalof incorporates peer feedback, clickers, collaborative student work, and assessment in large classes.I’d also like some discussion about teaching large classes online. I wonder if Gedalof feels that there isn’t much difference between teaching classes over and under 50, so long as you make bigger gestures and write bigger on the board. I am inspired by his attitude towards TAs and because of this plan to do more collaborating with my TAs, involving them more in preparation when possible. I also like the Quessecion discussion technique, where the entire discussion must take the form of questions – no statements allowed. Since I use a lot of discussion in my classes, I like this twist and think it could liven things up a few weeks in. I also appreciate the permission Gedalof gives to not take up small group discussion all together. I want to give everyone a chance to speak, but in a large class this is very difficult. Knowing that discussing with each other can be at least or more engaging for students takes some of the pressure off. These are things that I will definitely keep in mind the next time I’m using small group discussions in a large class.

All photos Creative Commons licensed on Flickr:
Slide 2: That Huge Lecture Theatre! by teddy-rised http://www.flickr.com/photos/teddy-rised/2814710002/
Slide 3: Meow Wars by kevindooley http://www.flickr.com/photos/pagedooley/2172001078/
Slide 4: 253/365: the barrier by Masha Sardari http://www.flickr.com/photos/gomophotography/4980646573
Slide 5: Nervous by kmakice http://www.flickr.com/photos/kmakice/3905290725/
Slide 6: in school, the second by roujo http://www.flickr.com/photos/tekmagika/2212767080/
Slide 7: (Almost) Empty Library by svenwerk http://www.flickr.com/photos/svenwerk/377726861
Slide 8: Halloween by bethography http://www.flickr.com/photos/theevilofbeth/283326012/
Slide 9: Breaking the Space Barrier by Rusty Russ http://www.flickr.com/photos/10159247@N04/5345034628/
Slide 10: 200810 029 by smannion http://www.flickr.com/photos/smannion/2949489620/
Slide 11: This box, it suggests? By gak http://www.flickr.com/photos/gak/8410778
Slide 12: Yess by uglyagnes http://www.flickr.com/photos/uglyagnes/189778059
Slide 13: Role-playing by mricon http://www.flickr.com/photos/mricon/137747104
Slide 14: NBIO 206 TAs show off Doodles by Standford Ed Tech http://www.flickr.com/photos/stanfordedtech/2264672546/
Slide 15: we can do it by Emmma Peel http://www.flickr.com/photos/acracia/2241039389/