Large classes can be both challenging and rewarding to teach. As the instructor, you're often the center of attention and the expert in the room, which can be gratifying. Because it is often a passive experience, learning in a large class can also be difficult for students. They are provided with few opportunities to gauge their understanding during a lecture.
Lecture is the primary teaching strategy used in large classes. One effective method to address the challenges is to transform your lectures into active environments for the students. Some common techniques include:
For maximal student engagement, allow students to interact not only with the material, but with each other. Each of the previous suggestions can be followed up with a brief discussion with a partner, or in small groups. The fixed seating of lecture halls may seem to argue against this, but it can be accomplished by forming teams from adjacent seats or by having students in a row interact with those in the row behind.
Since engagement will remain highest with variation, it is advisable to employ a shifting array of techniques. This list of interactive techniques can serve as a "toolbox" of ideas for use in making your class an active experience for your students. Many of the ideas on the list also offer suggestions for the kinds of activities students can perform in pairs and groups.
Sometimes known as audience polling technology (or even just "clickers"), classroom response systems promise numerous benefits in classes, including improved student engagement, enhanced formative feedback for instructors, easy quizzing tools, even a means to take attendance. Instructors can employ the systems to gather individual responses from students or to gather anonymous feedback. Reports are typically exported to Excel for upload to the instructor's grade book. Our tutorial explains how to get started, and offers best practices for effective use of clickers: http://www.fctl.ucf.edu/TeachingAndLearningResources/Technology/CRS/
Students in large classes sometimes think - erroneously - that they are less visible than they are in small classes, and it's not uncommon for a few students to be off-task, use cell phones for texting, browse the Internet, or even fall asleep. Students learn more when they are engaged in the class. They will stay engaged if there is a reason to be so. Interesting, intellectually stimulating experiences in which they are directly involved are the key.
Slide presentation software such as PowerPoint has become an ingrained part of many instructional settings, particularly in large classes and in courses more geared toward information exchange than skill development. PowerPoint can be a highly effective tool to aid learning, but if not used carefully, may instead disengage students and actually hinder learning. Our suggestions for effective PowerPoint presentations include best practices, delivery ideas, and sample presentations.
Assigned writing is beneficial for students even in large classes, and the assignment need not represent an undue grading burden on instructors. Consider requiring several short, focused assignments, some low-stakes writing or informal writing that can be graded extremely quickly; this can be especially valuable if assigned often in the semester.
High stakes writing, such as essays or project reports, can also be assigned and graded easily even in large classes. Be very specific in the writing prompt about what is expected and how it will be graded, to keep student questions to a minimum. It may also help to offer examples and models. It is highly advisable to use a grading rubric to ensure fairness in the grades and to streamline the grading process dramatically, saving many hours of work for the instructor. This rubric should be shared with students in the essay prompt, as this will properly set expectations.
This annotated bibliography lists several important works about teaching large classes, and provides guidance for which volumes are appropriate to your needs.
Teaching Tips Index: Faculty Development
Honolulu Community College
Tips for dealing with stress, dealing with difficult behaviors, motivating students, organization, assessment, and more.
Tips for Teaching Large Classes Online
This article provides tips on teaching large online courses including how to use the textbook, announcements, and helping to teach students to be successful.
Teaching Large Classes: Strategies for Managing Large Lecture Courses
This article provides tips on teaching large lecture courses including starting strict and ending more lenient, putting everything in writing, and consistency.
Teaching Large Classes: AUTC Project
Australian Universities Teaching Committee
This site lists guidelines, case studies, project results, and article resources.
Bowling Green State University
Center for Teaching and Learning: Teaching Large Classes
This site lists web, book and article resources.
Carleton College: On the Cutting Edge
Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career: Teaching Large Classes
This offers some concise ideas for keeping students engaged, making technology work for you, and getting groups to work well in cooperative learning.
The Chicago handbook for teachers: A practical guide to the college classroom, by Alan Brinkley, Betty Dessants, Michael Flamm, Cynthia Fleming, Charles Forcey, and Eric Rothschild.
Chapter 10: Using Electronic Resources for Teaching
Five promising uses of new technology
The necessary tools
The course homepage
Electronic publishing of student work
McMaster University: Problem-Based Learning, especially in the context of large classes.
This resource discusses the nature of problem-based learning and how it is used in McMaster’s chemical engineering program. They list books for teachers as well as for students on getting the most out of this style of learning.
North Carolina State University
Beating the numbers game: Effective teaching in large classes by Richard M. Felder, 1997.
In-class, out-of-class, and miscellaneous ideas.
“Teaching a large class effectively is hard work, but it's possible to do it even if you're not a big-league entertainer. If you make the necessary logistical arrangements far enough in advance, provide plenty of active learning experiences in the classroom instead of relying on straight lecturing, and take full advantage of the power of teams in both in-class and out-of-class work, large classes can come close to being as educationally rewarding as small classes. The instructor's satisfaction may be even greater in the large classes: after all, many professors can teach 15 students effectively, but when you do it with 100 or more you know you've really accomplished something.”
Pennsylvania State University
Schreyer Institute for Teaching Excellence: Teaching Large Classes
This site offers a selection of PDFs on frequently asked questions and large class resources.
University of California, Berkeley: Preparing to Teach the Large Lecture Course
This is a book chapter from Tools for Teaching by Barbara Gross Davis, 1993, complete with references.
Organizing the Course
Preparing Lecture Notes
Structuring a Lecture
Managing a Large Lecture Course
Sample Lecture Outline
University of Iowa: Information Technology Services
General Teaching in a Large Lecture Classroom
This site lists university resources as well as general questions and solutions for large class instruction such as:
How can I help my teaching assistants become for efficient and effective?
How can I engage my students in active learning?
How can I personalize the learning environment?
How does peer instruction work?
How can I encourage my students to participate in class discussion?
How do I get students to attend class?
How do I provide feedback on so many assignments?
What if there are students who need more attention than the average student?
University of California, Santa Cruz: Center for Teaching & Learning
Resources for Teaching Large Classes
This site lists university resources and online resources, as well as helpful books.
How can I encourage interaction in a large class?
How can I keep the attention of so many students during lectures?
How can I encourage active learning?
How can I provide meaningful feedback on assignments?
What kinds of exams can I give?
Should I require attendance in lecture or sections?
How can I manage the paperwork, individual questions, and inevitable problems that arise in any class, on such a large scale?
What is the best role for my TAs?
What kind of instructional technology should I use?
University of Maryland: Center for Teaching Excellence
Teaching Large Classes: A Teaching Guide
Table of Contents
2. Approaching the Teaching of Large Classes
3. Establishing Ground Rules
4. Personalizing the Large Class
7. Collaborative/Cooperative Learning
8. Writing in Lectures
9. Giving Students Feedback
10. Improving Teaching through Student Feedback
11. Involving TAs
A. Seven Principles of Good Teaching
B. One-Minute Paper
C. Mid-Point Student Feedback Form
Also see Class Discussions http://tep.uoregon.edu/resources/diversity/methods/methodsclassdiscussions.html
San Francisco State University: Office of Faculty Affairs and Professional Development
Top Ten Tips for Teaching Large Classes and Lectures
Top 10 tips and list of additional resources.
University of Wisconsin-Stout: Nakatani Teaching and Learning Center
Resources for Teaching Large Classes
A bibliography and list of web resources.
College of Sciences I believe education is a tool for improving the quality of life. Education is not an end in itself, but a process. My teaching philosophy is to encourage critical thinking, innovative problem solving, practical application of theory, and tolerance of diverse ideas from an international perspective. To achieve ...
College of Sciences Carl Rogers' Humanistic model inspires my teaching philosophy. The university classroom provides the perfect environment for students to develop their potential to grow positively. The university classroom is also a perfect forum to challenge and expand world views and views of "self." The opportunity for student...
College of Education and Human Performance I became a teacher because I wanted to have a positive impact on students’ lives. To ensure that I positively impact students, I follow three basic beliefs: I believe students have different learning styles which require various instructional strategies, methods, and techniques. I believe that the in...