I received an email from a colleague recently asking about resources for teaching larger classes. Clearly, teaching larger classes presents unique challenges that smaller classes do not. But that doesn’t necessarily mean that you’re only able to lecture to them. Here are some resources to help you better engage students and support their learning in your larger class.
Think like a tutor. This advice comes from a Faculty Focus post written by Dr. Maryellen Weimer, author of Learner-Centered Teaching. Rather than offering a list of teaching strategies for working with students in large classes, Weimer takes a different approach and discusses the qualities that instructors of large classes need to embrace. Weimer advises that professors of large classes need to be nurturant, socratic, progressive, indirect, reflective, and encouraging. While the post doesn’t provide specifics about how to navigate the challenges of large classrooms, it offers a mindset for how to accomplish this task successfully.
Focus on effective strategies. The Center for Teaching at Vanderbilt University houses a treasure trove of strategies for teaching large classes. They recognize that in some situations teaching a large class can feel like managing “a small city.” In their teaching guide, they offer practical strategies for taking attendance, dealing with cheating, integrating technology and grading student work.
Make it active. Can active learning work in large classrooms? Absolutely. Check out this research that was published in Teaching and Learning Inquiry: The ISSOTL Journal. Physics professors incorporated peer instruction strategies in classes with more than 200 students and found significant improvements over traditional, lecture-based instruction. In focus group interviews, students in the large classes reported that they “love the Physics classes because they’re actually good fun.” Rather than sitting silently and taking notes, students in peer instruction environments interact with their classmates to help make sense of the material. As one student commented, “that’s when I learn the most. That is revolutionary.”
Mix it up. While peer instruction is one effective active learning strategy for large classrooms, there are others that work too. In this article from Cell Biology, the authors share seven active learning strategies that can be infused specifically in large-enrollment classroom. While the article leans heavily on science-related topics, the strategies can be successfully implement in almost any course.
Find what works for you. That’s the advice from Dr. Sallie M. Ives, the director of the Faculty Center for Teaching at UNC Charlotte. She writes, “there is no one way to teach a large class. We have to take into account our teaching style, the characteristics of our students, and the goals and objectives of our course.” With these contexts in mind, Ives offers a Survival Handbook that provides practical solutions to managing the chaos that can sometimes occur in large classes. Still need some help? Check out Tips for Teaching Large Classes written by Dr. Jenny Lloyd-Strovas from the Teaching, Learning and Professional Development Center at Texas Tech University.