"Teaching to Size: Scaling Classroom Activities”
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Transcript of "Teaching to Size: Scaling Classroom Activities”
"Teaching to Size: Scaling Classroom Activities”
Mercedes Rowinsky-Geurts PhDDepartment of Languages and Literatures
August 16, 2011New Faculty Orientation
ObjectivesWhat is a large class?What do we need?How to relate to students?How to get to know them?Technology in the classroomKeeping their attentionSuccess
A Large Class The current economic situation More than 100, up to… We all feel intimidated, even the experienced teachers Do students feel isolated? Plan, plan and plan again Visit large classes taught by successful teachers Expect the unexpected Overall tools
PASSION INTENSITY
ENERGY
First Class: Make a LC small Be in the classroom early Be prepared Set the mood Start by asking questions –active learning Use of syllabus: clarity Point out accessibility Request that students sit in the same location throughout
the year Walk around: use of remote mouse Welcome questions / encourage them Refer to questions asked individually outside class First class should be an example of your teaching styleLecturing shouldn’t be your primary
mode of instruction
Lecturing Lecturing: reinforces anonymity in large
classes (Michaelsen 2002) May not accommodate the range of students’
learning (Mbuva 2003) Students have different:
Cultural backgrounds
Learning styles
Personalities Abilities
Students
Anonymity
• Between professor and students
• Between students(McKeachie
1999)
• Less engagement in the learning process
• Students feel less responsible
(Cooper and Robinson
2000)
• Detrimental to promoting critical thinking and student learning
• Students disengage themselves
(Cooper and Robinson
2000)
Active Learning (MacGregor et al. 2000) As a way to have meaningful engagement To enhance their learning Increases long-term learning Promote the formation of a student (learning)
community (Yazedjian and Boyle 2008)Activ
e
Passive
Promoting Active Learning
•Asking questions•Small group
discussions
•Brainstorming•Debates
•Write-pair-share activities
•Life experiences: projects
Active Learning (Christopher 2003)
• have greater retention
• achieve greater understanding
• develop critical thinking
• develop application skills
Students will:
Active Learning Students have shown better: critical-thinking abilities conceptual understanding attendance confidence level of achievement (Burrowes 2003;
Railsback 2002)
Active Learning in a LC Helps the instructor to get to know students The instructor needs to create spaces in the
classroom for specific activities Make sure activities support course content
rather than distract from it (McKeachie 1999) Goals, objectives and structure for each
activity must be clearly explained (McClanahan 2002)
Explain how to form groups, provide discussion topics, designate length of time (Burrowes 2003)
Meaningful learning activities and reflections
Shortcomings of Active Learning More work for the instructor Preparation: planning, creating, organizing Physical space constraints Disruption of class Noise level (Cooper, MacGregor et al. 2000) Instructor can’t cover all the groups, all the
time Feedback is limited
Solutions?
Solutions?
Students get used to the activities
Form permanent
groups
Have work prepared
before class
Give time for students to get used to the change
of pace
How to make a Large classes more personal? Learn some students names Ask students to help with certain
activities/demonstrations Keep and eye on students’ progress Praise when improvements occur Make appointments when problems are detected Use of MLS Share personal experiences Have a box for suggestions Establish policies that focus on common courtesy to
avoid disruptions: syllabus Use of entrance and exit ‘tickets’ Sticky notes for draws and participation and for group
creation
Make your class unique
Use music Bring cartoons with relevant
connection to the class’ content Ask students to bring pertinent
information to class to discuss Present the information using
varied approaches: pictures, newspaper articles, you tube
Student focus vs. content focus Encourage questions
Expect the unexpected
Innovation
Don’t be afraid of innovation Challenge your students Create projects that inspire their creativity
Videos, blogs, web pages, digital stories, postcard projects, etc.
Create your own ‘class magazine’ Class blog /learning blog in MLS
The Postcard Project 100 words or less Images Guidelines Rubrics
If you would like the material, please, contact me.
Use of Technology MLS Clickers PPP Net Videos, commercials, etc. Ask them to post questions on the discussion board Students work, and may be limited on time to visit
you during office hours: be flexible Create opportunities for students to interact online
(Greyling and Wentzel 2007) Netizens Online medium: liberating (Weller 2002) Cell phone use for feedback (Kinsella 2009)
Exams (Huerta 2007) Clearly explain expectations of material to be
covered Model good answersHow to prepare: Divide class in groups Assign chapters or topics Make them create a study guide for their section Study guide is sent electronically to the instructor Instructor or TA compiles the information Groups are graded on their study guide Sharing of information: good study notes Students perform better in an active-learning class