Teaching Large Classes
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- Clicking with Large ClassesFrom Teaching Effectiveness Program, University of Oregon
- Instructors Share Ideas: Large Class Teaching Tips From the Center for Excellence in Learning and Teaching, Iowa State University
Bibliography
- New Directions for Teaching and Learning
- Volume 2000, Issue 81, Pages 1-88 (Spring 2000), Jossey-Bass Publishers [1]
- 1 The Argument for Making Large Classes Seem Small [2]
- 2 Getting Started: Informal Small-Group Strategies in Large Classes [3]
- 3 Going Deeper: Formal Small-Group Learning in Large Classes [4]
- 4 Restructuring Large Classes to Create Communities of Learners [5]
- 5 Implementing Small-Group Instruction: Insights from Successful Practitioners [6]
- 6 Making Small-Group Learning and Learning Communities a Widespread Reality [7]
- Authentic learning environment in analytical chemistry using cooperative methods and open-ended laboratories in large lecture courses. Wright, John C., Journal of Chemical Education; Sep 1996; 73, 9; pg. 827 [8]
- Abstract:
- Wright describes a one-semester introductory analytical chemistry course that accomplishes the goal of making learning more active. The course uses open-ended laboratories, cooperative learning and spreadsheet programs.
- Innovation in large lectures--teaching for active learning,Diane Ebert-May; Carol Brewer; Sylvester Allred, Bioscience; Oct 1997; 47, 9; pg. 601 [9]
- Abstract
- Science education, and especially introductory college science education, is plagued by too-large classes held in huge lecture halls. Northern Arizona University and the University of Montana have been experimenting with innovative teaching methods to answer this problem.
- Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: a meta-analysis Leonard Springer; Mary Elizabeth Stanne; Samuel S Donovan, Review of Educational Research; Spring 1999; 69, 1; pg. 21[10]
- Headnote
- Recent calls for instructional innovation in undergraduate science, mathematics, engineering, and technology (SMET) courses and programs highlight the need for a solid foundation of education research at the undergraduate level on which to base policy and practice. We report herein the results of a meta-analysis that integrates research on undergraduate SMET education since 1980. The meta-analysis demonstrates that various forms of small-group learning are effective in promoting greater academic achievement, more favorable attitudes toward learning, and increased persistence through SMET courses and programs. The magnitude of the effects reported in this study exceeds most findings in comparable reviews of research on educational innovations and supports more widespread implementation of small-group learning in undergraduate SMET.
- Small group learning in Engineering courses
- Karl Smith, Department of Civil Engineering at the University of Minnesota, has an extensive list of resources related to small group learning on his resources page.
Peer Instruction: collaborative learning in large classes
- "In 1989 Eric Mazur of Harvard University conducted a now famous experiment
- which subsequently led him to abandon the formal lecture approach in his basic undergraduate physics classes. He replaced :::the lecture with a 'teaching by questioning' approach that he calls 'Peer Instruction.' "
- From a post by Rick Reis on Peer Instruction in Stanford Learning Lab's "Tommorows Professor" Listserve [11]
- Mazur Group [12]
- From the website: " Class time is a precious commodity, but how often do we stop to think about how it's being used? Should class activities merely transmit information that is already printed in the students' textbook? Do our students actually learn during class, or do they simply feverishly scribble down everything we say, hoping somehow to understand the material later?"
- A New Vision of Science Education [13]
- PowerPoint presentation by Carl Weiman, University of Colorado
- The 2001 Nobel Laureat in Physics argues for a new (scientific) approach to physics education. The model presented is derived from Eric Mazur's Peer Instruction technique.
