Resources for Teaching Large Classes

Large classes exhibit certain behaviors or characteristics that indicate particular learning challenges or opportunities.  The first part of this document presents a list of challenges and the associated techniques for mitigating or resolving the challenges. The second part has links to external resources.

PART ONE
Relevant strategies and techniques for dealing with large classes 

1. Establishing Structure and Order

  • Establish Clear Rules and Expectations: Outline acceptable behaviors and consequences at the start of the course.
  • Use a Consistent Routine: Develop predictable class structures to reduce confusion.
  • Plan and Prepare Thoroughly: Create detailed lesson plans with clear objectives.
  • Use Seating Arrangements Strategically: Arrange seating to enhance interaction and minimize distractions.

2. Engaging Students Actively

  • Create an Engaging Learning Environment: Use varied teaching methods to maintain interest.
  • Implement Active Learning Strategies: Incorporate discussions, problem-solving activities, and case studies.
  • Use Group Work and Peer Teaching: Assign collaborative tasks to encourage teamwork and shared learning.
  • Foster a sense of community: Build trust and rapport among students through icebreakers and inclusive activities.
  • Encourage self-directed learning with social responsibility: encourage self-directed learning but guide students to be socially responsible and accountable to others through reporting, shared research, and group projects. (see also 6.1 and 6.3)

3. Leveraging Technology

  • Use Visual Aids and Multimedia: Integrate videos, slides, and animations to illustrate complex concepts.
  • Incorporate Technology Effectively: Use online apps and platforms to distribute materials, collect assignments, and monitor progress, online forums for continued engagement beyond class and additional resources.

4. Effective Communication and Feedback

  • Communicate Clearly and Frequently: Ensure instructions and objectives are explicit and repeat when necessary.
  • Develop Effective Questioning Techniques: Use open-ended and probing questions to stimulate critical thinking.
  • Provide Timely and Constructive Feedback: Ensure feedback is actionable and reinforces learning.

5. Managing Behavior and Participation

  • Maintain Strong Classroom Presence: Use tone, posture, and movement to command attention and convey authority.
  • Monitor and Address Disruptive Behavior Promptly: Use tact and fairness to handle disruptions, reinforcing class norms.
  • Encourage Inclusive Participation: Use techniques like random selection, polling, or think-pair-share to involve all students.

6. Tailoring to Needs and Assessment

  • Adapt to Diverse Learning Needs: Use differentiated instruction and accommodations for students with special needs.
  • Ensure Fair and Transparent Assessment: Share rubrics, grading criteria, and expectations ahead of evaluations.
  • Utilize Classroom Assistants or Peer Leaders: Assign assistants to support large groups or mentor students.
  • Implement Formative and Summative Assessments: Use a mix of assessments to measure progress and mastery.

 

PART TWO
External Resources  

(based largely on the collection by the University of Michigan)

  1. Suggestions for Large Lecture Classes (UC Berkeley, 1983)
    List of six suggestions to help make lecturing to a large enrollment course effective and manageable for students and instructors. 
  2. Tips for Using Questions in Large Classes (Klionsky, 1999)
    Short first-person account from an introductory biology course with a class enrollment of about 300 who shares some of his techniques for engaging the class.
  3. Large Classes: A Teaching Guide
    Detailed resources fromthe  University of Maryland for approaching large classes, including a set of ideas and suggestions to use. This guide offers tips for utilizing many of the teaching strategies described on the CRLT website (e.g., collaborative learning, discussions, writing) with large classes.
  4. Resources for Interactive Lecturing (Macdonald & Teed)
    Resource from the Science Education Resource Center at Carlton College describing interactive lecturing, why you might consider using it, and specific interactive activities for classroom use. Also includes a list of classroom examples, demonstrations, and references.
  5. Class Size Effects on Student Performance
    Literature review compiled by CRLT staff in December 2014, summarising findings from the literature regarding the impact of class size on student performance.
  6. Engaging Students in Large Courses – Frequently Asked Questions
    This page offers suggestions and resources to address common concerns about student engagement in large courses. Topics include identifying technology tools, content coverage, and tips for implementing and debriefing activities in a large course. 
  7. Effective Lecturing (Cashin, 2010)
    A brief and well-grounded overview of the research on lectures from the IDEA Center. The paper includes sections on the strengths and limitations of lectures, as well as practical strategies for preparation, organization, interaction, and maintaining student interest. 
  8. Delivering Effective Lectures (Sullivan & McIntosh, 1996)
    Tips for preparing and presenting a lecture, specifically for clinical/medical education. Originally published as a strategy paper from the Johns Hopkins Program for International Education in Gynecology and Obstetrics (JHPIEGO).
  9. Eight Steps to Active Lecturing
    This resource from Ferris State presents eight steps to active learning and further discusses each one using examples and classroom activities instructors can incorporate into their lectures. Concludes with a list of final tips for active lecturing.
  10. The “Change-Up” in Lectures (Middendorf & Kalish, 1996)
    Given that students have an attention span of around 15 to 20 minutes and that university classes are scheduled for around 50 or 75 minutes, the authors recommend building a “change-up” into your class to restart the attention clock. Includes several activities instructors can use to punctuate sections of the lecture.
  11. Tips for Teachers: Twenty Ways to Make Lectures More Participatory
    (Derek Bok Center, Harvard University)