Large group teaching pgcap

Delivering - Teaching large groups

Learning Outcomes

To explain, model & apply the basic principles of large group teaching.

What messages does the lecture room give?

To learn is to acquire informationInformation is scarce and hard to findTrust authority for good informationAuthorized information is beyond

discussionObey the authorityFrom Wesch (2009) ALT-C Keynote

What comes to mind when thinking of teaching a large group?

Do you agree / disagree with these?Worry () Enjoyment () Preparation ()

Behaviour ()

What other words come to mind?

Definitions

What do we mean by large group? Vote

Over 30 = , over 50 = , over 100 = The number which places a constraint on what we think we can do? My own comfort

The number which places a constraint on the types of activity we can do? What is actually possible.

Definitions

What do we mean by lecture?Write you definition on a piece of paper.The way we deliver?The content we deliver?The physical space we are in?Can it be whatever you want it to be?

Delivery

“The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. No matter what your topic, your delivery and manner of speaking immeasurably influence your students' attentiveness and learning.” Barbara Davis.

http://teaching.berkeley.edu/bgd/delivering.html this website also includes some really useful tips for delivery.

Pitfalls

In pairs come up with 5 pitfalls

Student perspective 1

59% of students find their lectures boring half the time and 30% find most or all of their lectures to be boring. (Mann & Robinson, 2009)

‘And how many times have we students heard “unfortunately this is quite a boring part of the course, but it really is important”’

What makes a good lecturer? Enthusiasm, approachable, understand the learning perspective of students, give their time after lectures, open-minded, motivated, engage in a process of sharing, passion. (Rieutort-Louis, 2009)

Student Perspective 2

For new students: contrast with school / college

More self-reliance is required, e.g. What to do, note taking, information overload

Depersonalised / anonymousPeer factors

‘fear factor’ of speaking / asking questions in a large group

behaviour

Starting

Talk to students before you start, establish rapport

Grab their attention. Signal the startAnnounce the objectives.

During

Voice: vary tone, conversational style.

Language: simple, concrete, use anecdotes

Well Organised Material (but don’t overdo the prep!)

EnthusiasmClear visual aidsVary activity...

Finishing

Finish forcefully – don’t let it fizzle out“Make sure you have finished speaking before

your audience has finished listening.” Dorothy Sarnoff

Summarise / concludeBe prepared to talk to students

afterwards (if you have time).

Activity

Quizzes / Questions (show of hands, team, paper based...)

Short writing activityShort reading activity (e.g. read an article)Debate / student presentations (prepared in

advance for a particular session) See Davis, SEDA Special 13

Write own exam question based on material presented earlier in lecture. (1 minute paper)

Pair discussion, Buzz groups, Snowballing, syndicate groups. (Gibbs & Habeshaw1989)

Resources for the lecture

DemonstrationsModelsVideoImagesCase studiesWorksheetsJournal ArticlesVideos on large group teaching at Nottingham

http://www.nottingham.ac.uk/pesl/resources/largegroup/

Planning & structuring the lecture

Think: What learning are you trying to stimulate? How does this lecture link to

others? What added value is there in your presence?

Do: Break the lecture up with into sections, provide opportunity for student –lecturer &

student – student interaction, be explicit.

Remember: what are you doing? What are students doing?

Pushing the boundaries

Wesch - vision of students today. http://www.youtube.com/watch?v=dGCJ46vyR9o&feature=PlayList&p=3D942C2F6CBAE121&index=0&playnext=1

Student response systems for Q&A, quizzes.Use of Twitter / SMS / email etc. for getting

student Qs or feedback during the session.Think outside of the walls: use the campus

as a learning space & Simulations e.g. Anthropology 101 class: http://www.youtube.com/user/mwesch?

blend=7&ob=4#play/uploads/4/JgbfMY-6giY

Replacing lectures using technology, e.g. podcasts and have seminars instead.

[Your ideas here]

Summary

Teaching a large group is NOT just about delivering non-stop for 50 minutes with the students being passive.

Students need to engage through:the way we deliver, the resources we usethe activities we integrate.

Teaching is as much an art form as science, it is very close to acting - so enjoy it!!

For practical advice see: Exley & Dennick (2009) ‘Giving a Lecture’ (this is also pretty useful for your reflections on your teaching observations!)

Bibliography

Davis (nd), Practical Ideas for Enhancing Lectures, SEDA Special 13

Gibbs & Habeshaw (1989) Preparing to Teach, Technical and Educational Services Ltd, Bristol

Mann & Robinson (2009) Boredom in the lecture theatre: an investigation into the contributors, moderators and outcomes of boredom amongst university students British Educational Research Journal, 35(2) pp. 243 – 258

Rieutort-Louis (2009) What Makes a Good Lecturer? Academy Exchange Issue 8

Smith (nd), Lecturing to Large Groups, SEDA Special 1 Young, Robinson & Alberts (2009) Students pay Attention!

Combating the vigilance decrement to improve learning during lectures, Active Learning in Higher Education, 10(1) pp. 41–55