Engaging Large Groups of Students in Oversized Classrooms

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Engaging Large Groups of Students in Oversized Classrooms. Jim Corrigan Post University. Figure1. Overcrowded classroom (dianegottsman.com). Follow along on your IPad or save the link for later… - PowerPoint PPT Presentation

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Engaging Large Groups of Students in Oversized Classrooms

Jim CorriganPost UniversityEngaging Large Groups of Students in Oversized ClassroomsFigure1. Overcrowded classroom (dianegottsman.com)Begin the training session with an introduction and a welcome to the learners. Script: Yesterday I sent out an email to each of you highlighting overcrowded classrooms and the problems it is posing in our school systems today. Is there anyone here that can relate to the article on over-crowded classrooms? (Not really looking for a response other than maybe some head nods and raised hands.) Yeah, I would assume most of you can.

The email would be sent out the day before and would include the article (Preble, L. (n.d.) Classroom overcrowding: Its not just a numbers game retrieved from: http://www.teachhub.com/classroom-overcrowding) for teachers to read and familiarize themselves with the topic at hand before entering the training session.

Picture taken from: www.dianegottsman.com

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Script: Well, I have a short video that I would like to show you before we get started today. Show the short video clip of the effects of overcrowded classrooms on the projector screen. (Only show the first 1:37 of the You Tube clip Over-crowded classrooms (2012)

***Click in the middle of this slide to link to the video***

After video section is completed:Script: I think that each and every one of us can somehow relate to the students and teachers struggling in the video and today I would like to share with you some ideas to try to make the overcrowded classrooms we teach in a little less overwhelming.

Video retrieved from: http://www.youtube.com/watch?v=l4MtRpmrAwM

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Follow along on your IPad or save the link for later

This PowerPoint may be accessed on the schools website under teacher resources Oversized classrooms PD training

(Show a link to the schools website here)Figure 2: Ipad in hand (www.ipadcreative.com)***Ask teachers to take out their IPads and follow along with the presentation as needed.***

(The school website is already constructed with a teacher resources page but the IT department would aid in placing a link to the presentation for the professional development training on that site.)

Image taken from: www.ipadcreative.com3Objectives for todays training:Teachers should be able todemonstrate an understanding of various teaching methods to engage large groups of students in oversized classrooms.

demonstrate an understanding of the importance of furthering the learning experience outside the classroom using tools such as social media (Twitter).

access the schools website where you can find useful tips and hints that you can re-visit in the future as a reminder for engaging students in your oversized classrooms.

Access your setup Twitter page which you will utilize in your classroom to further the students engagement to learn the content from in class.

Script: Before leaving here today you can expect to have mastered the following objectivesRead the objectives above4

Whats the problem?

Growing class sizes

Budget cuts

Students are struggling to learn vital skills and gain essential knowledge

In 2008 teacher to student ratio was 15.8:1

In 2010 the ratio had grown to 25:1

If nothing changes students will continue to fail(Clifton, 2012)Figure 3: Cartoon (www.cityonahillpress.comFigure 4: Budget cuts (www.defendernetwork.comScript: Classrooms across the nation are growing as budgets are being cut and teachers are losing their jobs. This is creating many more students who are struggling to learn vital skills and gain knowledge of essential content. As the video Over-crowded classrooms (2012) discussed, in 2008 the student to teacher ratio average in the US was 15.8 to 1. In just two short years it had risen to 25 to 1 in 2010. It seems as though the problem is not solving itself and without training teachers to more effectively engage these students they will continue to fail.

Images retrieved from: www.cityonahillpress.com/ www.defendernetwork.com

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First Activity:

At each table: Discuss the relevance and use of each strategy that will follow.

Leading questions:How can you use it in your classroom?How can it help to engage more of your students? Is there a better way of utilizing this strategy?

**5 minutes to discuss each strategy in your group**

Figure5: Table cartoon (www.dreamstime.com)Script: Over the next hour or so we will be focusing on teaching methods and innovative ideas to engage more students in overcrowded classrooms.

Script: I would like to share with you some strategies for teaching large classrooms effectively:What I would like for you to do is, as a table, (about ten faculty members for each table) discuss the relevance and use of each strategy. Try to think about the following questions (How can you use it in your classroom?, How can it help to engage more of your students?, Is there a better way of utilizing this strategy?) We will spend 5 minutes discussing the topic and then I will move on to the next slide with the next strategy and you will do the same thing. (each of the following strategies will be a separate slide)

Images taken from: www.dreamstime.com6

Do everything possible to get to know your students. A positive relationship with your students builds a willingness on their part to actively participate in class.Figure 6: getting to know you (www.bathfoundationyear.com)Script: At this point if you are following along on your IPads it may be helpful for you to stay on slide 6 while I move on to the specific teaching methods in order to keep the leading questions in mind over the next 15 slides.

***Time 5 minute discussion of this method and flip to the next slide.*** Discussion questions: What types of things can you do to show your students that you care about them and want to get to know them?Formative Assessment: Walk around to see what conversations are happening in the groups and redirect conversation or ask probing questions if groups are off topic.

Image taken from:www.bathfoundationyear.com

7Move around the class when talking this engages students more actively, and it can reduce the physical and social distance between you and your students.

Time 5 minute discussion of this method and flip to the next slide.Discussion questions: How often do you move around the classroom? When you do move around the classroom do you notice different student behaviors? Formative Assessment: Walk around to see what conversations are happening in the groups and redirect conversation or ask probing questions if groups are off topic.

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Tell your students you will be available before and after class to answer any questions they might have.Figure 7: Extra help (www.mathscott.wikispaces.com)Figure 8: Frustrated student 1(http://serc.carleton.edu)Figure 9: Frustrated student 2 (www.howtolearn.com)Time 5 minute discussion of this method and flip to the next slide.Discussion questions: How often are you around for extra help? Do you think the students appreciate and take advantage when you are there for them often during free time? Why?Formative Assessment: Walk around to see what conversations are happening in the groups and redirect conversation or ask probing questions if groups are off topic.

Images taken from: mathscott.wikispaces.com/ http://serc.carleton.edu/ http://www.howtolearn.com9

Invite small groups of students to visit you to discuss important class issues.Figure 10: small groups (www..cristianhmingo.wordpress.com)Time 5 minute discussion of this method and flip to the next slide.Discussion questions: When students meet outside of class do you see a difference in their attitude and overall engagement? Why do you think that is?Formative Assessment: Walk around to see what conversations are happening in the groups and redirect conversation or ask probing questions if groups are off topic.

Picture taken from: www.christianhelpmingo.wordpress.com10When necessary, involve students and use positive discipline to deal with misbehavior.

Figure 11: Positive students (www.greatergood.berkeley.edu)Time 5 minute discussion of this method and flip to the next slide.Discussion questions: Why do you think positive discipline is more important than negative discipline with students?Formative Assessment: Walk around to see what conversations are happening in the groups and redirect conversation or ask probing questions if groups are off topic.

Image taken from: www.greatergood.berkeley.edu11Recognize the attention span of students is limited: 15 minutes of lecture followed by an activity and then additional lecture if needed is an ideal timeline.

Figure 12: Attention span cartoon (www.therelaxeddentist.com)Time 5 minute discussion of this method and flip to the next slide.Discussion questions: How long do you feel like you can stay engaged if you are sitting listening to a lecture? How did you feel in high school in the same situation?Formative Assessment: Walk around to see what conversations are happening in the groups and redirect conversation or ask probing questions if groups are off topic.

Image taken from: http://therelaxeddentist.com12

Determine what information can be delivered in a form other than lecture and develop these methods. For instance, group work, role-playing, student presentations, outside readings, and in-class writing can be excellent ways to vary classroom routine and stimulate learning.

Figure 13: Students working (www.pltw.org)Time 5 minute discussion of this method and flip to the next slide.Discussion questions: What types of activities and assessments can you use other than lecture?Formative Assessment: Walk around to see what conversations are happening in the groups and redirect conversation or ask probing questions if groups are off topic.

Image taken from: www.pltw.org13

Using social media to continue classroom discussions outside of classFigure 14: Twitter (www.educationpr.org)Time 5 minute discussion of this method and flip to the next slide.Discussion questions: With the amount of students on social media everyday why are we not incorporating it into their education more often? How can we change this?Formative Assessment: Walk around to see what conversations are happening in the groups and redirect conversation or ask probing questions if groups are off topic.

Image taken from: www.educationpr.org14

Develop a visual display of the outline of the days topics and learning objectives (for instance, a list on a chalkboard). This will make following the flow of the class much easier for you and your students.

Figure 15: Chalkboard (www.hatboro-horsham.org/page/4716)Time 5 minute discussion of this method and flip to the next slide.Discussion questions: Do you think students would have an easier time getting focused if the objectives were the first thing they saw when they entered the room? If so, why not post them?Formative Assessment: Walk around to see what conversations are happening in the groups and redirect conversation or ask probing questions if groups are off topic.

Image taken from: www.hatboro-horsham.org/Page/471615

Plan for a clear beginning, middle, and end to the class.Time 5 minute discussion of this method and flip to the next slide.Discussion questions: How can you structure your lessons to flow well from start to finish?Formative Assessment: Walk around to see what conversations are happening in the groups and redirect conversation or ask probing questions if groups are off topic.

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Give assignments that really assess whether or not your students are learning what you are teaching. Can they explain the process by which they solved a problem, and can they apply what they are learning to everyday life?

Time 5 minute discussion of this method and flip to the next slide.Discussion questions: What types of assessments do you feel help you gauge student knowledge and skills? Do you have opportunities for students to use authentic assessments where they are relating to everyday life? If not what types of assessments would do this?Formative Assessment: Walk around to see what conversations are happening in the groups and redirect conversation or ask probing questions if groups are off topic.

Image taken from: pacesetter.me/ http://top-10-list.org17

Develop a portfolio system or other ways to keep track of student performance Both successes and areas needing improvement and to identify those students who require extra attention (Practical tips for teaching large classes, 2006, p. 51-52)Figure 16: portfolio 1 (www.bang2write.com)Figure 17: portfolio 2 (www.iconfinder.com)Time 5 minute discussion of this method and flip to the next slide.Discussion questions: What different ways can you create portfolios that would show students performance?Formative Assessment: Walk around to see what conversations are happening in the groups and redirect conversation or ask probing questions if groups are off topic.

Image taken from: www.bang2write.com/ www.iconfinder.com

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Involve your students in the grading process to give faster feedback. (Practical tips for teaching large classes, 2006, p. 51-52)

Figure 18: ABCDF (www.eagleionline.com)Time 5 minute discussion of this method and flip to the next slide.Discussion questions: Some individuals feel as though many classroom assignments do not even need to be graded but completing them will help the students to understand the content better, what are your thoughts on this topic?Formative Assessment: Walk around to see what conversations are happening in the groups and redirect conversation or ask probing questions if groups are off topic.

Image taken from: www.eagleionline.com19

Get out of the classroom-Moving beyond the classroom is especially important in the education of special needs students(Hampton, 2010, para. 9)

Figure 19: Rebuilding Together (www.rebuildingtogether.org)Figure 20: Habitat for Humanity (www.hcpress.com)Figure 21: Building (www.chpaonline.org)Figure 22: Museum (www.msichicago.org)Time 5 minute discussion of this method and flip to the next slide.Discussion questions: What are two or three activities outside of the classroom that would motivate students to learn? Formative Assessment: Walk around to see what conversations are happening in the groups and redirect conversation or ask probing questions if groups are off topic.

Pictures taken from: www.hcpress.com/ www.chpaonline.org/ www.rebuildingtogether.org/ www.msichicago.org

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Figure 23: Twitter (www.evad3rsjailbreak.com)Script: Now that we have identified a number of teaching strategies for engaging oversized classrooms, one strategy that seems like a great way to aid students who have a feeling of falling behind or having trouble understanding content in class is through the use of outside of class discussions. What I would like to do now is have everyone take out their IPads if they are not already out and setup a Twitter account. Twitter is a social media tool in which students and faculty along with the rest of the world can share ideas concerns questions, etc.

Picture taken from:www.evad3rsjailbreak.com21

Twitter Setup:

1. Log onto Twitter.com2. Click the New to Twitter Sign-Up button. You will be led through a step-by-step process for setting up an account .3. Take a picture of yourself (use your IPads camera) or upload a picture previously taken to your profile.4. Setup your profile page.

Figure 24: Twitter and bird (www.Twitter.com)

**Go through the process of setting up a twitter account and have the learners follow along on their IPads. Have them fill in the profile information, add a picture, follow a few people or organizations that may pose helpful. Discuss with the learners tweeting, hashtags, retweeting and the search command.

Images taken from www.Twitter.com22

Activity two:

As individuals, search Twitter for an interesting resource (this could be a blog entry, a tweet, a website, a picture, a video etc.) and tweet or re-tweet it on your twitter page.

Figure 25: Tweet /Retweet(www.plannerwire .net)At this point walk around the room to see how everyone is doing with the assignment.

Image taken from: www.plannerwire.net/social-media/beating-the-conference-tweeting-blues-%E2%80%93-5-ways-to-re-ignite-the-chemistry-between-you-and-your-attendee 23

Question and AnswerScript: While I hand out a closing questionnaire I would like to field any questions or comments about todays training.24

Clifton, R. (2012, December 4) Over crowded classrooms [video file] retrieved from http://www.youtube.com/watch?v=l4MtRpmrAwM

Preble, L. (n.d.) Classroom overcrowding: Its not just a numbers game retrieved from: http://www.teachhub.com/classroom-overcrowding

Hampton, E. (2010, November 29). How to address overcrowded classrooms. Huffington Post. Retrieved from http://www.huffingtonpost.com/elizabeth-hampton/how-to-address-overcrowde_b_788763.html

UNESCO Asia and Pacific Regional Bureau for Education. (2006). Practical tips for teaching large classes: A teachers guide. Bangkok, Thailand Retrieved from: http://unesdoc.unesco.org/images/0014/001488/148867e.pdf

References:Supplemental documentation:

Introduction Email: The day before the training session the trainer will send an email to the learners including an article about overcrowded classrooms to get them thinking about the topic at hand. Reference: Preble, L. (n.d.) Classroom overcrowding: Its not just a numbers game retrieved from: http://www.teachhub.com/classroom-overcrowding

School website: The schools website will have a link on it to the PowerPoint presentation that will be shown at the training session.

Questionnaire:This will assess how well the training session prepared its learners to teach oversized classrooms and also will assess how well the learners gained the knowledge and content. Some questions may include: Describe how you could utilize specific strategies for teaching large classrooms effectively in your classroom? How well did the training session prepare you for over-sized classroom teaching in the future? Does anyone feel the need for follow up training on either Using Twitter in the classroom or Methods for teaching oversized classrooms?