• Home

  • Documents

  • Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes))...
52
S"mula"ng interac"on in larger classes Sophia University, 8 th June 2015 Heath Rose Associate Professor of Applied Linguis"cs Department of Educa"on Oxford University (un"l August)

Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

  • Upload
    others

  • View
    2

  • Download
    0

Embed Size (px)

Citation preview

Page 1: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

S"mula"ng  interac"on  in  larger  classes    

Sophia  University,  8th  June  2015  

Heath  Rose  Associate  Professor  of  Applied  Linguis"cs  Department  of  Educa"on  Oxford  University    

(un"l  August)  

Page 2: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

About  me  

As  a  teacher  

• Taught  at  Rikkyo  University  and  Kanda  University  in  Japan  (class  sizes  of  20-­‐30)  

• Taught  in  Australian  primary,  secondary,  and  higher  educa"on  (class  sizes  of  25  to  50)  

• Taught  at  Trinity  College  Dublin  (class  sizes  of  10  to  150)  

As  a  teacher  of  teaching  

• Teach  teaching  methods  at  Trinity  College  Dublin  for  the  M.Phil.  Courses  • I  will  teach  at  Oxford  University  for  the  M.Sc.  In  Teaching  English  to  Learners  in  University  SeWngs  (TELUS)  • I  have  run  various  FD  workshops  on  teaching  methodology  

As  a  researcher  of  teaching  

• Have  published  educa"on-­‐related  work  in  teaching  journals  like  ELT  Journal,  Modern  Language  Journal,  and  Language  Learning  in  Higher  Educa"on.  

• Co-­‐authored  Introducing  Global  Englishes    (2015)  

Page 3: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Why  focus  on  large  classes?  

University  contexts  lecturers  must  contend  with  inspiring  young  minds  and  educa"ng  students  in  large  

lecture-­‐style  classes  

Movements  away  from  lecture-­‐style  teaching  works  well  for  a\en"ve  

students  who  are  mo"vated  to  learn,  it  is  

ineffec"ve  for  the  majority  of  students  

Student-­‐centered  teaching  

 research  shows  students  learn  best  when  required  to  par"cipate  in  the  learning  process  

Page 4: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Overview  

Challenges  in  teaching  large  classes  

Small  ideas  to  s"mulate  par"cipa"on  in  lectures  

Ideas  for  changing  teaching  approaches  in  large  classes  

Assessment  in  large  classes  

Page 5: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

THE  CHALLENGE  OF  TEACHING  LARGE  CLASSES  

Part  One  

Page 6: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

How  large  is  large?  

TASK  1  •  What  do  I  mean  by  large?  How  large  is  large?  – Answer  ques"ons  1  and  2  on  your  handout.  

•  Discuss  your  answer  with  two  or  three  people  next  to  you.  Agree  on  a  group  answer  for  ques"on  1  and  2.  

Page 7: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

How  large  is  large?  

•  Depends  what  you  are  used  to…  – A  lecturer  with  400  students  in  a  class  will  think  that  40  is  small  

– A  lecturer  with  40  students  in  a  class  will  think  that  10  is  small  

•  Depends  on  how  you  teach…  – A  teacher  who  prefers  lecture-­‐style  classes  will  think  40  is  small  

– A  lecturer  who  prefers  student-­‐centered  classes  will  find  40  too  big  

Page 8: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

How  large  is  large?  

•  This  ques"on  is  a  li\le  irrelevant.    – Research  shows  teachers  need  to  be  adap"ng  their  approaches  from  lecture-­‐style  approaches  to  student-­‐centered  approaches,  regardless  of  the  number  of  students  in  the  class  

– However,  with  larger  classes  this  can  be  a  li\le  more  difficult  in  terms  of  management  and  planning  à  changing  teaching  approach  requires  a  complete  change  in  curriculum  

Page 9: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Moving  to  a  student-­‐centered  approach  

•  In  educa"onal  research,  there  has  been  emphasis  on:  – Student-­‐centered  learning  – Self-­‐directed  learning  /  learner  autonomy  – Collabora"ve  learningà  sociocultural  theory  

•  Ideas  from  Vygotsky  and  Piaget  •  Peers  learn  more  effec"vely  from  each  other  •  Peers  learn  more  effec"vely  through  social  prac"ce  

Page 10: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)
Page 11: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Small  class  vs.  Large  class  teaching  

•  What  is  the  major  difference/challenge  between  teaching  large  classes,  compared  to  small  classes?    

Page 12: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

h\ps://www.youtube.com/watch?v=xi7BxXWMieY  

Page 13: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Tutorials  vs.  lectures  

Research  shows  students  enjoy  and  benefit  from  small  groups,  which  is  why  many  lectures  are  accompanied  by  tutorials.  The  tutorial  specifically  has  been  noted  for  its  value  in:  •  Complemen"ng  knowledge  in  lectures  •  Expanding  on  the  concepts  considered  in  lectures    •  Encouraging  student  reflec"on    •  Developing  students'  communica"on  skills    •  Encouraging  ac"ve  life-­‐long  learning    

www.ucd.ie/teaching  

Page 14: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Problem:  Not  all  lectures  have  tutorials  

Solu"on:  Need  to  integrate  tutorial-­‐style  learning  into  large  classes  to  

leverage  the  benefits  

Page 15: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

SMALL  IDEAS  TO  STIMULATE  PARTICIPATION  IN  LECTURES  

Part  Two  

Page 16: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Small  ideas  to  integrate  into  exis"ng  lectures  

 Adap"ng  structure  and  pace    

Encouraging  silent  

reflec"on  

Partner  discussions  

Cross-­‐over  discussions  

Page 17: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

A\en"on  span  in  lectures  Difficulty  maintaining  a  passive  acJvity  for  >  15  mins  

Can  restore  learners  by  changing  the  acJvity  or  pace  of  learning  

h\p://flexiblelearning.auckland.ac.nz/teaching-­‐large-­‐classes/2.html  

Page 18: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

1.  Adap"ng  structure  and  pace  

•  Signpos"ng  the  lecture  – What  will  you  cover?  – What  is  the  structure  of  the  talk?  – Recap  on  important  points  at  the  end.  

•  Add  in  elements  to  break  up  the  style  – Cartoons,  pictures,  colour  – Tasks  – Q&A  

•  Move  

Page 19: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

SeWng  the  right  tone  for  class  h\p://ctl.utexas.edu/teaching/engagement/teaching-­‐large  

Page 20: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

To  recap  

•  Lecture  like  there  is  an  open  dialogue,  that  communica"on  is  two-­‐ways  

•  Set  the  tone  in  the  first  class  •  Answer  any  ques"on  like  it  is  important  •  Engage  students  directly  •  Change  the  physical  space  •  Break  content  –  consider  humorous  breaks,  cartoons,  popular  references  

Page 21: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

2.  Silent  reflec"on  

•  This  is  where  you  give  students  a  few  minutes  to  think  about  a  problem  or  issue.    – Ask  them  to  write  down  their  thoughts  or  ideas  on  a  note  pad.    

– Keep  the  task  specific.  For  example,  ask  them  to  write  down  the  three  most  important  aspects  of  an  issue.  

Page 22: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

2.  Silent  reflec"on  

•  Think-­‐pair-­‐share  -­‐>  takes  silent  reflec"on  further:  – Think  about  their  answer/ideas  – Discuss  their  answer/idea  with  their  neighbor    – Share  the  answer/idea  with  the  class  

•  This  technique  suits  quieter  students  and  ensures  that  everyone  has  an  opportunity  to  par"cipate  

Page 23: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

3.  Partner/small  group  discussions  

•  A  teacher  may  have  a  discussion  with  the  students,  perhaps  using  PowerPoint  or  an  overhead  with  some  ques"ons  for  them  to  consider  –  Then  have  the  students  discuss  this  with  their  neighbor  

– Arer  a  few  minutes,  the  lecturer  can  then  reveal  the  answer  or  discuss  the  ideas  with  them  

– Group  students  in  no  more  than  four  students;  and  have  only  two  discussions  per  lecture  

h\p://flexiblelearning.auckland.ac.nz/teaching-­‐large-­‐classes/6.html  

Page 24: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

3.  Partner/small  group  discussions  During  a  lecture  using  PowerPoint:  •  Explain  the  concept;  •  Show  a  dialog  with  four  op"ons  to  choose  from;  •  Give  the  students  one  minute  to  discuss  the  op"ons  among  themselves;  

•  Have  the  students  vote  on  the  correct  answer;  •  Give  them  the  answers,  explaining  first  which  is  the  correct  one  and  refer  to  their  notes.  Then  discuss  why  the  other  answers  may  or  may  not  also  be  partly  correct.  

h\p://flexiblelearning.auckland.ac.nz/teaching-­‐large-­‐classes/6.html  

Page 25: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

4.  Cross-­‐over  discussions  

•  This  gets  students  in  the  class  to  move,  which  might  be  ideal  for  long  lectures  

•  Need  pre-­‐organiza"on,  e.g.  I  assign  students  a  card  and  some"mes  get  them  to  work  in  groups  of  KKKK,  or  KQJA,  hearts,  etc  

Page 26: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

5.  One-­‐minute  papers  /  index  cards  /  short  quizzes  

•  Have  students  write  a  one-­‐minute  paper  –  a  summary  of  the  most  important  points  learned  in  the  lecture  –  have  them  post  the  paper  to  blackboard/moodle,  or  hand  into  the  teacher  

•  Students  could  pose  ques"ons  on  index  cards  and  hand  them  in  to  be  answered  immediately,  or  at  the  start  of  the  next  lecture,  or  online  

•  Students  could  engage  in  short,  graded  or  ungraded,  5  minute  quizzes  on  paper  to  check  understanding  on  lecture  content  

Page 27: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

IDEAS  FOR  CHANGING  TEACHING  APPROACHES  IN  LARGE  CLASSES  

Part  Three  

Page 28: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Bigger  ideas  to  re-­‐organize  exis"ng  lectures  

Reading  Groups  

Case  studies  

Blended  learning  

Presenta"ons   Organized  debates  

Page 29: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

4.  Reading  groups    

Page 30: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)
Page 31: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

5.  Case  studies  

•  Popular  in  business  courses  –  e.g.  the  Harvard  Case  Method  – Students  are  presented  with  a  business  case,  outlining  an  important  issue  or  business  decisions,  and  they  have  to  work  in  groups  to  decide  the  best  course  of  ac"on  for  the  company  involved  

Page 32: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

5.  Case  studies  

•  In  addi"on  to  business,  cases  could  be  used  from  key  textbooks  in:  – Law  – Poli"cal  science  – Economics  – History  – Philosophy  – Educa"on  – Nursing,  medical  sciences,  etc.  

Page 33: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

6.  Blended  learning  

•  Technology  is  a  tool  for  teaching  and  learning  –  it  is  not  a  method  of  teaching  and  learning  

•  Use  exis"ng  technology  to  add  elements  to  the  lectures  that  are  not  possible  in  large  groups  such  as:  – Discussion  groups,  tasks,  tests,  and  Q&A  on  Moodle  or  Blackboard  

– Peer  reading  of  assignments  via  turni"n  – Vo"ng  on  assignment  topics  using  doodle  polls    

Page 34: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

6.  Blended  learning  

•  Explore  new  technology  to  add  elements  of  interac"on  within  the  lecture  – Using  clickers  and  clicker  apps  for  interac"on  

Page 35: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Why  use  clickers?  

•  Clickers  allow  students  to  respond  anonymously,  making  it  safer  for  students  to  share  their  perspec"ves  and  take  risks  since  their  peers  are  not  aware  of  their  individual  responses  

•  Instructors  can  track  student  responses  using  clickers,  crea"ng  accountability  for  par"cipa"on  during  class,  which  in  turn  increases  par"cipa"on  

•  The  display  of  results  provides  further  mo"va"on  for  meaningful  discussion  as  students  become  aware  of  divergent  views  

Derek  Bruff,  Essays  on  Teaching  Excellence,    The  University  of  Chicago    

Page 36: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

The  Twi\er  Experiment  h\ps://www.youtube.com/watch?v=6WPVWDkF7U8  

3.51  

Page 37: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Twi\er  summary  

•  Twi\er  was  successful  in:  – Engaging  a  large  group  at  once  – Allowing  large  groups  to  par"cipate  in  discussion  and  Q&A  

–  Increasing  par"cipa"on  of  shy  students  – Having  students  limit  ideas  and  ques"ons  to  140  characters  

– Put  ideas  into  public  domain  – Refer  back  to  twi\er  feed  to  review  content  

Page 38: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

7.  Presenta"ons  

•  Dedica"ng  some  lecture  "me  to  student-­‐led  group  presenta"ons  might  be  another  valuable  way  inject  student-­‐centered  learning  into  large  classes  – Group  presenta"ons  could  replace  some  lectures  to  cover  set  topics  for  the  week  

–  In  very  large  classes  presenta"ons  could  be  run  outside  of  class  "me,  or  in  a  conference-­‐style,  or  in  the  style  of  a  contest  

Page 39: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Rikkyo  University  

Interna"onal  Business    Course  

Page 40: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

8.  Debates  

•  Debates  on  controversial  issues  are  a  good  way  to  encourage  par"cipa"on  from  students.  In  large  classes,  debates  need:  – To  be  performed  in  small  break-­‐out  groups  – To  be  highly  organized  in  advance  – Students  to  be  well  informed  and  prepared  – Controlled  under  strict  management  

Page 41: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Fish-­‐bowl  debates  

•  Students  usually  work  in  teams,  and  four  teams  form  a  group  

•  In  the  group,  two  teams  debate  while  two  teams  watch  (and  assess);  then  arer  a  set  "me  the  students  switch  roles  of  debaters  and  audience  

Page 42: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

ASSESSMENT  IN  LARGE  CLASSES  Sec"on  Four  

Page 43: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Common  problems  

•  Difficulty  in  grading  wri\en  assignments  •  Use  of  tests  when  it  does  not  suit  subject  ma\er  

•  Reduc"on  in  number  of  assignments,  which  may  add  an  unfair  element  to  the  course,  especially  in  terms  of  reduc"on  in  forma"ve  assessment  

•  Dealing  with  student  queries  can  be  difficult  

Page 44: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Trinity  College  Context  

•  Students  are  required  to  write  a  4,000  word  end-­‐of-­‐term  paper  for  most  modules  – A  wri\en  feedback  system  was  in  place,  based  on  small  class  sizes    

–  In  2011,  the  department  offered  university-­‐wide  courses,  which  a\racted  100-­‐150  students  

– Equated  to  600,000  words  to  read,  and  give  feedback  on  

Page 45: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)
Page 46: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Center  for  Teaching  at  Vanderbilt  University  offers  the  following  advice  •  Not  grading  all  forma"ve  assessment,  but  using  them  as  a  means  to  give  informal  feedback  to  help  in  the  final  assignment  

•  Incorpora"ng  more  group  assignments  and  accountability  

•  Light  grading  on  small  assignments  •  Using  a  feedback  key  for  wri\en  comments  •  Using  grading  rubrics  to  cut  down  on  comments  à  fast  AND  fairer  

Page 47: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Page 2 of 2

Grade descriptors: I Demonstrates a full understanding of key issues, an ability to construct a detailed argument on the basis of that

understanding, and a capacity for developing innovative lines of thought. II.1 Demonstrates a full understanding of key issues and an ability not only to construct a detailed argument on the basis of that

understanding, but to generate additional insights. II.2 Demonstrates a full understanding of key issues and an ability to construct a detailed argument on the basis of that

understanding. III Demonstrates an adequate understanding of key issues and an ability to construct a basic argument.

F1/F2 A student may fail because of: serious misunderstanding of the question; serious misunderstanding of the main issues and concepts; serious weaknesses in use of sources; poor presentation; poor internal consistency; or poor presentation and/or style. An F2 indicates a mark is non- compensatory.

F III II.2 II.1 I

Structure

There may be serious weakness in the internal consistency and organisation of the assignment.

The student has presented ideas and arguments, although the work lacks coherence of clarity in places.

The student has organised ideas and arguments in a structured and logical format, following an adequate academic writing style.

The student has organised ideas and arguments in a structured and logical format, following an appropriate academic style.

The student has masterfully organized ideas and arguments for maximum clarity following an appropriate academic style.

Content

There may be serious weakness in coverage of content.

The student has demonstrated a limited understanding of key concepts related to the assignment.

The student has demonstrated an adequate understanding of key concepts related to the assignment.

The student has demonstrated a good understanding of key concepts related to the assignment topic.

The student has demonstrated a full understanding of key concepts related to the assignment.

Coherence of argument

There may be serious weakness in the organisation of arguments.

The student constructs a basic argument on the basis of their understanding of the subject matter.

The student has supported claims with evidence.

The student has drawn sound conclusions based on clear evidence.

The student has constructed a sustained argument based on a superior understanding of the subject matter.

Independ-ence of thought

The assignment may be wholly descriptive.

The assignment may be largely descriptive.

There is some evidence of independent thought.

The student has generated additional insights.

The student has shown a capacity for developing innovative lines of thought.

Use made of relevant literature

Use of sources may be inadequate, uncritical, irrelevant and/ or casually paraphrased or plagiarised.

The student has made minimal use of reliable, relevant sources.

The student used a range of sources in their explanation of key concepts. Arguments were supported but could have been strengthened through more systematic use of sources.

The student has demonstrated a systematic use of sources through research of key concepts, and in support of their arguments and claims.

The student has demonstrated a critical use of sources through extensive research of key concepts, and in support of their arguments and claims.

Present-ation

There may be serious weakness in style of presentation (i.e. punctuation, spelling, grammar, referencing, etc.).

The assignment achieves a minimal standard of presentation in spite of errors in formatting, referencing, or writing.

The assignment is presentable, but does not adhere fully to an academic style of formatting, referencing, and writing.

The assignment adheres to an academic style of formatting, referencing, and writing.

The assignment approaches a professional editorial standard.

Note: This table has not been used to calculate the grade for the assignment. It is used to provide you with detailed feedback on how your assignment has met each of the grade descriptors.

A  rubric  gives  students  a  more  transparent  

breakdown  of  how  the  essay  is  scored,  according  to  the  grading  criteria.  It  

can  be  used  to  show  what  the  student  

achieved  and  did  not  achieve.  

Page 48: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Improving  task  prompts  

Examine  wri"ng  systems  for  sign  languages,  and  discuss  the  prac"cal  implica"ons  of  adequately  expressing  a  signed  language  using  wri\en  script.  

“Examine”  and  “Discuss”  are  vague.  What  aspects  should  

the  student  examine?    

The  task  statement  does  not  let  students  know  according  to  what  criteria  to  base  their  

discussion  on  

Page 49: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Improved  task  statement  Discuss  proposed  wri"ng  systems  for  sign  language.  Based  on  your  research  into  wri"ng  systems,  outline  the  problems  surrounding  represen"ng  a  non-­‐verbal  language  in  wri"ng.  Evaluate  which  of  the  current  proposed  systems  offers  the  most  poten"al  for  accurately  represen"ng  signed  languages  in  a  usable  script.  

Students  are  told  how  to  apply  learned  knowledge  to  the  

assignment  topic.  

The  task  statement  explici"ly  requires  students  to  cri"cally  

evaluate  the  topic,  and  therefore  affords  an  

opportunity  for  innova"ve  thought  

Page 50: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Providing  model  assignments  

•  Best  to  provide  a  model  assignment  on  a  “re"red”  essay  topic  – Most  students  are  more  interested  in  required  tone  and  style,  rather  than  examining  content  

Page 51: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjkl

LLAARRGGEE CCLLAASSSSEESS:: AA TTEEAACCHHIINNGG GGUUIIDDEE

TTEEAACCHHIINNGG,, LLEEAARRNNIINNGG && TTEECCHHNNOOLLOOGGYY CCEENNTTEERR

UC IRVINE

Large & Small Group Teaching

Teaching Toolkit

Author: Paul Surgenor

Email: [email protected]

Date: January 2010

www.heathrose.net    

Page 52: Smulang)interacon)in)larger) classes))€¦ · S"mulang)interac"on)in)larger) classes)) SophiaUniversity,)8 thJune2015 ) Heath)Rose) Associate)Professor)of)Applied)Linguis"cs) Departmentof)Educaon)

Thank  you  


Architecture of the World Wide Web Web Informaon Systems · 2008-01-30 · rfc2616.txt • Basis of interacon between web agents and servers • Layered on top of TCP • Uses DNS

Architecture of the World Wide Web Web Informaon Systems · 2008-01-30 · rfc2616.txt • Basis of interacon between web agents and servers • Layered on top of TCP • Uses DNS

Documents
Series E - Burnham Commercial and Larger E40 and Larger E60 and Larger E70 and Larger E80 NOTE: Special wils providing full boiier output also available: mn~uit factoly

Series E - Burnham Commercial and Larger E40 and Larger E60 and Larger E70 and Larger E80 NOTE: Special wils providing full boiier output also available: mn~uit factoly

Documents
ICDS Achievement Report 2010-2013€¦ · The Ialong Mulang Anganwadi Centre runs under the strict yet affectionate eye of her Worker, Jorina Pale. Her face creasing out into smiles

ICDS Achievement Report 2010-2013€¦ · The Ialong Mulang Anganwadi Centre runs under the strict yet affectionate eye of her Worker, Jorina Pale. Her face creasing out into smiles

Documents
System Interacon Complexity Metrics and The … Webinar 2_28_2011.pdf · System Interacon Complexity Metrics and The Applicaon to ... • What design methods can be used to improve

System Interacon Complexity Metrics and The … Webinar 2_28_2011.pdf · System Interacon Complexity Metrics and The Applicaon to ... • What design methods can be used to improve

Documents
Evaluating the Impact of Knowledge Graph Context on Entity ... · Isaiah Onando Mulang’, Kuldeep Singh, Chaitali Prabhu, Abhishek Nadgeri, Johannes Hoffart, and Jens Lehmann. 2020

Evaluating the Impact of Knowledge Graph Context on Entity ... · Isaiah Onando Mulang’, Kuldeep Singh, Chaitali Prabhu, Abhishek Nadgeri, Johannes Hoffart, and Jens Lehmann. 2020

Documents
Building Larger Circuits

Building Larger Circuits

Documents
Larger Wafer, Larger Yield

Larger Wafer, Larger Yield

Documents
prezentare bilingv ro-en...Although in principle the interacon with data subjects should occur without costs, it should be clearly established those cases of excepon where it is deemed

prezentare bilingv ro-en...Although in principle the interacon with data subjects should occur without costs, it should be clearly established those cases of excepon where it is deemed

Documents
TCM Powerpoint Larger

TCM Powerpoint Larger

Documents
World Bank Document · 2017. 10. 25. · H.E. Henri Yav Mulang -6 - 5This confirms that the Recipient is authorizing such persons to accept Secure Identification Credentials (SIDC)

World Bank Document · 2017. 10. 25. · H.E. Henri Yav Mulang -6 - 5This confirms that the Recipient is authorizing such persons to accept Secure Identification Credentials (SIDC)

Documents
DRC’s annual mining market place DRC MINING WEEK · Henri Yav Mulang, Minister of Finances, Ministry of Finances, DRC* 10:15 Primature address: Official opening of DRC Mining Week

DRC’s annual mining market place DRC MINING WEEK · Henri Yav Mulang, Minister of Finances, Ministry of Finances, DRC* 10:15 Primature address: Official opening of DRC Mining Week

Documents
Detector Basics: Interacon of Parcles with Maerwebhome.phy.duke.edu/~goshaw/HEP101_2017/HEP101_2017_L5.pdf · Detector Basics: Interacon of Parcles with Maer February 20, 2017 D

Detector Basics: Interacon of Parcles with Maerwebhome.phy.duke.edu/~goshaw/HEP101_2017/HEP101_2017_L5.pdf · Detector Basics: Interacon of Parcles with Maer February 20, 2017 D

Documents
METHOD AND DEVELOPER CHARACTERISTICS FOR EFFECTIVE AGILE … · agile methods must be tailored to suit many contexts. • Agile methods turn up the dial on social interacon – tailoring

METHOD AND DEVELOPER CHARACTERISTICS FOR EFFECTIVE AGILE … · agile methods must be tailored to suit many contexts. • Agile methods turn up the dial on social interacon – tailoring

Documents
Larger Vertebrates

Larger Vertebrates

Technology
IndividualTests Price€¦ · Thyroid(S>mulang(Hormone((TSH) $25.00 Thyroxine(T4),Free $35.00 Thyroxine((T4),(Total $25.00 Transglutaminase,(IgA $125.00 Tri?iodothyronine((T3),(Free

IndividualTests Price€¦ · Thyroid(S>mulang(Hormone((TSH) $25.00 Thyroxine(T4),Free $35.00 Thyroxine((T4),(Total $25.00 Transglutaminase,(IgA $125.00 Tri?iodothyronine((T3),(Free

Documents
Compensation Larger Practices

Compensation Larger Practices

Health & Medicine
THE CDP EXPLAINER - MarTech Advisor · 2/2/2018  · need for cross-channel insight from the omnichannel data? If your data requirements, as well as the omnichannel interacon plaorms,

THE CDP EXPLAINER - MarTech Advisor · 2/2/2018  · need for cross-channel insight from the omnichannel data? If your data requirements, as well as the omnichannel interacon plaorms,

Documents
Bamenda II council - PNDP · inhabitants of Mulang and Ntankan and environs as the integrated health centers found in these quarters received vital medical apparatus which are going

Bamenda II council - PNDP · inhabitants of Mulang and Ntankan and environs as the integrated health centers found in these quarters received vital medical apparatus which are going

Documents
Rayeneh GroupIn the second decade of our business, Rayeneh-daran Consulng Engineers (RCE) developed its acvies in trade of the chemicals and interacon with internaonal markets. RCE,

Rayeneh GroupIn the second decade of our business, Rayeneh-daran Consulng Engineers (RCE) developed its acvies in trade of the chemicals and interacon with internaonal markets. RCE,

Documents
Larger than circuit

Larger than circuit

Documents
Temporal Absence in Recommendations: a survey of Temporal ... · Temporal Absence in Recommendations: a . survey of Temporal Patterns in Netflix Prize Data. Mulang’ Isaiah Onando

Temporal Absence in Recommendations: a survey of Temporal ... · Temporal Absence in Recommendations: a . survey of Temporal Patterns in Netflix Prize Data. Mulang’ Isaiah Onando

Documents
VOICES FROM THE SHORE - GAF€¦ · I am truly grateful.” (Mulang) EMPOWERMENT 2) FEELINGS OF SELF-WORTH “Whenever we go to other places or villages, they call us “Madam”…

VOICES FROM THE SHORE - GAF€¦ · I am truly grateful.” (Mulang) EMPOWERMENT 2) FEELINGS OF SELF-WORTH “Whenever we go to other places or villages, they call us “Madam”…

Documents
Section 9.8 Trigonometric Ratios Smaller Triangle: Larger Triangle: Smaller Triangle: Larger Triangle: Smaller Triangle: Larger Triangle:

Section 9.8 Trigonometric Ratios Smaller Triangle: Larger Triangle: Smaller Triangle: Larger Triangle: Smaller Triangle: Larger Triangle:

Documents
LARGER THAN TIGERS - indiaenvironmentportal › files › file › Larger than...LARGER THAN TIGERS This study, Larger than Tigers: Inputs for a strategic approach to biodiversity

LARGER THAN TIGERS - indiaenvironmentportal › files › file › Larger than...LARGER THAN TIGERS This study, Larger than Tigers: Inputs for a strategic approach to biodiversity

Documents
larger print PDF

larger print PDF

Documents
Larger Catechism

Larger Catechism

Documents
SEM: Incredible Tool to Unseen World of Micro-space€¦ · The electron-sample interacon signals expose the details of surface morphology, chemical composion, crystalline structure

SEM: Incredible Tool to Unseen World of Micro-space€¦ · The electron-sample interacon signals expose the details of surface morphology, chemical composion, crystalline structure

Documents
Homepage: Office of the Chief Electoral Officer, Meghalayaceomeghalaya.nic.in/erolls/pdf/english/A003/A0030011.pdf · NANGBAH MULANG NARTIANG ROAD TO NANGaAH LUMSHOR Polling Station

Homepage: Office of the Chief Electoral Officer, Meghalayaceomeghalaya.nic.in/erolls/pdf/english/A003/A0030011.pdf · NANGBAH MULANG NARTIANG ROAD TO NANGaAH LUMSHOR Polling Station

Documents
Isen Mulang Motto : Spirit Symbol of the Dayak C ommunity ...digilib.iain-palangkaraya.ac.id/2474/1/Proceedings... · Mulang has taken root in the Dayak community in various aspects

Isen Mulang Motto : Spirit Symbol of the Dayak C ommunity ...digilib.iain-palangkaraya.ac.id/2474/1/Proceedings... · Mulang has taken root in the Dayak community in various aspects

Documents
Larger Than Life

Larger Than Life

Documents