"Teaching to Size: Scaling Classroom Activities”

Mercedes Rowinsky-Geurts PhD

Department of Languages and Literatures

August 16, 2011

New Faculty Orientation

Objectives

What is a large class?What do we need?How to relate to students?How to get to know them?Technology in the classroomKeeping their attentionSuccess

A Large Class The current economic situation More than 100, up to… We all feel intimidated, even the experienced teachers Do students feel isolated? Plan, plan and plan again Visit large classes taught by successful teachers Expect the unexpected Overall tools

PASSION INTENSITY

ENERGY

First Class: Make a LC small Be in the classroom early Be prepared Set the mood Start by asking questions –active learning Use of syllabus: clarity Point out accessibility Request that students sit in the same location

throughout the year Walk around: use of remote mouse Welcome questions / encourage them Refer to questions asked individually outside class First class should be an example of your teaching style

Lecturing shouldn’t be your primary mode of instruction

Teach less, better!Dr. Jeanette Norden, 2011

Lecturing Lecturing: reinforces anonymity in large

classes (Michaelsen 2002) May not accommodate the range of students’

learning (Mbuva 2003) Students have different:

Cultural backgrounds

Learning styles

Personalities AbilitiesStudents

Anonymity

• Between professor and students

• Between students(McKeachie

1999)

• Less engagement in the learning process

• Students feel less responsible

(Cooper and Robinson

2000)

• Detrimental to promoting critical thinking and student learning

• Students disengage themselves

(Cooper and Robinson

2000)

Active Learning (MacGregor et al. 2000) As a way to have meaningful engagement To enhance their learning Increases long-term learning Promote the formation of a student (learning)

community (Yazedjian and Boyle 2008)

Active

Passive

Promoting Active Learning•As

king questions

•Small group discussions

•Brainstorming

•Debates

•Write-pair-share activities

•Life experiences: projects

Active Learning (Christopher 2003)

• have greater retention

• achieve greater understanding

• develop critical thinking

• develop application skills

Students will:

Active Learning Students have shown better: critical-thinking abilities conceptual understanding attendance confidence level of achievement (Burrowes 2003;

Railsback 2002)

Active Learning in a LC Helps the instructor to get to know students The instructor needs to create spaces in the

classroom for specific activities Make sure activities support course content

rather than distract from it (McKeachie 1999) Goals, objectives and structure for each

activity must be clearly explained (McClanahan 2002)

Explain how to form groups, provide discussion topics, designate length of time (Burrowes 2003)

Meaningful learning activities and reflections

Shortcomings of Active Learning More work for the instructor Preparation: planning, creating, organizing Physical space constraints Disruption of class Noise level (Cooper, MacGregor et al. 2000) Instructor can’t cover all the groups, all the

time Feedback is limited

Solutions?

Solutions?

Students get used to the activities

Form permanent

groups

Have work prepared

before class

Give time for students to get used to the change

of pace

How to make a Large classes more personal? Learn some students names Ask students to help with certain

activities/demonstrations Keep and eye on students’ progress Praise when improvements occur Make appointments when problems are detected Use of MLS Share personal experiences Have a box for suggestions Establish policies that focus on common courtesy to

avoid disruptions: syllabus Use of entrance and exit ‘tickets’ Sticky notes for draws and participation and for group

creation

Make your class unique

Use music Bring cartoons with relevant

connection to the class’ content Ask students to bring pertinent

information to class to discuss Present the information using

varied approaches: pictures, newspaper articles, you tube

Student focus vs. content focus Encourage questions

Expect the unexpected

Innovation

Don’t be afraid of innovation Challenge your students Create projects that inspire their creativity

Videos, blogs, web pages, digital stories, postcard projects, etc.

Create your own ‘class magazine’ Class blog /learning blog in MLS

The Postcard Project 100 words or less Images Guidelines Rubrics

If you would like the material, please, contact me.

Sample of Postcard Project: Final Version

Sample of Final Version 4

Exhibit

Use of Technology MLS Clickers PPP Net Videos, commercials, etc. Ask them to post questions on the discussion

board Students work, and may be limited on time to

visit you during office hours: be flexible Create opportunities for students to interact

online (Greyling and Wentzel 2007) Netizens Online medium: liberating (Weller 2002) Cell phone use for feedback (Kinsella 2009)

Exams (Huerta 2007) Clearly explain expectations of material to be

covered Model good answersHow to prepare: Divide class in groups Assign chapters or topics Make them create a study guide for their section Study guide is sent electronically to the instructor Instructor or TA compiles the information Groups are graded on their study guide Sharing of information: good study notes Students perform better in an active-learning class

Remember!

PASSION

INTENSITY

ENERGY

Thank you!

mrowinsky@wlu.ca