What Works and What Doesn't When Teaching Large Classes?
You donít have to compromise your expectations when you teach large classes, but you might need to alter your approach. Learn the ways to manage a large class and make it feel smaller, more intimate, and more manageable in just 20 minutes.
Your Discipline 101.
At many universities, thatís a large class.
Biology. Algebra. World History. Introductory Psychology.
It doesnít really matter what the subject is. If it has 101 in the title, itís going to be big.
And you know exactly what itís like. Students file in and out two or three times a week. It is hard to keep track of who is or isnít showing up. You never really even get to know their names. Itís also a lot to manage.
Giving out too many assignments creates a crushing workload, so there arenít as many opportunities for you to assess learning and to ensure that students are on track.
Itís not what most of us would consider a recipe for success.
The discipline doesnít really matter. Sizeable classes present sizeable challenges regardless of the subject matter.
That doesnít mean that it is impossible to do it well.
It just means you have to be strategic about everything from class design and content delivery to class flow, assignments, and grading.
If you want to know how to do that, youíll want to watch What Works & What Doesnít Work When Teaching a Large Class?,a Magna 20-Minute Mentor with Brigham Young University associate professor Kenneth L. Alford and assistant professor Tyler Griffin.
In just 20 minutes Alford and Griffin cover numerous proven teaching strategies that work well in large groups (and point out a few that donít).
Product Code: PM14TA
Alford and Griffin will walk through several tactics that will improve your effectiveness when teaching a large class.
They share ideas on how to invest in the class before the semester begins, how to manage cognitive overload, how to engage introverts, how to use technology to make the class feel smaller, how to keep track of studentsóespecially those trying to fly under the radaróand ways to create ongoing accountability to keep students invested, engaged, and headed in the right direction.
Thatís a wealth of practical insights and information, and you get it all in just 20 minutes.
What Works & What Doesnít Work When Teaching a Large Class? presents proven solutions that will help instructors in any discipline at any kind of institution identify ways to improve their teaching in large classrooms.
When you are finished with this program, you will:
- Fully appreciate the value of preparation
- Know how to simplify the grading process and minimize your workload
- Know some proven principles and practices that you can immediately incorporate into your large classes for greater effectiveness and learning
- Identify opportunities to use technology to ďshrinkĒ the classroom for you and your students
- Recognize opportunities to learn by observing colleagues and by having them observe you
You donít have to compromise your expectations when you teach large classes, but you might need to alter your approach.
Learn what you can do to make a large class feel small and to help all students maximize their learning in What Works & What Doesnít Work When Teaching a Large Class?
Kenneth L. Alford is a professor of church history and doctrine at Brigham Young University.
After serving almost 30 years on active duty in the United States Army, he retired as a Colonel in 2008. While on active military duty, Ken served in numerous assignments, including the Pentagon, eight years teaching computer science at the United States Military Academy at West Point, and four years as a department chair and professor teaching strategic leadership at the National Defense University in Washington, D.C. He has published and presented on a wide variety of topics during his career. His current research efforts focus on student learning and military service during times of conflict.
Ken and his wife, Sherilee, have four children and thirteen grandchildren.
Tyler Griffin, Ph.D., is an assistant professor at†Brigham Young University.
With degrees in Electrical Engineering and Instructional Technology, combined with 18 years of professional teaching experience, Tyler has three major focal points in his work: (1) Best practices for†teaching & learning†(2) Best uses of technology to increase the scope and scale of learning, and (3) best practices for teacher development/inservice. He teaches over 1,000 students per semester and loves how technology can help to "shrink" large classrooms.
He has also developed two major online training programs that have since grown into robust online learning communities of teachers and students.
He is also actively involved in designing and developing 3-D immersive learning environments for his students.
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