Tips for using small group activities in large lecture halls
This presentation is the property of its rightful owner.
Sponsored Links
1 / 11

Tips for Using Small Group Activities in Large Lecture Halls PowerPoint PPT Presentation


  • 57 Views
  • Uploaded on
  • Presentation posted in: General

Tips for Using Small Group Activities in Large Lecture Halls. CFE Faculty Showcase November 1, 2013. Chem 101. 200-350 students per section Flipped classroom: video assignments in order to have problem-solving time during class Mentors present every day, prepared to assist with concepts.

Download Presentation

Tips for Using Small Group Activities in Large Lecture Halls

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Tips for Using Small Group Activities in Large Lecture Halls

CFE Faculty Showcase

November 1, 2013


Chem 101

  • 200-350 students per section

  • Flipped classroom: video assignments in order to have problem-solving time during class

  • Mentors present every day, prepared to assist with concepts


Problem-solving groups

  • Students assigned to groups & seats using the Sakai PostEm feature

  • Usually 3-5 students per group

  • Move groups every 4 weeks

  • Assign new groups at mid-semester

  • Group students randomly or by design?


Lecture hall constraints

  • How to manage with fixed seats?

    • Under-enroll classroom

    • Leave entire rows empty for Mentors to assist “interior” students


Class structure

  • Ask question and have individuals respond

  • Show results

  • Encourage dialog, including Mentors, and repoll

  • Problem-solving is worth 3-5% of course grade

  • Does “right answer” count? Or is attendance enough?


Mentors in action!

http://youtu.be/lZjzWl2lm0w


Student feedback re Mentors

  • Provide on-the-spot support

    • “It was really crucial to have mentors and tutors there helping me…”

    • [Course set-up] provided me with helpful feedback

    • [Course set-up] encouraged students to participate in class

    • Course was designed to keep me engaged in learning


Creating a Mentor Program

  • Solicit students from previous semesters

  • Ask colleagues teaching similar courses to identify potential mentors

  • Advertise through Student Services and Departmental events


Chem 296: Chem Ed Practicum

  • 1-3 credits, variable

  • Experiential education credit

  • Approximately one year from initial paperwork to course listing


Additional Mentor responsibilities

  • Lead review sessions before midterms

  • Run recitations

  • Moderate Sakai Forums


Hear from the Mentors

  • Benefits as student to having mentors in the classroom

  • Reasons for becoming Mentors


  • Login