"Teaching to Size: Scaling Classroom Activities”

1. "Teaching to Size: Scaling Classroom Activities” Mercedes Rowinsky-Geurts PhD Department of Languages and Literatures August 16, 2011 New Faculty Orientation

2. Objectives • What is a large class? • What do we need? • How to relate to students? • How to get to know them? • Technology in the classroom • Keeping their attention • Success

3. 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 intensity passion energy

4. 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

5. Teach less, better! Dr. Jeanette Norden, 2011

6. Lecturing • Lecturing: reinforces anonymity in large classes (Michaelsen 2002) • May not accommodate the range of students’ learning (Mbuva 2003) • Students have different:

7. Anonymity

8. 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)

9. Promoting Active Learning

10. Active Learning (Christopher 2003) Students will:

11. Active Learning • Students have shown better: • critical-thinking abilities • conceptual understanding • attendance • confidence • level of achievement (Burrowes 2003; Railsback 2002)

12. 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

13. 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?

14. Solutions?

15. 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

16. Make your class unique Expect the unexpected • 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

17. 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

18. The Postcard Project • 100 words or less • Images • Guidelines • Rubrics If you would like the material, please, contact me.

19. Sample of Postcard Project: Final Version

20. Sample of Final Version 4

21. Exhibit

22. 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)

23. Exams (Huerta 2007) • Clearly explain expectations of material to be covered • Model good answers How 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

24. Remember! passion energy intensity

25. Thank you! mrowinsky@wlu.ca