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Teaching and Learning in Large Lectures

This resource explores the unique challenges and opportunities presented in large lecture courses. While large lectures can efficiently convey information, they may not meet the needs of every student. To enhance engagement and learning, the document outlines various strategies, including course organization, technology integration, and active learning techniques such as Think-Pair-Share. Additionally, it emphasizes the importance of structured assessments, clear policies, and collaborative learning experiences, drawing on research from notable educators and institutions.

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Teaching and Learning in Large Lectures

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  1. Teaching and Learning in Large Lectures Monica Devanas devanas@ctaar.rutgers.edu

  2. Large Lectures • Efficient means of transfer of information (?) • Effective, in some instances • Not always best for all students or all teachers Strategies – organization and management engage students, improve learning technology tools to improve both

  3. Large Lectures • What is “large” ? • What makes them different? • Different from the faculty perspective? • Different from the student perspective? • Take the “best” from small courses

  4. Structure of course? • Lecture only or Lecture with recitation and/or lab • Single instructor or “Team” of instructors • Learning Goals: content, skills, values • built into assignments • Assessments: homework, writing assignments, multiple choice tests, group projects, oral presentations, online assignments • Grading components: assignments, tests, attendance, participation

  5. Organization? • Syllabus • Policies for grading, attendance, homework, deadlines, consequences, excuses, office hours recitations with teaching assistants • Course Site • Handouts, resources, guided notes, homework, extra credit, FAQ • Tests • Multiple choice, item test analysis • Grade reports to individual students

  6. Pedagogy… “art and science” • Your favorite “tools”?

  7. In Class Activities • Lecture: 15 minute units work best • Activities: Q&A, discuss ideas, do problems, ask for examples, “Think-Pair-Share” & report out Eric Mazur of Harvard • Ask a Question of Class: wait until answer, 9 sec • Active Learning: Paulson and Faust

  8. Out of Class Activities • Homework: individual, formal group, online • Cooperative Learning: Johnson, Johnson & Smith* • Interactions via Course Web Site • threaded discussions, wiki, blog • Review Sessions before exams • Meetings with Teaching Assistants *Active Learning: Cooperation in the College Classroom (2006, 8th Edition). David and Roger Johnson and Karl Smith ISBN 0-939603-14-4

  9. Course Portfolio • Part One: Describe components of course, learning goals, content, assignments, teaching methods • Part Two: Why teach course this way? • Part Three: Describe “evidence” of effective teaching and learning, i.e. syllabus, assignments, tests, student ratings, comments, student products, peer review

  10. Scholarship of Teaching and Learning • Carnegie Academy for SOTL • systematic research conducted on teaching and learning issues • Use same rigor and methods of your scholarship • Applied to your teaching and students’ learning • Questions, test/data, analyze, share, apply

  11. Resources – Center for Teaching Advancement and Assessment Research http://ctaar.rutgers.edu/groups/workshops/wiki/1e71c/RBS_-_Teaching_Large_Lectures.html# Magna Commons Monday Morning Mentor The Teaching Professor Higher Education Issues Blog http://ctaar.rutgers.edu Supplemental Materials Wiki

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