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There are both advantages and disadvantages to teaching a large class. Most importantly, in a large class, the instructor has the unique opportunity to engage with a variety of student backgrounds, experiences, and skill levels. However, faculty must adjust to the heightened sense of anonymity and the challenges of keeping students engaged.<\/p>\n
This page outlines a series of strategies that are of specific value in larger classes but which can be utilized in classes of any size. Specifically, these strategies can be used to decrease the time spent on class administration and increase time spent on student learning within the class. While additional classroom teaching assistance may be helpful, it is not required for any of the classroom activities. This document is a work in progress that will hopefully be updated regularly.<\/p>\n
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Learn how to effectively use Brightspace and CUNYFirst. Spending some time upfront learning how to use these resources will allow you to better plan your course. Features such as Brightspace\u2019s gradebook, automated emails (alert system), announcements, and online quiz system can significantly increase your administrative efficiency. In addition, you can email your class from both Brightspace and CUNYFirst. Each system has its own quirks; you might want to experiment with each to find the system with which you are most comfortable.<\/p>\n
Decide on a grading entry system and stick with it<\/strong><\/p>\n The grading system may be on Brightspace or Excel. This means you must have a clear idea of what the assessments will be and how much each assignment will be worth.<\/p>\n Other ways to use Brightspace to get a head start on the semester<\/strong><\/p>\n Combine Brightspace sections if appropriate. Note that if you enter grades from separate lab sections this may make your work more complicated later. You can request a section\/course merge here Request Section\/Course Merge in Brightspace : Queens College Helpdesk (cuny.edu)<\/a><\/span> .<\/p>\n Post your syllabus, contact information, and announcements about class expectations well before the first class. You might also email the announcement to your class while asking your class to check Brightspace.<\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Syllabus” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n A syllabus is a great tool for every class, both large and small. However, in a large class, a well-developed syllabus can significantly reduce the time you spend directly addressing students\u2019 issues (assuming, of course, that your students have read the syllabus!). What follows is a working list of a good syllabus\u2019 key components:<\/p>\n Here are some links you might find useful for developing a great syllabus:<\/p>\n Now that you have a well-developed syllabus, how do you get your students to read and understand it? You could spend a lot of class time reviewing the entire document. Alternatively, you could simply review the highlights and have a Brightspace-based quiz on the syllabus. This introduces the students to the Brightspace quiz system in very low stakes fashion right at the beginning of the course. It also makes the students responsible for the content of the syllabus.<\/p>\n<\/div>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”First day of class” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n Classroom<\/strong><\/p>\n Check out the classroom well before the first day of class. Ask yourself the following questions:<\/p>\n Overcome anonymity<\/strong><\/p>\n Define class rules<\/strong><\/p>\n You should be kind but firm. Students make a decision about their classroom instructor in the first 10 minutes of class so set the standard in the first class. Clearly define:<\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Attendance” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n While checking attendance is not required in all classes, CUNY does require you to indicate if a student has attended a class at least once in the first 5 weeks of class. Here are some strategies for managing large class attendance:<\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Test administration” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n Students don\u2019t seem to realize that creating and grading tests can be as stressful for the instructor as it is for the students. Here are some ways to help reduce everyone\u2019s stress:<\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Brightspace as a tool for quizzes” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n Quizzes are very easy to set up on Brightspace<\/a>. You can use many types of questions and questions can often be graded automatically. Question types include: calculated numeric questions, essays, fill in the blank, multiple choice, true\/false, ordering, matching, and short response. You can also use a bank of questions so each student can get similar, but not identical, questions. The grades from these quizzes are automatically entered into the grade book so students can see how they are doing. In addition, you can use the early warning system on Brightspace to email students their standing in the class automatically. This helps students decide if they should come to office hours for assistance or if they should consider dropping the course.<\/p>\n Additional resources can be found at the Brightspace Community site<\/a>.<\/p>\n [\/et_pb_accordion_item][\/et_pb_accordion][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][et_pb_accordion _builder_version=”4.27.4″ _module_preset=”default” toggle_font_size=”20px” closed_toggle_font_size=”20px” body_font_size=”16px” db_closeable=”on” global_colors_info=”{}”][et_pb_accordion_item title=”Engaging students” open=”on” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Keeping your students focused on learning can be a challenging task in any classroom but the opportunity for distraction is greater in a large class. Here are some strategies that may be helpful:<\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Experiential or active learning practices” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n Experiential learning can be defined in many ways. In this guide, when we use the phrase \u201cexperiential learning,\u201d we mean any teaching strategy that does not involve lecturing at a room full of students. The idea is to act as a coach who \u201cleads the team\u201d rather than to be the \u201csage on the stage.\u201d Write to Learn Exercises<\/a> (archived page) is a list of activities focused on short in-class writing assignments which work to engage students.<\/p>\n<\/div>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Assessment of experiential learning activities” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n While there are many ways to assess active learning activities, first you must decide if any or every activity needs to be assessed. Remember the goal here is engagement and increased learning. With this in mind, many faculty do not grade experiential learning activities. If you wish to grade such activities in a large class consider having students grade their peers\u2019 work.<\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Experiential learning strategies” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n Student call out<\/strong><\/p>\n This strategy is very useful for reviewing course material that students should know from previous lectures, readings, or course pre-requisites. While presenting standard lecture content the instructor starts a sentence but leaves off the last word with the expectation that the students will complete the sentence. This can be an effective tool for determining where the students\u2019 knowledge begins and ends. Students may complete sentences with ease until they reach the end of their content knowledge and then the room will be very quiet.<\/p>\n Pause<\/strong><\/p>\n As the name suggests, this strategy gives students time to think and to ask questions to clarify content. You may also direct students to compare notes in pairs and to report back on key concepts or difficulties with content.<\/p>\n Audience response system<\/strong><\/p>\n Audience response systems can take many forms such as \u201cclickers\u201d or the \u201cpoll everywhere\u201d interface (https:\/\/www.polleverywhere.com<\/a>). These systems allow the instructor to poll the class for an answer to a question. These questions may take the form of review questions on course content. You may also ask survey questions to propel the conversation. Answers can be anonymous which allows students to feel comfortable revealing information or answering a question when they are unsure of the answer.<\/p>\n Immediate feedback<\/strong><\/p>\n This strategy can take advantage of an audience response system. Or, students can simply raise their hands. For example, you may insert a multiple-choice question on a slide during lecture to assess students\u2019 level of understanding using an audience response system (or a show of hands). If the majority answers the question correctly, then you may summarize the key points and move forward. However, if the majority answers incorrectly, the instructor can clarify the key points or have the students discuss the question with their neighbors. The class is then re-polled and the cycle continues. This technique is very helpful in identifying and resolving areas in which the students have significant misconceptions.<\/p>\n One minute paper<\/strong><\/p>\n Ask students to reflect on a topic or respond to a question and actually write down their response in 3-5 minutes. Questions can include:<\/p>\n Think-Pair-Share<\/strong><\/p>\n Ask your students to respond to a topic and to then discuss their responses with a classmate. The instructor can then ask several pairs to share their responses with the class.<\/p>\n Simulations<\/strong><\/p>\n Sometimes concepts are easier to understand if they are visual or kinesthetic. This is very clearly explained in this TED talk,\u00a0Dance vs. PowerPoint<\/a><\/p>\n Using a simulation involves having the students actually act out a key concept. For example, you may develop a \u201cmock courtroom\u201d or \u201ctruth commission,\u201d or you may have students pretend to be the protein components required for a key biological process. This activity can get the entire class out of their seats or can be conducted with a few volunteers willing to perform in front of the class.<\/p>\n Picture prompt<\/strong><\/p>\n Some course content can be easily presented in a figure. Show the students the image or figure from the textbook and give them 5-10 minutes to write about the concepts, processes, or elements of the image. You may also have the students compare their work with each other before reviewing the findings with the class.<\/p>\n<\/div>\n [\/et_pb_accordion_item][\/et_pb_accordion][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Sources<\/strong><\/p>\n Ryerson University, The Learning and Teaching Office,\u00a0Teaching large classes<\/a> (pdf) (archived page).<\/p>\n Hanover Research.\u00a0Strategies for Teaching Large Undergraduate Classes<\/a> (pdf) (archived page).<\/p>\n\n
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