Victor Tan Department of Mathematics Teaching Academy National University of Singapore
Introduction
Problems with large classes
oSharing experiences
Break (15 min)
Solutions
oSharing experiences
Conclusion
1. Time and effort * 2. Diversity
3. Planning for the course 4. Engagement in class 5. Engagement outside class 6. Assessment *
7. Announcement 8. Monitoring * 9. Giving feedback * 10.Attention and support * 11.Teaching Assistants (TA)
Time and effort *
oTeacher: Huge amount of time and effort oStudents: Do not get enough attention / feedback Diversity
oTeacher: Diversity in student background
d b h d d d d
oStudents: Lagging behind; discouraged and
detached; not motivated Planning for the course
oTeacher: More effort; early planning; difficult to
make changes
oStudents: Disoriented
Engagement in class
oTeacher: Difficult to interact with/ engage
students; low class attendance
oStudents: Not motivated/engaged/attentive; lack
discipline
Engagement outside class Engagement outside class
oTeacher: Difficult to design outside class activities
and tasks; difficult to monitor
oStudents: Inadequate practices; lack discipline Assessment *
oTeacher: Limitation in assessment
oStudents: Inadequate practices; lack discipline
Announcement
oTeacher: Difficult to reach out to all students oStudents: Disoriented
Monitoring *
oTeacher: Difficult to monitor participation and
progress
oStudents: Lack discipline; detached Giving feedback *
oTeacher: Difficult to provide individual feedback on
students’ work
Attention and support *
oTeacher: Difficult to provide individual attention
and support
oStudents: Difficult to ask questions; disoriented;
detached or withdrawn from the course Teaching Assistants
Teaching Assistants
oTeacher: different in quality; irresponsible/
inexperienced TA; language problem; inconsistency
oStudents: unhappy; not learning anything from
tutorial/assignment; lack attention Student feedback score
oTeacher: P&T; contract renewal; performance bonus
Time and effort
o Efficient time management strategies Diversity
o Understand their background Planning for the course Planning for the course o Built on past experience Engagement in class
o Innovative approaches in class Engagement outside class
o Innovative approaches outside class
Assessment *
o Innovative assessments; help from TA Announcement
o Use various channels and constant reminder Monitoring *
Monitoring
o Tutorial; CA; consultation; help from TA. Giving feedback *
o Common mistakes/misconceptions;
Attention and support *
o Selective groups; help from TA; peer support Teaching Assistants
o Communication, monitoring and training Student Feedback Scores
Student Feedback Scores o Some Tips for improving scores
Budget your time
Built from past experiences
Archive and book keeping your teaching materials Putting course information online
Prepare an FAQ list Prepare an FAQ list Setting ground rules Getting help from TA Getting help from admin staff
Set clearly at the beginning of the course Constant reminder
Be firm and fair
Common requests and issues ◦ Changing of tutorial/lab groups
L b i i f h k
◦ Late submission of homework ◦ Plagiarism
◦ Absent from tests ◦ Absent from classes ◦ FAQ
Understand their background
◦Enrolment information
◦Quick survey
Address the disparity
◦Find the right level and pace
h h l
◦Using the right examples
◦Webcast lectures
◦Additional classes/materials for slower learners
◦Challenging questions
Take advantage of diversity
◦Peer learning
◦Sharing experiences
What to prepare?
◦Teaching materials ◦Activities in the classroom ◦Activities outside the classroom ◦Assessment
◦Textbook (co-op & library) ◦Putting material online (IVLE) ◦Arrange for webcast lectures ◦Communicate with TA/co-lecturer ◦Communicate with administrative support
Plan carefully Plan in advance Use past experience Use past student feedback Pre-empt abnormalityp y Make lesson plan available Introductory lecture
Lecture/ pop quizzes Clickers
Ask simple questions
Ask thought provoking questions Think-pair-share
Think pair share Incomplete lecture notes Worksheets Use multimedia Use humor Webcast lecture Online quiz Online tutorial Discussion forum Chatroom Chatroom
WebEx (web conferencing/tutorial) Facebook
Blog ? Wiki ?
Format of assessments
◦Test and Exam ◦Homework assignment ◦Worksheets ◦Lecture quiz b ◦Lab reports ◦Online quiz ◦Project work ◦Class participations ◦??
Designing of assessments
◦MCQ VS Written
◦In-class VS take-home VS online ◦Group VS individual
◦Graded VS ungraded High stakes VS low stakes ◦High stakes VS low stakes ◦Formative VS summative
Grading of written assessments
◦Need help from TA ◦Grade sample of homework ◦Clear marking scheme ◦Ensure consistency
Other considerations
◦Collecting and returning of scripts ◦Venue for the assessment ◦Seat plan
◦Minimize plagiarism Drop the lowest scores ◦Drop the lowest scores
◦Uploading of assessment scores (Gradebook)
Class announcement Weekly email
Archive (IVLE announcement) Facebook
Constant reminder Constant reminder
Progress and Understanding
◦Through various assessments
◦Questions asked through various channels
◦Teach/ Sit in tutorial classes
◦Feedback from TA
◦Mid-term online survey
◦Regular survey (clickers; questionSMS)
Participation
◦Attendance and submission
◦Hit-count of online activities
Need help from TA
Create opportunity for peer learning Observe and point out common mistakes/
misconceptions
Individual feedback for selected groupsg p Encourage consultation
Online quizzes with instant feedback
Need help from TA Facilitate peer support
Pay attention to the weakest/ detached/ lower quartile
Learn some of the names Words of encouragement Encourage asking questions Various channels for consultation
Allocating task/workload (fairly & appropriately) Rotate the groups for the TA
Preparing answer sheets/ marking scheme Briefing session
Monitoring the TA (Sit-in/sample check)
d l
Encourage TA to attend your lecture Assigning a chief TA
Regular communication ◦ Feedback from TA
◦ Feedback to TA
Training/ counselling of TA
No easy way out – it’s hard work !
Engage your students in learning
Be organized
Be firm but fair
Be available
Be available
Show that you care
Understand your students’ background and
needs
Communicate with your students
Work closely with your TA
Teaching large classes in higher education: how to maintain
quality with reduced resources
~ By Graham Gibbs, Alan Jenkins
Teaching large classes: tools and strategies ~ By Elisa Lynn Carbone
Large Classes: A Teaching Guide
~ Center for Teaching Excellence, University of Maryland (htt // t d d /lib /t hi L Cl /) (http://www.cte.umd.edu/library/teachingLargeClass/)
Preparing to Teach the Large Lecture Course
~ By Barbara Gross Davis
(http://teaching.berkeley.edu/bgd/teaching.html)
Beating the Numbers Game: Effective Teaching in Large Classes
~ By Richard M. Felder
(http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Larg eclasses.htm)
