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Teaching and Learning in Large Lectures

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

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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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