Trends and innovations in teaching large classes

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Trends and Innovations in Teaching Large Classes Presented by Dr. Suma Dawn, JIIT, Noida

Transcript of Trends and innovations in teaching large classes

Trends and Innovations in

Teaching Large Classes

Presented by Dr. Suma Dawn,

JIIT, Noida

To teach is to engage students in learning; thus teaching consists of getting students involved in the active construction of knowledge. . .The aim of teaching is not only to transmit information, but also to transform students from passive recipients of other people's knowledge into active constructors of their own and others' knowledge. . .Teaching is fundamentally about creating the pedagogical, social, and ethical conditions under which students agree to take charge of their own learning, individually and collectively [1]

Achieving learning objectives Having a rich learning experience Having a rich teaching experience

Goals of Teaching and Learning

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It could well be that faculty members of the twenty-first century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments.

James Duderstadt, 1999 [Nuclear Engineering Professor; Dean, Provost and President of the University of Michigan]

Curtesy: Karl A. Smith, “Effective, Interactive Strategies for Facilitating Learning”

[19], [20]

Model for Learning - System

Past: 1:9 Present: 1:23 Future: 1:30[3]

Gross Enrolment Ratio (GER)

Massification of Higher Education

[5]

Curtsey: International Institute of Information technology, Hyderabad

Goals of Teaching and Learning

Large Classroom

AdministratorsTeachers

Students

“The main goal for instructors teaching large classes, apart from delivering the course knowledge, are to make the class seem smaller than it is, encourage students to participate more, and make themselves accessible to the students”

(University of Maryland, [9]).

Large Classes

AICTE-UGC prescribed rule in India:◦ 15:1 for lab/practical◦ 60:1 for lectures

Why are classes large?◦ Lack of experienced faculty◦ Popular courses◦ Lack of infrastructure◦ Economies of scale

Large Classes

Features of Large Classes Diversity (learning abilities, prior knowledge,

learning styles, expectations, goals). Dynamics of a large class are different. Student and faculty usually hold negative

perception. Offers opportunities for enriched learning. No conclusive evidence that class size

negatively affect learning Pedagogical changes are required to achieve

quality learning.

Pedago-pathologies [2]

Amnesia

Fantasia

Inertia

Teaching-Learning Related Challenges Sage on Stage

Teaching-Learning Related Challenges Sage on Stage

Teaching-Learning Related Challenges Sage on Stage Student Isolation and Anonymity - Managing

interaction in class and outside class

Teaching-Learning Related Challenges Sage on Stage Student Isolation and Anonymity - Managing

interaction in class and outside class

Teaching-Learning Related Challenges Sage on Stage Student Isolation and Anonymity - Managing

interaction in class and outside class Ensuring every one gets to know the basics

Teaching-Learning Related Challenges Sage on Stage Student Isolation and Anonymity - Managing

interaction in class and outside class Ensuring every one gets to know the basics Personalization of learning

Teaching-Learning Related Challenges Sage on Stage Student Isolation and Anonymity - Managing

interaction in class and outside class Ensuring every one gets to know the basics Personalization of learning Choice of pedagogy

◦ Teaching style for active learning◦ Selecting appropriate pace and content for

lectures.◦ Maintaining instructor Enthusiasm◦ Maintaining Student’ Interest

Teaching-Learning Related Challenges Sage on Stage Student Isolation and Anonymity - Managing

interaction in class and outside class Ensuring every one gets to know the basics Personalization of learning Choice of pedagogy

◦ Teaching style for active learning◦ Selecting appropriate pace and content for lectures.◦ Maintaining instructor Enthusiasm◦ Maintaining Student’ Interest

Designing meaningful assessments

Administrative Challenges Dealing with volume of grading

◦ Grading load◦ plagiarism◦ Reliable grading scheme

Establishing Communication Discipline Attendance Feedback exchange Organizing practical activities TA management

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How People Learn

Problem-based learning Cooperative Learning Collaborative Teaching Active Learning

Some Strategies

Problem-based learning

Some Strategies

Problem-based learning Cooperative LearningCooperative Learning is instruction that involves people working in teams to accomplish a common goal, under conditions that involve both positive interdependence (all members must cooperate to complete the task) and individual and group accountability (each member is accountable for the complete final outcome).

Some Strategies

Problem-based learning Cooperative Learning Collaborative TeachingCollaborative teaching involves collaboration by multiple teachers playing complementary roles [16]-[18]. It can also use a rotational model where collaborating teachers keep on changing their roles [19]. Collaborative teaching provides many pedagogical advantages over traditional teaching methodology. It helps in creating a dynamic and interactive learning environment [20].The four predominant forms of collaborative teaching are supportive, parallel, complementary and team teaching [21].

Some Strategies

Problem-based learning Cooperative Learning Collaborative Teaching Active Learning… anything that involves students in doing things and thinking about the things they are doing”

Some Strategies

Bonwell & Eison [21]

[22]

[22]

[22]

[22]

[25]

Instructor competency and enthusiasm Organizational and teaching strategies [16]. Assignments [14] Personalizing learning-teaching space [18]. Encouraging more collaborative and

cooperative learning environment

Active Learning In large Classes (CADQ Guide [13]):

Teaching Large Classes Pre-Work for Large Class & Student Success Engaging Students Creating Community Designing Meaningful Learning Experiences Reducing Marking Madness

Teaching Large Classes Pre-Work for Large Class & Student Success

What are student’s learning outcomes? What are your expectations for behavior in class? What are your expectations for behavior outside

of class? How can you engage students and create a

community of learners of a large class? What organizational structures will you use to

maximize student engagement and learning Can you still use active learning? How can you best manage assignments and

assessments?

Teaching Large Classes Pre-Work for Large Class & Student Success Engaging Students

Teaching Large Classes Pre-Work for Large Class & Student Success Engaging Students Creating Community

Creating an open and invitational environment Stop, Start & Continue Classroom Assessment Strategies

Teaching Large Classes Pre-Work for Large Class & Student Success Engaging Students Creating Community Designing Meaningful Learning Experiences

“Lecture” Breaks Channel Capacity Minute Papers & Muddiest Points Back channel Send & Solve Problems

Teaching Large Classes Pre-Work for Large Class & Student Success Engaging Students Creating Community Designing Meaningful Learning Experiences Reducing Marking Madness

Assessment Starters Peer Assessment Alternative Assessments

Assessment GradientHigh

Ease of Assessment

Low

Multiple Choice, T/F

Diagrams, Concept maps, Quantitative

response

Short answer

Essay, Research papers/ reports

Oral Interview

Low

Potential forAssessment of

Learning

High

[24]

University of Maryland University of California, Berkerley Iowa State University University of Purdue The University of Melbourne Brown University, Rhode Island Oregon State University Brigham Young University Kansas State University University of Canterbury North Carolina State University University of Washington Australian Universities Teaching Committee Missouri University Florida State University University of Oregon University of North Carolina, Charlotte The Ohio State University ………………….

Large Classes - not so uncommon…

…class size has less effect when teachers are competent; and the single most important influence on student achievement is teacher quality. Research shows unequivocally that it is far more valuable, both in education and fiscal terms, to have good teachers than lots of teachers [26].

hankyou

1. Christensen, C. R. (1991). Education for judgment: The artistry of discussion leadership. Harvard Business School Press, Boston, MA 02163.

2. Shulman, L. S. (1999). Taking learning seriously. Change: The Magazine of Higher Learning, 31(4), 10-17.

3. (2013). All India Survey on Higher Education. Dept. of Higher Education, Ministry of Human Resource Development, Government of India.

4. Benbow, J., Mizrachi, A., Oliver, D., Said-Moshiro, L. (2009). Large Class Size in the Developing World: What Do We Know and What Can We Do? American Institute for Research: Educational Quality Improvement Program. http://www.equip123.net/docs/E1-Large Classrooms.pdf

5. Mohamedbhai, G. (2008). The Effects of Massification on Higher Education in Africa. http://www2.aau.org/whge/scm/meetings/mai08/adea/study_massification.pdf

6. AICTE Approval Process Handbook, (2013-2014). All India Council of Technical Education, India. http://www.aicte-india.org/downloads/ performance.pdf

7. Goel, S. (2006, February). Do engineering faculty know what's broken. In The National Teaching & Learning Forum (Vol. 15, No. 2, pp. 1-6).

8. G Biggs, J. B. (2011). Teaching for quality learning at university: What the student does. McGraw-Hill Education (UK).

9. (2008). Large Classes: A Teaching Guide: Personalizing the Large Class. Centre for Teaching Excellence, University of Maryland. http://www/cte.umd.edu/library/teachinhLargeClass/guide/ch1.html

10. (2001). Teaching and Assessment in Large Classes. Teaching and Educational Development Institute, The University of Queensland Australia.

11. Aagard, H., Bowen, K., & Olesova, L. (2010). Hotseat: Opening the backchannel in large lectures. Educause Quarterly, 33(3), 2.

12. Markwell, D. (2003). Improving teaching and learning in Universities. B-HERT News. Business Higher Education Round Table, 18.

13. (2013) CADQ guide: Teaching large groups. Centre for Academic Development and Quality, Nottingham Trent University. http://www.ntu.ac.uk/adq/document_uploads/teaching/137815.pdf

14. (2010) Strategies for Teaching Large Undergraduate Classes. Hanover Research. https://www.baruch.cuny.edu/facultyhandbook/documents/LargeClasses_StrategiesforTeaching.pdf

15. Ives, S. M. (2000). A survival handbook for teaching large classes. Center for Teaching and Learning UNC Charlotte, Atkins.

Bibliography

16. Oliver, R. (2007). Using mobile technologies to support learning in large on campus university classes. ASCILITE. http://www.ascilite.org.au/conferences/singapore07/procs/oliver.pdf

17. Burnett, L., Krause, Kerri-Lee.. (2009). GIHE Good Practice Guide on Teaching Large Classes. Griffith University. www.griffith.edu.au/gihe

18. Yanamandram, V., & Noble, G. (2006). Student experiences and perceptions of team-teaching in a large undergraduate class. Faculty of Commerce-Papers, 229.

19. Anderson, L. W. and Krathwohl, D. R., et al (Eds..) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA (Pearson Education Group)

20. Bloom, B.S. and Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green

21. Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.

22. Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom‐based practices. Journal of engineering education, 94(1), 87-101.

23. MacGregor, J., Cooper, J. L., Smith, K. A., & Robinson, P. (2000). Strategies for Energizing Large Classes: From Small Groups to Learning Communities. The Jossey-Bass Higher and Adult Education Series. New Directions for Teaching and Learning.

24. Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., ... & Wood, W. B. (2004). Scientific teaching. Science, 304(5670), 521-522.

25. Prince, M. (2004). Does active learning work? A review of the research. JOURNAL OF ENGINEERING EDUCATION-WASHINGTON, 93, 223-232.

26. Buckingham, D. (2007). Digital Media Literacies: rethinking media education in the age of the Internet. Research in Comparative and International Education,2(1), 43-55.

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