Strategies For Teaching Large Classes Effectively In Higher Education

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Teaching Large Classes

Author : Elisa Lynn Carbone,Elisa Carbone
Publisher : SAGE
Page : 120 pages
File Size : 42,7 Mb
Release : 1998-05-27
Category : Education
ISBN : 0761909753

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Teaching Large Classes by Elisa Lynn Carbone,Elisa Carbone Pdf

In this useful and practical book, Elisa Carbone offers a wealth of sound advice on how to deal with a large class, from the first day to end of term evaluations. Full of examples taken from many different disciplines, Teaching Large Classes will be an ideal companion for any teacher facing the challenge of the large introductory class.

Strategies for Teaching Large Classes Effectively in Higher Education

Author : Jonathan Golding,Catherine Rawn,Kathi Kern
Publisher : Unknown
Page : 268 pages
File Size : 53,5 Mb
Release : 2018-10-18
Category : Education
ISBN : 1516572904

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Strategies for Teaching Large Classes Effectively in Higher Education by Jonathan Golding,Catherine Rawn,Kathi Kern Pdf

Strategies for Teaching Large Classes Effectively in Higher Education helps educators effectively harness the power of the large class to support student learning. The book features advice from instructors across disciplines, results from the initiatives they've tried, and scholarship to support their claims. The text emphasizes the ideas that a large class represents an opportunity and scholarly teaching can occur in a class of any size. The book begins

Strategies for Teaching Large Classes in Higher Education (First Edition)

Author : Jonathan M. Golding,Catherine Rawn,Kathi Kern
Publisher : Cognella Academic Publishing
Page : 247 pages
File Size : 48,5 Mb
Release : 2018-10-18
Category : Class size
ISBN : 1516519647

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Strategies for Teaching Large Classes in Higher Education (First Edition) by Jonathan M. Golding,Catherine Rawn,Kathi Kern Pdf

Strategies for Teaching Large Classes Effectively in Higher Education helps educators effectively harness the power of the large class to support student learning. The book features advice from instructors across disciplines, results from the initiatives they've tried, and scholarship to support their claims. The text emphasizes the ideas that a large class represents an opportunity and scholarly teaching can occur in a class of any size. The book begins with practical advice for planning ahead, increasing the efficiency of the administration of a large class, implementing pedagogical strategies, and using physical demonstrations to increase engagement. Later chapters focus on building community with students through the application of technology and gathering feedback. Instructors learn various approaches to course development and student assessment, including active learning, the flipped classroom method, concept sketches, and two-stage exams. The book concludes with chapters dedicated to leveraging technology to promote innovation, interactivity, and learning outside the classroom. Featuring experience-driven and scholarly insight, Strategies for Teaching Large Classes Effectively in Higher Education is an ideal resource for instructors who wish to successfully engage large classes and provide students with an optimal environment for learning.

Teaching Large Classes in Higher Education

Author : Graham Gibbs,Alan Jenkins
Publisher : Routledge
Page : 171 pages
File Size : 53,6 Mb
Release : 2014-03-18
Category : Education
ISBN : 9781135350420

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Teaching Large Classes in Higher Education by Graham Gibbs,Alan Jenkins Pdf

This guide combines theory on teaching methodology with advice on good teaching practice in order to help teachers face the challenge of larger numbers of students in their classrooms. It includes a number of case studies which explore innovative teaching methods.

Large-class Pedagogy

Author : David J. Hornsby,Ruksana Osman,Jacqueline De Matos-Ala
Publisher : AFRICAN SUN MeDIA
Page : 191 pages
File Size : 44,5 Mb
Release : 2013-08-01
Category : Education
ISBN : 9780987009647

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Large-class Pedagogy by David J. Hornsby,Ruksana Osman,Jacqueline De Matos-Ala Pdf

I highly recommend this edited collection. It is a timely intervention when universities around the world are facing changes akin to the newspaper industry a decade ago. The authors remind us of the potential power of the lecture and that there does not need to be a trade off between the size of the class and the quality of the delivery... Professor James Arvanitakis 2012 recipient of the Prime Minister?s Teaching and Learning Award, University of Western Sydney, Australia This is the first book of its kind that considers the complex issues of large classes. As such, it makes a very important contribution and provides a deep insight into large class pedagogy from a conceptual and practical perspective. Dr Mandia Menits Massey University, New Zealand If the thought of teaching large classes fills you with dread; if you think that pedagogic innovation is impossible in the face of burgeoning student numbers; or if you simply wish to understand more about the dynamics of this increasingly common environment in Higher Education, then this is the book for you. Written by highly experienced academics, it is a valuable (and long overdue!) resource for supporting good practice in the large class context. Dr Jenny Hadingham University of Rochester, New York

The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them

Author : Daniel L. Schwartz,Jessica M. Tsang,Kristen P. Blair
Publisher : W. W. Norton & Company
Page : 384 pages
File Size : 46,6 Mb
Release : 2016-07-26
Category : Education
ISBN : 9780393709407

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The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them by Daniel L. Schwartz,Jessica M. Tsang,Kristen P. Blair Pdf

Selected as one of NPR's Best Books of 2016, this book offers superior learning tools for teachers and students, from A to Z. An explosive growth in research on how people learn has revealed many ways to improve teaching and catalyze learning at all ages. The purpose of this book is to present this new science of learning so that educators can creatively translate the science into exceptional practice. The book is highly appropriate for the preparation and professional development of teachers and college faculty, but also parents, trainers, instructional designers, psychology students, and simply curious folks interested in improving their own learning. Based on a popular Stanford University course, The ABCs of How We Learn uses a novel format that is suitable as both a textbook and a popular read. With everyday language, engaging examples, a sense of humor, and solid evidence, it describes 26 unique ways that students learn. Each chapter offers a concise and approachable breakdown of one way people learn, how it works, how we know it works, how and when to use it, and what mistakes to avoid. The book presents learning research in a way that educators can creatively translate into exceptional lessons and classroom practice. The book covers field-defining learning theories ranging from behaviorism (R is for Reward) to cognitive psychology (S is for Self-Explanation) to social psychology (O is for Observation). The chapters also introduce lesser-known theories exceptionally relevant to practice, such as arousal theory (X is for eXcitement). Together the theories, evidence, and strategies from each chapter can be combined endlessly to create original and effective learning plans and the means to know if they succeed.

Teaching Large Classes in Higher Education

Author : Gibbs, Graham,Jenkins, Alan
Publisher : Routledge
Page : 180 pages
File Size : 49,6 Mb
Release : 2014-03-18
Category : Education
ISBN : 9781135350499

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Teaching Large Classes in Higher Education by Gibbs, Graham,Jenkins, Alan Pdf

This guide combines theory on teaching methodology with advice on good teaching practice in order to help teachers face the challenge of larger numbers of students in their classrooms. It includes a number of case studies which explore innovative teaching methods.

Engaging Large Classes

Author : Christine A. Stanley,M. Erin Porter
Publisher : Jossey-Bass
Page : 392 pages
File Size : 54,9 Mb
Release : 2002
Category : Education
ISBN : UOM:39015051922279

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Engaging Large Classes by Christine A. Stanley,M. Erin Porter Pdf

Large classes have become a fact of life in colleges and universities across America; even as academic funding has decreased, class enrollments have continued to rise. Although students, teachers, and administrators are often concerned by the potentially negative impact of uneven teacher-to-student ratios, large classes also offer many potential advantages that are less recognized and not always maximized. In Engaging Large Classes, the authors demonstrate that large classes can be just as stimulating and rewarding as smaller classes. Written by experienced teachers of large classes across a wide range of disciplines and institutions, this book provides faculty members and administrators with instructional strategies and advice on how to enhance large class settings. This book summarizes many of the core issues related to successfully teaching large classes, including An honest review of the advantages and disadvantages of large classes Advice on how to design, plan, manage, and fairly assess large classes The universality of large-class issues across disciplines, from classroom management to working with teaching assistants Strategies for using classroom technology, active learning, and collaborative learning Seventeen detailed examples of large classes from a range of higher education institutions The authors not only present an overview of research on teaching large classes, they also equip readers with helpful insight into the mechanics of large-class pedagogy. This book has the potential to change the way academia views the reality of teaching large classes.

Small Teaching

Author : James M. Lang
Publisher : John Wiley & Sons
Page : 272 pages
File Size : 41,5 Mb
Release : 2016-03-07
Category : Education
ISBN : 9781118944493

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Small Teaching by James M. Lang Pdf

Employ cognitive theory in the classroom every day Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. Learn, for example: How does one become good at retrieving knowledge from memory? How does making predictions now help us learn in the future? How do instructors instill fixed or growth mindsets in their students? Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.

Teaching Large Online and Blended Classes

Author : Selma Koç,Marius Boboc
Publisher : Information Age Publishing
Page : 0 pages
File Size : 55,6 Mb
Release : 2022
Category : Blended learning
ISBN : 1648026788

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Teaching Large Online and Blended Classes by Selma Koç,Marius Boboc Pdf

"As the interest in online learning continues to grow, many higher education institutions offer large classes online. Such courses may prompt managerial and pedagogical challenges for effective teaching and learning. Most online classes depend on text-based information and communication. While there are advantages to text-based information and asynchronous written assignments and discussions, large online classes may lack student-centered, and active learning environments. In addition, providing timely and effective feedback to the students can be challenging and time-consuming for instructors of large online classes. Instructional strategies that rely on collaborative online tools and mobile applications can help facilitate student engagement and active learning while addressing pedagogical challenges of large online classes. Mobile technologies can facilitate formative assessment and personalized instruction while augmented reality applications can help engage students in authentic learning and the transfer of knowledge and skills to real-life situations (Fritschi & Wolf, 2012). In addition, recent technology tools can provide just-in-time access to resources and shared collaborative spaces for students or teachers to work together on projects. This book aims to provide practical assistance to those who teach large online classes by addressing the following research questions with practical implications for teaching and learning: What teaching and assessment strategies do instructors use to facilitate active learning in large online classes? What strategies do instructors use to reduce instructor and learner cognitive overload? What does research suggest for effective teaching and learning in large online classes? What are suggestions for professional development of instructors who teach large online classes? What are suggestions for orienting students for effective learning in large online classes?"--

Cooperative Learning for Higher Education Faculty

Author : Barbara J. Millis,Philip G. Cottell
Publisher : Greenwood
Page : 304 pages
File Size : 49,6 Mb
Release : 1998
Category : Education
ISBN : UOM:39015040042627

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Cooperative Learning for Higher Education Faculty by Barbara J. Millis,Philip G. Cottell Pdf

A practical manual for faculty who use a collaborative approach to education at the post-secondary level. Overviews the cooperative learning process with discussions of its rationale, research base, value, and practical implementation. Also describes a variety of approaches and complementary movements such as classroom research, writing across the curriculum and critical thinking. Annotation copyrighted by Book News, Inc., Portland, OR

Teaching Large Classes Well

Author : Maryellen Weimer
Publisher : Unknown
Page : 128 pages
File Size : 53,6 Mb
Release : 1987
Category : Education
ISBN : UOM:39015013928604

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Teaching Large Classes Well by Maryellen Weimer Pdf

The Amateur Hour

Author : Jonathan Zimmerman
Publisher : JHU Press
Page : 309 pages
File Size : 43,7 Mb
Release : 2020-10-27
Category : Education
ISBN : 9781421439105

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The Amateur Hour by Jonathan Zimmerman Pdf

The first full-length history of college teaching in the United States from the nineteenth century to the present, this book sheds new light on the ongoing tension between the modern scholarly ideal—scientific, objective, and dispassionate—and the inevitably subjective nature of day-to-day instruction. American college teaching is in crisis, or so we are told. But we've heard that complaint for the past 150 years, as critics have denounced the poor quality of instruction in undergraduate classrooms. Students daydream in gigantic lecture halls while a professor drones on, or they meet with a teaching assistant for an hour of aimless discussion. The modern university does not reward teaching, so faculty members at every level neglect it in favor of research and publication. In the first book-length history of American college teaching, Jonathan Zimmerman confirms but also contradicts these perennial complaints. Drawing upon a wide range of previously unexamined sources, The Amateur Hour shows how generations of undergraduates indicted the weak instruction they received. But Zimmerman also chronicles institutional efforts to improve it, especially by making teaching more "personal." As higher education grew into a gigantic industry, he writes, American colleges and universities introduced small-group activities and other reforms designed to counter the anonymity of mass instruction. They also experimented with new technologies like television and computers, which promised to "personalize" teaching by tailoring it to the individual interests and abilities of each student. But, Zimmerman reveals, the emphasis on the personal inhibited the professionalization of college teaching, which remains, ultimately, an amateur enterprise. The more that Americans treated teaching as a highly personal endeavor, dependent on the idiosyncrasies of the instructor, the less they could develop shared standards for it. Nor have they rigorously documented college instruction, a highly public activity which has taken place mostly in private. Pushing open the classroom door, The Amateur Hour illuminates American college teaching and frames a fresh case for restoring intimate learning communities, especially for America's least privileged students. Anyone who wants to change college teaching will have to start here.

Innovative Teaching Strategies and Methods Promoting Lifelong Learning in Higher Education

Author : Hava E. Vidergor,Orly Sela
Publisher : Nova Science Publishers
Page : 0 pages
File Size : 44,5 Mb
Release : 2017
Category : College teaching
ISBN : 1536120839

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Innovative Teaching Strategies and Methods Promoting Lifelong Learning in Higher Education by Hava E. Vidergor,Orly Sela Pdf

This book is a comprehensive study of innovative strategies and methods in higher education, and may serve as a guide for college and university lecturers wishing to expand their teaching repertoire. The book offers theoretical constructs and their practical applications in a wide variety of fields demonstrating the implementation of field-tested methods and techniques. It focuses on teaching-learning strategies in higher education in different applied fields, addressing four main areas, each comprising of several subtopics: 1. The main challenges of academic teaching (ie: transdisciplinary teaching-learning, teaching large classes and alternative/formative assessment); 2. Using technology (ie: incorporating technology, blended learning environments and distance learning); 3. Co-operative teaching-learning strategies (ie: problem based learning, project based learning and personal learning network); and 4. Values-based methods (ie: promoting social responsibility and future thinking, values and knowledge education, and adapting teaching learning to special needs). Each of the fourteen chapters, which are written at a high academic standard, presents a current theoretical review followed by a description of sample courses and/or activities exemplifying possible applications of the relevant theory. The contributors are European university and college lecturers and researchers, experts in their respective fields, who have participated in two European Union ERASMUS+ projects, share the love of teaching and wish to disseminate these innovating teaching practices among higher education institutions.

Discussion as a Way of Teaching

Author : Stephen Brookfield,Stephen Preskill
Publisher : McGraw-Hill Education (UK)
Page : 218 pages
File Size : 48,5 Mb
Release : 1999-01-01
Category : Education
ISBN : 9780335201617

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Discussion as a Way of Teaching by Stephen Brookfield,Stephen Preskill Pdf

This book is written for all university and college teachers interested in experimenting with discussion methods in their classrooms. Discussion as a Way of Teaching is a book full of ideas, techniques, and usable suggestions on: * How to prepare students and teachers to participate in discussion * How to get discussions started * How to keep discussions going * How to ensure that teachers' and students' voices are kept in some sort of balance It considers the influence of factors of race, class and gender on discussion groups and argues that teachers need to intervene to prevent patterns of inequity present in the wider society automatically reproducing themselves inside the discussion-based classroom. It also grounds the evaluation of discussions in the multiple subjectivities of students' perceptions. An invaluable and helpful resource for university and college teachers who use, or are thinking of using, discussion approaches.