A Model for Teaching Large Classes: Facilitating a "Small Class Feel"

Autor/inn/en	Lynch, Rosealie P.; Pappas, Eric
Titel	A Model for Teaching Large Classes: Facilitating a "Small Class Feel"
Quelle	In: International Journal of Higher Education, 6 (2017) 2, S.199-212 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Large Group Instruction; Teaching Methods; Class Size; Lecture Method; Critical Thinking; Teacher Attitudes; College Faculty; Course Descriptions; Teacher Student Relationship; College Students; Role; Teaching Assistants; Small Group Instruction; Writing Skills; Writing Instruction; Mentors; Discussion (Teaching Technique); Peer Teaching; Grading; Attendance; Educational Practices + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Klassengröße; Kritisches Denken; Lehrerverhalten; Fakultät; Kursstrukturplan; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Rollen; Writing skill; Schreibfertigkeit; Schreibunterricht; Peer group teaching; Peer Group Teaching; Notengebung; Schulnote; Anwesenheit; Bildungspraxis
Abstract	This paper presents a model for teaching large classes that facilitates a "small class feel" to counteract the distance, anonymity, and formality that often characterize large lecture-style courses in higher education. One author (E. P.) has been teaching a 300-student general education critical thinking course for ten years, and the other (R. L.) has assisted in the administration and instruction of said course for four years. Detailed here is an instructional model, developed over a period of ten years, for teaching large classes that is more active, conversational, and characterized by stronger relationships between students and instructors than is typically found in large courses offered in higher education. This model relies on the role of teaching assistants and graders, small group work, instructor presence, writing skills support, student mentoring, and large class discussion, among others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01