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Lowman, Joseph – New Directions for Teaching and Learning, 1987
Some of the special challenges associated with evaluation and grading in the large class are discussed. Suggestions for evaluation methods include seeking clarity, reducing the stress of test administration, giving feedback, guarding against errors in record keeping, and returning exams efficiently and with respect. (MLW)
Descriptors: Class Size, College Instruction, College Students, Evaluation Methods
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Aronson, J. Richard – New Directions for Teaching and Learning, 1987
Six keys to successful instruction in large classes are identified: don't be intimidated, prepare carefully, be natural, be personal, prevent students from feeling insignificant and anonymous, and stay in touch with teaching assistants. (MLW)
Descriptors: Class Size, College Instruction, Higher Education, Large Group Instruction
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Cooper, James L.; Robinson, Pamela – New Directions for Teaching and Learning, 2000
Describes a number of informal "turn-to-your-neighbor" approaches that create an active learning environment in college lecture settings. These include: launching class in discussion, breaking up the lecture for comprehension checks, closing class with small-group conversation, and debriefing exams. (DB)
Descriptors: Class Size, Classroom Techniques, College Instruction, Group Discussion
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Brooks, Robert P. – New Directions for Teaching and Learning, 1987
Keys to success in the large class are related to (1) adequate preparation before the course begins and (2) being aware of the pulse of the class throughout the semester. Potential problems are identified and suggestions to make large classes function well are offered. (MLW)
Descriptors: Class Size, Classroom Techniques, College Instruction, Discipline
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McCauley, Robert N. – New Directions for Teaching and Learning, 1984
Many social and intellectual forces focus introductory courses not on the process of inquiry but on its products. Changes that can help refocus these courses include limiting class size, emphasizing writing skills, having all levels of faculty teach the courses, and promoting exchange of ideas in the classroom. (MSE)
Descriptors: Class Size, Classroom Communication, College Curriculum, College Faculty
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Weaver, Richard L., II; Cotrell, Howard W. – New Directions for Teaching and Learning, 1987
Five communication strategies are essential to success in large courses: managing instructor anxiety, using presentation time efficiently, motivating students, communicating enthusiasm, and organizing content. (MLW)
Descriptors: Class Size, Classroom Communication, College Instruction, Communication Skills
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Weimer, Maryellen Gleason; Kerns, Mary-Margaret – New Directions for Teaching and Learning, 1987
An annotated bibliography that surveys a variety of pedagogical literature and includes articles proposing ideas, techniques, strategies, and innovations most recommended by instructors of large classes is provided. (MLW)
Descriptors: Annotated Bibliographies, Class Size, College Faculty, College Instruction
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Murray, Harry G. – New Directions for Teaching and Learning, 1987
Formative evaluation of teaching is discussed, and ways of obtaining diagnostic feedback that will lead to improved teaching in large lecture classes are examined. A Teacher Behaviors Inventory is included. (MLW)
Descriptors: Class Size, College Instruction, College Students, Faculty Evaluation
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Frederick, Peter J. – New Directions for Teaching and Learning, 1987
Suggestions to help faculty discover ways of achieving interactive, investigatory, and intimate learning environments in large settings are provided. The instructional objective is to empower students to take responsibility for their own learning. (MLW)
Descriptors: Brainstorming, Class Size, College Instruction, College Students