A four-step approach to teaching complex concepts at the college level involves a sequence of lecture, an individual assignment, small group discussion, and larger group discussion instruction. The last three steps focus on case study applications. The method is adaptable to different teaching situations and promotes expansion of student…

The prevalence of large language classrooms in many parts of the world is noted. Two class activities are described for student participation: Passages for Peer Monitoring, for reading, listening, and speaking skills; and Articles for Reading and Discussion, for presentation and discussion leader skills. Evaluation forms are appended. (Contains…

This paper describes the development and evaluation of a blended learning resource in the biosciences, created by combining online learning with formal face-face lectures and supported by formative assessments. In order to improve the effectiveness and efficiency of teaching large classes with mixed student cohorts, teaching was delivered through…

Classroom assessment of writing is considered from an anthropological perspective as practitioners' tool use. Pan Canadian data from a 2002 English teacher questionnaire (N = 4070) about self-reported assessment practices were analyzed in terms of tool choice and use by secondary teachers of different experience and qualification levels. Four…

This volume offers practical suggestions to teachers on how to improve teaching methods at the higher education level. Suggestions span various types of teaching tasks and settings. Chapter 1 is on teaching in large groups and includes lecture preparation, what to do when things go wrong, evaluating a lecture, and related topics. Chapter 2…

Various approaches to the management of large classes identified in the literature are categorized, with information drawn especially from earlier findings of the Lancaster-Leeds Language Learning in Large Classes Research Project. The discussion makes use of sources appearing during the last 150 years, but emphasizes the period since 1960. Three…

Designed to obtain information on the tests and activities in which students engage in science classes, this study focused on the activity structures used by teachers in high school science classes and on the academic work of students. The main component of the study was an ethnographic investigation of 15 science teachers from Perth, Australia.…

The Large Class Analysis Project was undertaken to provide instructors, administrators, and researchers with an in-depth look at the teaching techniques used in a variety of large (defined as having over 100 or more students) classes taught at The University of Texas at Austin. Data were collected concerning student attitudes toward such large…

This pamphlet on using various learning tools is the sixth of 16 in a series to provide leaders in adult activities with sound introductory material to give practical help in using a method of adult education or working in a particular area. Its objective is to help leaders improve their methods of teaching. Ten articles and how-tos are included.…

This study investigated differences occurring in student time utilization in three teachers' classes. In Class A, the teacher used a large group instructional mode; in Class B, the teacher used a small group instructional mode; and in Class C, the teacher used an individualized instructional mode. The subjects were 60 eighth grade students from a…

A good language game is one that (1) requires little or no advance preparation, (2) is easy to play and yet provides the student with an intellectual challenge, (3) is short enough to occupy a convenient space during the class period, (4) entertains the students but does not cause the class to get out of control, and (5) requires no time-consuming…

Modular scheduling was introduced in the academic year 1967-68 at North Miami Senior High School. After a year's operation under the Stanford School Scheduling System, an "at home" evaluation of the new program was made. Student grades on a cross-sectional basis did not suffer, but rather showed a slight improvement. Moderate improvement was also…

Two teachers taught a unit to two classes of students. High- and low-ability students did better in the small group approach, while medium ability students did better in the large group. Analyses of group processes indicated students benefited from peer tutoring processes which occurred in small groups. (Author/DWH)

College courses which use writing across the curriculum (WAC) principles encourage students to write about assigned readings and to respond to each other's writings, resulting in better learning of course concepts and the experience of participating in a discipline's ongoing conversation. Guidelines for setting up peer response groups in both…

Classroom communication system (CCS) technology makes it easier to give students immediate feedback on concept tests and to manage peer and class discussions in large classes. This study compared the effects of two different CCS discussion sequences on students' experiences of learning engineering. The results demonstrated that the type of…