A constructivist approach to teaching encourages students to seek answers for themselves, while the instructor acts as a guide and facilitator as students pursue information gathering and knowledge construction. In a large class, it is difficult to use a constructivist model of education simply because of the number of students involved. This…

Higher education institutions are compelled to accommodate growing class sizes as student numbers have increased over time, especially at undergraduate level. Good teaching principles are relevant to all class sizes. For example, teachers of all classes are required to create safe learning environments, motivate and engage students, interact with…

With many learning goals to be met, preschool teachers may wonder how to accomplish all of them. This book is intended to show teachers how to maximize the scope and power of instruction through integration across content domains and learning contexts. Focusing on language, literacy, and mathematics, the author introduces strategies to bolster…

Students enrolled in a large-lecture, non-majors biology course employing a diversified instructional approach featuring both instructor-centered and student-centered techniques evaluated the effectiveness of each approach in fostering course goals. Students perceived both approaches to be effective to some extent. Students indicated that the…

This article describes a method, called programmed student achievement, for handling the huge numbers of students in an introductory course without loss of educational quality. It provides for lectures and small discussion sections and a quizzing mechanism to enforce regular study of material. (JH)

Raises a number of questions to consider when planning a large group learning environment in which "the space developed will support rather than impede learning. (Author/LS)

Describes how a telephone answering device was used to reduce administrative overload in a large televised course. (PD)

Several teachers contribute their tested ideas for projects that involve a large group of students. Included are: an archaelogical dig; a school mural; a visit from a children's author; and a whale-watching field trip. (SJL)

Takes issue with the opinions of K. Patricia Cross, as expressed in her article "Old Practices and New Purposes" (EJ 216 532), pointing to the positive effects of grading, group teaching, and a standard time-frame. (AYC)

The author describes a teaching technique that can be used in some large classes in college mathematics. (PK)

Discusses how formative assessment workshops aid students in large classes. Sessions provide students with some feedback using multiple choice or short answer questions presented by tutors on TV monitors. At the conclusion of the workshops, tutors make themselves available to answer questions. (AIM)

Case study teaching is difficult in large classes, especially in fixed-seat amphitheaters. The development of audience response systems, or "clickers," for use in classrooms has opened up exciting new possibilities for creating and implementing interactive case studies, particularly in large introductory science courses.

The No Child Left Behind Act (NCLB) of 2002 calls for several changes in the K-12 education system in the United States. It focuses on evidence-based educational practices for schools in the United States. This study was part of a large-scale, 8-year research project that examined the quality of classroom instruction from three elementary schools…

Current instructional uses of computers primarily involve an individualized approach which requires assigning one student per computer. However, the computer can also serve as an "electronic chalkboard" in small and large group instruction in the middle school. The equipment required for the electronic chalkboard include: (1) the…

Information and suggestions are provided on the use of team learning in large college classes. Introductory material discusses the negative cycle of student-teacher interaction that may be provoked by large classes, and the use of permanent, heterogeneous, six- or seven-member student learning groups as the central focus of class activity as a…