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…

A presentation of techniques for the use of audiovisual aids in large group instruction. (HB)

IMMEDIATE RESPONSE SYSTEMS MAY BE AN EFFECTIVE MEANS OF INDIVIDUALIZING INSTRUCTION AND OF HELPING THE INSTRUCTOR TO EVALUATE THE PROGRESS OF HIS STUDENTS. SUCH A SYSTEM PROVIDES FOR CONTINUOUS ACTIVE RESPONSE, THE IMMEDIATE KNOWLEDGE OF THE RESULTS OF A RESPONSE, AND THE POSSIBILITY OF CORRECTING ERRONEOUS RESPONSES BEFORE PROCEEDING. THE BASIC…

DEVELOPED AND CONSTRUCTED AT MT. SAN JACINTO COLLEGE, CALIFORNIA, A CLASSROOM RESPONSE SYSTEM PERMITS THE INSTRUCTOR TO NOTE INDIVIDUAL STUDENT RESPONSES TO QUESTIONS AND TO PROVIDE IMMEDIATE FEEDBACK. PRESENTATION OF QUESTIONS BY MEANS OF AN OVERHEAD PROJECTOR HAS PROVED TO BE MORE SATISFACTORY THAN PRESENTING THEM ORALLY, KNOWLEDGE OF STUDENT…

As part of an ESEA Title III study of selected aspects of the program at Abington High School-North Campus, a committee was formed to (1) identify valid objectives for large group instruction used at the school, and (2) determine teacher appraisal of the extent to which these objectives were being reached. The committee constructed an opinionnaire…

A flexible schedule allows teachers to change group size, group composition, and class length according to the purpose of the lesson. This pamphlet presents various "master" schedules for flexible scheduling: (1) Simple block schedules, (2) back-to-back schedules, (3) interdisciplinary schedules, (4) school-wide block schedules, (5) open-lab…

STUDENTS IN EXPERIMENTAL LARGE GROUP-SMALL GROUP CHEMISTRY CLASSES WERE COMPARED TO STUDENTS IN CONVENTIONALLY ORGANIZED CHEMISTRY CLASSES FOR GAIN IN KNOWLEDGE OF CHEMISTRY AND OTHER LEARNING OUTCOMES. THE 1,241 STUDENTS INVOLVED IN THE INVESTIGATION WERE ENROLLED IN 14 URBAN, SUBURBAN, AND RURAL SCHOOLS. EXPERIMENTAL CLASSES RANGED IN SIZE FROM…

Techniques to keep students interested include videotaped demonstrations and a self-paced, unit-mastery approach. When lecturing, teachers should use a microphone, maintain eye contact with students in all sections of the room, use an overhead projector and write clearly, talk about interesting topics, be dramatic, and share their experiences and…

Describes management strategies used in a large kinetics/industrial chemistry course. Strategies are designed to make instruction in such classes more efficient and effective. Areas addressed include homework assignment, quizzes, final examination, grading and feedback, and rewards for conducting the class in the manner described. (JN)

At large universities, optional seminars that dovetail with large-enrollment courses can provide meaningful small-class experiences for students who want them. Describes a course offered in conjunction with a large-enrollment Geology of the National Parks course that allows in-depth discussion of course materials and related topics as well as…

Based on the importance of "tasks" in teaching/learning, this article focuses on problem-solving tasks in a language classroom. Steps include focusing on a learning goal and topic; deciding on the problem and outcome; specifying the context of the problem; and splitting the information and assigning roles. (Contains eight references.) (LB)

Open online courses (OOC) with a massive number of students have represented an important development for online education in the past years. A course on artificial intelligence, CS221, at the University of Stanford was offered in the fall of 2011 free and online which attracted 160,000 registered students. It was one of three offered as an…

The 10th International Conference on Educational Data Mining (EDM 2017) is held under the auspices of the International Educational Data Mining Society at the Optics Velley Kingdom Plaza Hotel, Wuhan, Hubei Province, in China. This years conference features two invited talks by: Dr. Jie Tang, Associate Professor with the Department of Computer…

Students rarely ask questions related to course content in large-format introductory classes. The use of a Web-based forum devoted to student-generated questions was explored in a second-semester introductory biology course. Approximately 80% of the enrolled students asked at least one question about course content during each of three semesters…

Findings from a survey of undergraduates demonstrate links between students' experience level and their perceptions and expectations of large classes. The authors made a number of hypotheses, including that students prefer active-learning experiences but expect passive-learning experiences, that experienced students prefer large classes but…