Argues that the Socratic method of teaching has limitations in the modern classroom--as he indicates Socrates and Plato also recognized--including the difficulty of a dialog with 35 pupils and the time-consuming nature of the trial and error procedure. (JT)

The booklet describes approaches to teaching a large group of severely developmentally disabled students. The book begins with a review of the circle time format intended to foster motivation through a sense of playfulness, novel items, and opportunities for student participation and response. A theme approach to planning is advocated, and…

Four techniques for "extending" a game designed for small groups of less than six players to larger groups of 25 to 30 players. (Author)

The eight chapters of this book present tools to identify and resolve learning style conflicts. Chapter 1 discusses the philosophical foundations of education in the United States and other countries. Chapter 2 explains why identifying and accommodating learning styles is important, using case studies of unsuccessful students in real classroom…

This volume is a synthesis of interviews conducted with 48 teachers who are infusing their large classes (over 100 students) with small-group activities or are working explicitly to create student communities within large classes. The chapters are: chapter 1, "The Argument for Making Large Classes Seem Small" (James L. Cooper and Pamela…

Both individualized and large group instruction methods for developing physical strength and tennis skills in competitive players are discussed. (LH)

Uses an analysis of small- and large-class differences as a framework for planning for and teaching a large class. Analyzes the process of developing and offering an organizational behavior class to 141 college students. Suggests ways to improve teaching effectiveness by minimizing psychological and physical distances, redistributing resources,…

An experiment using electronic mail discussions to improve communication in a college class of 200 students yielded over 1,780 messages, with two-thirds sent by about one-fourth of the students. Two problems emerged: students responding to old messages after discussion had enlarged, and infrequent mail reading. (MSE)

The Lancaster-Leeds Language Learning in Large Classes Research Project in United Kingdom is examined to focus attention on its importance as a major research effort. Some major flaws in the project are described. (10 references) (Author/LB)

The challenges facing language teachers with large classes are discussed from an Australian perspective, including absentee learners and field coverage. Some blackboard and student performance techniques are identified along with possibilities of group work and individual work. (Contains five references.) (LB)

Discussion of structural knowledge assessment for large groups focuses on the features of a "KNOT" computer program which uses a network similarity index (NETSIM) to compare novice and expert concept maps. Treatment in three high school physics classes investigated reliability as well as content, construct, concurrent, and predictive…

Presents results obtained from using small groups and cooperative learning in the discussion sessions of large lecture classes in the mathematical sciences. Provides data indicating where this approach worked well and where additional changes were needed. (Author/ASK)

Describes three different teaching models that have used content-based instruction and group work successfully. Suggests that the teachers' skill in classroom management is the primary ingredient for success with group work in large classes. (Author/VWL)

In answering the call of the American Association for the Advancement of Science (1990) that "science should be taught as science is practiced at is best," science faculty across the country have systematically begun to infuse their skills, perspectives, and experiences as scientists into the instructional approaches they select for their…

The authors shares suggestions for instructors who teach large classes (from 50-80 students) with minimal resources. The challenges of managing the classroom, using pair and group work effectively, and working with limited resources are addressed. The authors suggests ways to take attendance quickly, to reduce written work to grade, to start and…