This report provides a simplified description of flexible-modular scheduling and of several types of instructional strategies that can be advantageously applied to high school curricula. Group size, facilities, and teaching roles are considered in the overall picture of flexible-modular scheduling. Large group instruction can conserve space,…

Describes a method used in the first class periods of a foundations of education course of 20-35 students to introduce students to each other and develop the interpersonal climate necessary for an effective discussion course. Involves breaking up into groups of five strangers for personal introductions and later class presentations. (JT)

To assess student feeling toward large group instruction, an attitude survey of 17 questions was administered before and after participation in such a class. Tremendous attitude changes from negative to positive were attributed largely to effective media use in the class. (LBH)

Articles are divided into four areas: (1) fundamental principles, (2) applications to novel environments, (3) application to large institutional settings, (4) future concerns. (DAG)

Of great importance in large class instruction is the need to ensure that students learn how to learn. Course organization and evaluation methods grow out of a recognition of the course's learning goals. (MLW)

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)

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)

Describes a course at Marist College, Poughkeepsie, New York, in which multimedia and computer-assisted instruction are used to teach Russian culture. The use of this approach to meet individual student needs in large classes is discussed. (SED)

The use of instructor-prepared notes covering 90 percent of the lecture information in one large-group human sexuality course was enthusiastically received by the students, and anecdotal evidence suggests an increase in correct test responses. (MSE)

Explains how an environmental education course using a small group format was successfully modified for a large class setting through the use of whole class lectures and small group sessions (N=20-25) led by graduate teaching assistants. Includes course format and evaluation results. (DC)

This paper argues that British initial teacher training should address primary teaching methods directly so preservice students can appreciate the limitations of much popular debate about teaching styles, understand the historical backdrop against which the current situation has emerged, and appreciate the realities underpinning the context in…

Use of problem-based learning in a large upper-division general education class at McMaster University (Canada) provides opportunities for students to identify and practice skills for inquiry into societal problems and solutions. Classroom techniques and processes preserve the essence of problem-based learning despite the fact that the class is…

Discusses instructional considerations of group size for computerized instruction. Situations calling for individual use, small group use, and large use of computers are described; individualistic, competitive, and cooperative learning are explained; peer tutoring versus teacher guidance is examined; and courseware selection is discussed. (eight…

Describes the Self-Directed Process Approach (SDPA) to teaching writing, specifically in regard to teaching Technical Report Writing to a class of 114 engineering students in the National Diploma course in Nigeria. SPDA teaches students to be their own educators and to be responsible for their own improvement; hence it is especially suitable for…

At the Pennsylvania College of Optometry, a core course in pediatric optometry was revised to use a problem-centered approach and implemented with a class of 147 students. Students were assigned specific roles to distribute work evenly. A survey found students responded positively to this approach. (MSE)