This report confirms anecdotal evidence that language teachers do find large classes to be problematic, collates data on class sizes in various parts of the world, and investigates the possibility of defining a large class, at least from the teachers'points of view. The first section is introductory. The second presents findings of a small-scale…

Teaching and learning activities that occurred in large university classes were studied with attention to the extent students are being involved and whether that involvement makes a difference in their attitudes and performance. At the University of Texas at Austin, 19 large (100 students and larger) classes, representing the college of liberal…

A discussion of teaching and testing methods for children with disabilities focuses on techniques appropriate for use in developing countries. The book has several purposes. Its aims are to: (1) discuss practical, step-by-step methods that can be used readily in existing classrooms; (2) describe ideal methods and materials as long-term goals to…

The observations of a teacher educator who spent a semester teaching in a mainstreamed elementary classroom are recorded in this monograph. Case studies of students form the framework for the consideration of the broader implications and problems involved in mainstreaming. Illustrative classroom practices are offered to clarify such concepts as…

Prior to the relatively easy access to computers which began in the mid-1960's, simulation was a tool only of researchers. Even now, students are frequently excluded from direct laboratory experiences for many reasons. However, computer simulation can open up these experiences, providing a powerful teaching tool for individuals, for small and…

In this lesson, students identify the question-answer relationship (QAR) for word problems that relate to a graphic or table. They then use the QAR strategy to determine the mathematical and cognitive actions required to answer the word problem. This activity is particularly appropriate for fourth- and fifth-grade students. During two 40-minute…

Teacher-centered presentation is generally considered the only way of teaching in large classes, whereas a learner-centered communicative approach is not considered feasible. This applies even more to language teaching, where the difference between the native speaker's knowledge and the students' command of the language hinder communication. In…

A beginning course in teacher education offered by the Department of Secondary Education at the University of Arizona is described. The course features team teaching with large and small group instruction and directed study, student contracts, and observation/participation in the local schools. (JMD)

Two studies on monitoring and assisting high-risk college students are compared. Individualized intervention was provided in the first study, whereas the second attempted a reduced form of the same intervention in a large-group course. Both emphasized student awareness of appropriate study behavior. Only the first study had positive results.…

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 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…