Have you considered that even small experiments with different techniques can make a big difference in large group instructional experiences?

Big lecture halls or large class sizes can pose challenges to both students and instructors alike.  For many students entering university, this is the first time they have had to learn in this type of context. Making small experiments with strategies that might assist students with overcoming some of the issues in adapting to this type of learning environment can be beneficial for everyone.  When making experiments in instructional strategies, it is important to first consider what we know about how students learn best. You may want to consult models such as Laurillard’s Conversational Framework to help you reflect on your current learning activities and redesign for more variety and interactivity. A more detailed description of the six different learning types can be found here.

Create Teaching and Learning Experiments

The use of new instructional strategies does not have to require big changes or an entire course redesign. Consider experiments with new teaching methods as “research” into teaching and learning. Changing too many variables at once can lead to uncertainty into determining what factors create positive change. In fact, too much change at one time can often overwhelm us into inactivity, rather than result in transformation. Aim for Kaizen-like small, consistent improvements over a longer period; they will likely add up to more impact in the long run.

1. Choose one new strategy that you think might be a good fit for your students, course, content and context.
2. Try the new strategy with students on several occasions.
3. Reflect on (and document, if possible) what worked and did not.
4. Make adjustments to refine the strategy for better success.
5. Repeat the steps with a new small experiment once you feel ready!

Ask Better Questions

While many instructors frequently ask, “Are there any questions?” in their large class lectures, it rarely leads to good discussion. Additionally, asking yes/no or closed questions don’t often help students develop their critical thinking skills or require them to negotiate meaning or understanding with each other. Plan ahead intentionally to ask better questions at fixed points during your large class teaching. Some tips for asking better questions:

• Refer to Bloom’s Taxonomy and use it as a guide for crafting questions that elicit the appropriate level of thinking that you wish to elicit from students.
• Ask open ended questions, and allow students to engage in a think-pair-share activity to answer.
• Allow sufficient wait time for students to think about their answers and/or respond to a question. Find ways to ensure that sufficient time is allowed (set a timer, count silently, etc.) before asking students for their answers.
• Follow up with clarifying and probing questions. See some good examples here from Indiana University.

In a large classroom or lecture hall, it is often difficult to hear students when they are asking, or responding to, a question. Consider the use of a device such as a “Catch Box” which is a microphone in a soft, foam container that can be safely tossed around the room. This page from Bowdoin College in Maine (USA) has some good information and tips for using a Catch Box.

Asking better questions can facilitate more critical thinking, assist students with better learning strategies and metacognitive thinking, and help build problem solving skills. See Quick Win 1

Promote Peer Instruction

Peer instruction is a form of collaborative learning where students engage with core course concepts and then explain those concepts to one another. It is often a variation of “flipped” learning. Crouch and Mazur (2001) note that “unlike the common practice of asking informal questions during a lecture, which typically engages only a few highly motivated students, the more structured questioning process of [peer instruction] involves every student in the class” (p. 970). Peer instruction usually happens in the following steps:

1. Students prepare outside of class time by engaging with reading, videos or other content.
2. The instructor gives some information on the topic, then asks a carefully designed question.
3. Students have time to think abut the question for a few minutes, then commit to an answer.
4. Students work in pairs or small groups with other students who have a different answer than they do. The goal is to come to an agreement on the correct answer(s).
5. The instructor wraps up with an explanation.

Peer Instruction can be a helpful strategy for building better relationships, teamwork, and communication skills, for connecting course content with real-world application, and in helping students develop their soft skills. See Quick Win 2

Use Active Learning Techniques

There are many quick and easy activities that you can consider making small experiments with in your instruction in order to vary pedagogical strategies. These can be incorporated as entrance/exit tickets, discussion/reflection interactions, understanding checks, and more.  By including more activities that involve students interacting with each other about course content, there are opportunities to break the communication barrier, develop teamwork skills, and develop thinking/learning skills that can help students with their work outside of the classroom as well. There are several instructor-friendly websites where you can easily find different activities to experiment with. See Quick Win 3