Dealing with the Challenges of Teaching large Groups

Dealing with the Challenges of Teaching large Groups. Fara Azmat 2008

Problems of teaching a large Group • Over view – Introducing MMM 132 – Why large Group teaching is problematic? -Brookfield’s (1995) critical reflection process

MMM 132 - Management unit • • • Run across all semester Largest unit in Deakin First yr core management unit Popular elective subject 2 one hr lecture, 1 hr tutorial 1500+ students in Sem, 2, 2007

Problems of teaching a large Group Large Group Teaching- Why it is problematic? • • Lack of engagement Lack of motivation Problems of anonymity etc, etc Challenges of Diversity of the student cohort?

Critical reflection Process • Brookfield’s (1995) critical reflection process Autobiography as a teacher and learner Colleagues Experiences Self Reflection process Existing literature Students’ eyes

Critical reflection (contd) • Autobiography as a teacher and learner - ‘Well prepared’ for confidence -teaching strategies influenced by my experiences as a learner - build a ‘trusted’ relationship with he students

Critical reflection: Autobiography as a teacher and learner (contd) • Strategies used: – – – Addressing students by their names Asking open-ended questions Focus on two way communication Using MCQ and True/False questions Summarizing the main point Pausing after every 20 mins

Critical reflection (contd) • Students eyes – seeing ourselves through student’s eyes is one of the most consistently surprising elements in any teachers career’ ( Brookfield, 1995: 32) • Challenges

Critical reflection Students’ eyes (contd) • Strategies: – – – We want to learn from you Discussing how they will learn in the unit Showing interest Explaining things Making the subject interesting Understanding the problem of students

Critical reflection (contd) • Colleagues’ experience • Strategies: – – – Using MCQ/ True/false questions Walking up the isle Design of DSO site Adopting multimedia Responding to student queries

Critical reflection (contd) • Existing Research ‘There is no one way to teach a large class. We have to take into account our teaching style, the characteristics of our students and the goals and objectives of our course’ (Handbook for Teaching Large Class, 2000).

Critical reflection: Existing Research (contd) • Strategies – pause after every 15 -20 mins (Biggs, 2003; Mc keachie, 2003) – using self-addressed questions (Biggs, 2003) – small individual activities – ‘less is more approach’ (Ramsden, 2003) – catering to different learning styles (Fedler, 2005)

Concluding points • Large group teaching has challenges but these can be addressed to a large extent if we use Brookfield's self reflection process.