CIPD's Video Resource for Large Class Instructors |
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Welcome to CIPD's video resource for large class instructors!
The logistics inherent in managing large classes and employing active learning techniques can seem overwhelming. How can instructors implement strategies that engage students in large classes, increase learning and attendance, and make learning visible without creating an impossible work load? We at CIPD, and a growing number of instructors at UWM, believe it is possible to motivate deep learning, engage students, and increase attendance in large classes without sacrificing a substantial amount of content. The seven videos comprising Active Learning in Large Classes were produced from the taping of two UWM large classes.
In videos #1-3, instructor Mary Gruhl, Ph.D., of Environmental Sciences, explains the difference clickers (student response systems) have made in her large classes and on exams, and demonstrates how she uses them to implement pre-and post-assessments of student understanding. In video #4, Kelly Ottman, Ph.D., School of Business , and her TAs introduce the key feature of student teams, how they impact student learning and accountability, and the logistics of managing 50+ small learning teams in her 300+ lecture. Videos #5-7 capture her integration of large group teams, discussions, and active learning exercises, and demonstrate how she moves adroitly between active learning and traditional lecture approaches. Videos 1-3: Using Clickers (classroom remote systems) Video 1: Science Instructor's Comments about the use of “clickers” and their impact on student learning and exams Video 2: Pre-Assessment: What do students know about this subject prior to the lecture? What are their misconceptions? Video 3: Post-Assessment: What do students now understand from the lecture? Videos 4-7: Teams, Discussions, and In-Class Activities Video 4: Business Instructor and TA Comments about Using Student Teams in Large Classes Video 5: Teams/Folders Video 6: Class Activities/Mini Lecture Video 7: Large Discussion/Reporting Out The videos are not intended to provide a complete guide to the use of active learning in large classes and the use of “clickers,” teams, and discussion. Rather, the videos introduce multiple pedagogical approaches and options and illustrate a number of key points explored in CIPD's program, Modifying Large Classes for More Learning .Additional literature from the program on large lectures is available on CIPD's electronic e-reserve under the authors, Stanley and Porter, from their book, Engaging Large Classes. Having viewed the clips, we encourage you to arrange a consultation with our CIPD staff, browse our additional resources, and join us at our ongoing professional development opportunities. The Learning Technology Center at UWM http://www.uwm.edu/Dept/LTC/ offers ongoing workshops on the use of student response systems and is available for one on one consultation as well. This project was filmed and produced under the direction of Frank Campenni of Instructional Media Technologies and coordinated by Connie Schroeder, Ph.D., assistant director of the Center for Instructional and Professional Development (CIPD), and Tony Ciccone, director. The project was funded through collaboration between Instructional Media Technologies and the Center for Instructional and Professional Development. Tony Ciccone, Director Connie Schroeder, Assistant Director Center for Instructional and Professional Development |
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Tuesday, 30-Aug-2005
Center for Instructional and Professional Development University of Wisconsin - Milwaukee Golda Meir Library E178, P.O. Box 604, Milwaukee, WI 53201 Phone: 414.229.6638 FAX: 414.229.6758 Email: cipd@uwm.edu |
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Large classes present special challenges for new as well experienced instructors. The increase in size often generates and expands anonymity, student passivity, and even incivility, and can decrease student accountability. Moreover, large classes make it difficult for many instructors to know whether students are learning and therefore how to design lectures that truly deepen student understanding.