PGCAP Programme

University of Salford

Academic Development Unit

Core module team

Delivering - Teaching large groups

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Reflections on a peer observation

“The whole purpose of the lecture was to introduce the module

and the first assignment, which involved a business plan for a

pizza restaurant. The song „That‟s Amore‟ played and one of the

lecturer‟s came out of a side room wearing an apron and

carrying an empty pizza box. I thought this was a good mix of

technical and visual information to help the student make a link

with the assignment and when I think back to this lecture that‟s

the element I remember most. This experience had an impact

on my own lecturing.”

(cohort 1 participant)

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Learning Outcomes

To explain, model & apply the basic principles of large group

teaching.

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What messages does the lecture room

give?

To learn is to acquire information

Information is scarce and hard to find

Trust authority for good information

Authorized information is beyond

discussion

Obey the authority

From Wesch (2009) ALT-C Keynote

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What comes to mind when thinking of

teaching a large group?

Do you agree / disagree with these?

Worry () Enjoyment () Preparation ()

Behaviour ()

What other words come to mind?TMZ.com

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What do we mean by large group?

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Definitions

What do we mean by large group?

Vote

Over 30 = , over 50 = , over 100 =

The number which places a constraint on what we

think we can do? My own comfort

The number which places a constraint on the types

of activity we can do? What is actually possible.

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Definitions

What do we mean by lecture?

Write you definition on a piece of paper.

The way we deliver?

The content we deliver?

The physical space we are in?

Can it be whatever you want it to be?

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Delivery

“The classroom lecture is a special form of communication in

which voice, gesture, movement, facial expression, and eye

contact can either complement or detract from the content.

No matter what your topic, your delivery and manner of

speaking immeasurably influence your students' attentiveness

and learning.”

Barbara Davis.

http://teaching.berkeley.edu/bgd/delivering.html this website also includes some really

useful tips for delivery.

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Pitfalls

In pairs come up with 5 pitfalls (2 minutes)

Share your five with another pair (snowballing)

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Student perspective 1

59% of students find their lectures boring half the time

and 30% find most or all of their lectures to be boring. (Mann

& Robinson, 2009)

„And how many times have we students heard “unfortunately this is

quite a boring part of the course, but it really is important”‟

What makes a good lecturer? Enthusiasm, approachable,

understand the learning perspective of students, give their

time after lectures, open-minded, motivated, engage in a

process of sharing, passion. (Rieutort-Louis, 2009)

image: by RDECOM11

Student Perspective 2

For new students: contrast with school / college

More self-reliance is required, e.g. What to do, note taking,

information overload

Depersonalised / anonymous

Peer factors

„fear factor‟ of speaking / asking questions in a large group

behaviour

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Starting

Talk to students before you start, establish rapport

Grab their attention. Signal the start

Announce the objectives.

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During

Voice: vary tone, conversational style.

Language: simple, concrete, use anecdotes

Well Organised Material (but don‟t overdo the

prep!)

Enthusiasm

Clear visual aids

Vary activity...

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Finishing

Finish forcefully – don‟t let it fizzle out “Make sure you have finished speaking before your audience has

finished listening.” Dorothy Sarnoff

Summarise / conclude

Be prepared to talk to students afterwards (if you

have time).

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Activity

Quizzes / Questions (show of hands, team, paper based...)

Short writing activity

Short reading activity (e.g. read an article)

Debate / student presentations (prepared in advance for a

particular session) See Davis, SEDA Special 13

Write own exam question based on material presented

earlier in lecture. (1 minute paper)

Pair discussion, Buzz groups, Snowballing, syndicate groups. (Gibbs & Habeshaw1989)

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Resources for the lecture

Demonstrations

Models

Video

Images

Case studies

Worksheets

Journal Articles

Videos on large group teaching at Nottingham

http://www.nottingham.ac.uk/pesl/resources/largegroup/

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Planning & structuring the lecture

Think: What learning are you trying to stimulate? How

does this lecture link to others? What added value is

there in your presence?

Do: Break the lecture up with into sections, provide

opportunity for student –lecturer & student – student

interaction, be explicit.

Remember: what are you doing? What are

students doing?

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Pushing the boundaries

Wesch - vision of students today. http://www.youtube.com/watch?v=dGCJ46vyR9o&feature=PlayList&p=3D942C2F6CBAE121&index=0&playnext=1

Student response systems for Q&A, quizzes.

Use of Twitter / SMS / email etc. for getting student Qs or

feedback during the session.

Think outside of the walls: use the campus as a learning space

& Simulations e.g. Anthropology 101 class: http://www.youtube.com/user/mwesch?blend=7&ob=4#play/uploads/4/JgbfMY-6giY

Extending lectures beyond the classroom

Replacing lectures using technology,

e.g. podcasts and have seminars instead.

[Your ideas here]19

Summary

Teaching a large group is NOT just about delivering non-stop

for 50 minutes with the students being passive.

Students need to engage through:

the way we deliver,

the resources we use

the activities we integrate.

Teaching is as much an art form as science, it is very close to

acting - so enjoy it!!

For practical advice see: Exley & Dennick (2009) „Giving a

Lecture‟ (this is also pretty useful for your reflections on your

teaching observations!)20

Bibliography

Davis (nd), Practical Ideas for Enhancing Lectures, SEDA Special 13

Gibbs & Habeshaw (1989) Preparing to Teach, Technical and Educational Services Ltd,

Bristol

Mann & Robinson (2009) Boredom in the lecture theatre: an investigation into the

contributors, moderators and outcomes of boredom amongst university students

British Educational Research Journal, 35(2) pp. 243 – 258

Rieutort-Louis (2009) What Makes a Good Lecturer? Academy Exchange Issue 8

Smith (nd), Lecturing to Large Groups, SEDA Special 1

Young, Robinson & Alberts (2009) Students pay Attention! Combating the vigilance

decrement to improve learning during lectures, Active Learning in Higher Education,

10(1) pp. 41–55

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PGCAP Programme, Core module team

Academic Development Unit

University of Salford

Twitter @pgcap

Delivering - Teaching large groups

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