Making Teaching Work provides a down-to-earth, jargon-free book for teaching staff in universities and colleges, and includes reference to some of the best modern literature on assessment, teaching and feedback. By focusing on the learner in a variety of situations and contexts, the book explores how teachers can help learners to make learning happen. The authors emphasise 'teaching smarter' - helping busy, hard-pressed teachers to increase the efficiency as well as effectiveness of their work. Written with both full-time and part-time staff in mind, this book allows teaching staff to balance the various tasks which make up their workload, including the increasing paperwork and administration they encounter whilst carrying out assessment, teaching and providing feedback to students. The book addresses a wide range of aspects of assessment, learning and teaching in post-compulsory education including:How to provide a supportive learning environment - including online learningHow to design and manage formative assessment and feedbackHow to support diverse students - including addressing and achieving student satisfactionDeveloping teaching - including lecturing, small-group teaching, supporting individual learning and dealing with disruptive studentsHow to use research to improve teachingCreatively designing curriculumPromoting student employabilityBroadening horizons - including widening and deepening participationAddressing and achieving student satisfactionIt is a self-sufficient and thought-provoking resource about teaching and learning for all practitioners in post-compulsory education.

Working with Large Groups

Working with large groups

This chapter addresses the following questions:

  • What are we trying to achieve when working with large groups?
  • How can we engage students in large-group learning?
  • How can we effectively integrate and use feedback in large groups?
  • How can we contingency plan for large-group lectures?

What are we Trying to Achieve?

The large-group lecture remains a standard on most courses although its role has changed over the last decade.

As is evidenced by low attendance at many lectures, the emergence of the internet and information on demand has reduced the importance of the lecture as a primary means of conveying information. Whilst lectures can continue to provide a useful role in providing an overview and in knitting together the different threads of a course, this can ...

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