You have finished your Ph.D. and landed your first academic job. Scanning the fine print, you realize the introductory class you have been assigned to teach is being held in an auditorium. A really big auditorium. Panic begins to set in…. In this handy and practical book, Elisa Carbone offers a wealth of sound advice on how to deal with a large class, from the first day to end-of-semester evaluations. Full of examples taken from many different disciplines, Teaching Large Classes will be an ideal companion for any teacher facing the challenge of the large introductory class.
Chapter 5: Using Demonstrations, Visual Aids, and Technology
Using Demonstrations, Visual Aids, and Technology
Creativity may simply mean that there is no particular virtue in doing things the way they've always been done.
John Clarke (1987) says of visual devices, “They break the tedious stream of words, words, words, allowing students to see what they are hearing … they break the pace of discourse, shift focus from the lecturer to the material, and help stem the erosion of interest that occurs when students are fixed to one spot for fifty minutes or more” (p. 57). Laurie McNeil (1995) of the University of North Carolina calls demonstrations, “Concrete handles for grabbing hold of … abstractions” (p. 4).
Demonstrations and Dramatic Devices
The room is big, the number of students is huge, ...