Lecturing to Large Classes

Adapted from: Jenkins, A (1992), "Active learning in structured lectures" in Gibbs, G and Jenkins, A (eds), Teaching Large Classes in Higher Education, pp 63-77. London: Kogan Page

One variation on the standard 50 minute lecture, i.e. where the lecturer speaks all the time, is to break the lecture up into a series of sections. In some sections the lecturer lectures. In others groups of 2 to 4 students work on tasks defined by the lecturer.

Here are suggestions on setting tasks and handling the group:

Great care has to be taken in constructing the tasks and topics for students to discuss.

The central problems are in devising tasks that set students clear demands but which require them to work to get the answers. Basically students need to see a way of getting to grips with the problem without being able to get the right answer too quickly.

In devising tasks my experience suggests it is best to:

  • Make tasks and questions small enough to be conceptualized and tackled. Use a series of small tasks rather than one big one.

  • Use concrete examples, specific situations and contexts with which students are familiar, rather than abstract, general and unfamiliar problems.

  • If it is a large, and potentially difficult problem, then specify the steps that should be used in tackling it.

  • Do not put students into groups too early if the task requires step-by-step work.

  • Do not leave students alone too long when they are working on open-ended tasks. Get them to compare their answers at an early stage.

  • It is important to vary the type of task. It is very easy to fall in the trap of asking very repetitive style questions.

  • Make very clear demands for the outcome of work e.g. `list five reasons why transport costs are not a simple function of distance', rather than `discuss the relationship between transport costs and distance.'

    Over the years I have become more skillful at setting the tasks and judging how long students need to work on them. I now try to ensure that the spoken instructions are brief and are also clearly stated in lecture handout and/or projected image (powerpoint, overhead, projection devise). I then shut up and let them get on with it. I am also experimenting by stating with every task I set:

    • Why I want them to do it.

    • What (precisely) they are to do.

    • When it has to be completed by.

    • How they are to do it (e.g. appoint a chair, brainstorm some possible answers and then agree on the three strongest explanations).

    I am finding participants quickly get used to this way of working - though judging the time that different groups will need to complete the task is difficult. Here it is useful to include some questions that could be discussed (by more able students) at length.

    After students have worked at a task I will often go over the tasks, highlighting key issues and clearing up areas of difficulty. But at other times I will purposefully not speak to the whole group about a task. This is designed to 'encourage' those who would otherwise sit back and wait for the answers. Even in a large class I am trying to set up a culture in which students take on much of the responsibility for their learning.