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Large group teaching -FI
Transcript of Large group teaching -FI
Dianne Burns & Alison Fisher
New Academics Programme
Intended Learning Outcomes
Critically discuss the challenges of large group teaching
Consider how to create an environment that inspires ownership
Critically explore ways to support student engagement in the
learning process within large group settings
Consider new ways in which to bring your own lectures and
large group teaching sessions to life
Why do we deliver lectures?
What are they for?
If they don't
How can we create an environment that fosters 'student ownership' of learning?
What behaviours hinder learning within large group teaching sessions?
What are the current challenges for large group teaching sessions?
for lecturers delivering?
for students attending?
Make lectures interactive!!
Small Group Activities.
i.e. Problem solving
Biggs, J & Tang, C (2011),
Teaching for Quality Learning at University-What the Student Does
(4th Edition), Open University Press & McGraw-Hill Education, UK
Barkley, E.F (2011),
Student Engagement Techniques
, CA: Jossey Bass.
Morton, A (2007), 'Lecturing to Large groups'. In Fry, H, Ketteridge, S & Marshall, S (Eds),
A Handbook for Teaching and Learning in Higher Education. Enhancing Academic Practice
(3rd ed), pp 58-71, Routledge: London & New York.
O'Donohue, M (2009), Higher Education, 2002, Available at:
(Website). Accessed 21-1-18.
Race, P (2007),
The Lecturer's Toolkit. A Practical Guide to Assessment, Learning and Teaching
(3rd Ed), Routledge, London & New York
Race, P (2014),
Making Learning Happen
(3rd Ed), London: Sage
Revill, A & Wainright E (2009), What makes Lectures 'Unmissable'? Insights into Teaching Excellence and Active Learning, J
ournal of Geography in Higher Education
(2), pp 203-223
Svinivki, M. & McKeachie, W. J., (2011) McKeachie’s Teaching Tips: Strategies, Research and Theories for College and University Teachers, 13th ed. Wadsworth Cengage Learning, USA.
How does learning happen?
Prior knowledge shapes learning
New knowledge is organised within existing semantic networks
Knowledge is socially constructed
Teachers can direct and support ('scaffold') learners' knowledge construction
Learners' active efforts to construct knowledge are key (cannot be passively transmitted)
Engagement with learning is influenced by:
What practical steps have you taken to positively influence learning in large groups?
Possible sources of influence:
Ways of packaging and presenting material
Efforts to foster learners' motivation
Efforts to build learners' positive expectations and confidence of success
Identify 3 things you could do to improve student ownership of learning and engagement in your own sessions.
Commit to taking one deliberate step towards your goal....
Case Study: Statistics
Case Study: Lie Detection
What are the cues someone is lying?
How good are you at detecting lies?
How good are people in general?
Are some better than others?
What psychological states might an individual experience when lying?
Can we enhance these to improve deception detection accuracy?
Can we use technology to detect deception?
Can transformational learning take place in lecture theatres?
Find out more:
Creating Online Interactive Handbooks and Content with Softchalk (17th July, 21st August)
Creating an eLearning Package with PowerPoint add on; iSpring (26th June, 24th July, 1st August)
Interactive Classrooms made easy with Nearpod (19th June, 10th July, 28th August)
Pebblepad: Portfolios (7th August, 11th September)
Playposit: Videos with inbuilt tests (31st July)
The Interactive Teaching Series
Our interactive teaching series aims to enable you to use software to improve your day to day teaching.