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Tables of Contents for Teaching Large Classes
Chapter/Section Title
Page #
Page Count
Foreword
ix
Jim Greenberg
Acknowledgments
xiii
Introduction
xv
Listening to the Experts
xv
I. STARTING OUT RIGHT
Starting the Semester: The First Class
3
4
First Impressions
4
1
The Syllabus
5
1
Breaking the Ice
6
1
First-Class Anxiety
6
1
References
7
5
Personalizing the Large Class
8
4
Act as if the Class Were Small
8
1
Learn Student Names
9
1
Personalize Feedback
10
1
Invite Input From Students
11
1
Be Available
11
1
References
12
12
II. PRESENTING THE MATERIAL
Lecturing 101: Getting Your Students to Listen
17
7
Help Students Create Connections
18
2
Maintain Your Credibility---Don't Lose Your Listeners Through Self-Deprecation
20
1
Organize Effectively---Help Your Students Follow Your Train of Thought
21
1
Use Extemporaneous Oral Style---Help Your Students Understand What You're Saying
21
1
Don't Let Your Words Cause Individuals in Your Classroom to Stop Listening
22
1
Make the Most of Your Personal Communication Strengths
23
1
References
24
6
Lecturing 102: Using Stories and Examples
25
5
Family Stories
26
1
Stories From the Media
27
1
Personal Experience
28
1
Storytelling Tips
28
2
References
30
14
Using Demonstrations, Visual Aids, and Technology
31
13
Demonstrations and Dramatic Devices
31
2
Visual Aids
33
1
Uses of Technology
34
1
Overheads
35
1
Videos---Professionally Produced
35
1
Videos---Homemade
36
1
The Net---Teaching Students to Use It
37
1
The Net as a Teaching Tool During Class
37
1
The Net as a Teaching Tool Outside of Class
38
1
Electronic Tutorials
39
1
Presentation Software for Lectures
39
3
Using E-Mail: Problems and Solutions
42
2
References
44
12
III. GETTING YOUR STUDENTS INVOLVED
Active Learning in a Large Class
47
9
Running a Tight Ship (With a Crew of 100 or More)
48
3
Planning: Be Prepared. Make the Task Clear to Students
48
1
Ensuring Participation: Make Learning Objectives Clear and Require a Group Product
49
1
Maintaining Order: Limits on Time and Group Size
50
1
Methods
51
4
Participatory Lecture
51
1
Think-Pair-Share
52
2
Student Demonstrations
54
1
Games
55
1
Departmental Support
55
1
References
56
7
Are There Any Questions?
57
6
Helping Students Question the Material (and Life)
58
1
Helping Students Feel Free to Ask Questions
59
1
Asking Questions to Provoke Critical Thinking in Students
60
2
Questions for Discussion and Participation
62
1
References
63
11
IV. MANAGING YOUR LARGE CLASS
Assessment and Feedback in Large Classes
67
7
Course Planning for Meaningful Assessment
68
1
Exam Logistics
69
2
Frequent Feedback Without Frequent Headaches
71
2
Feedback From Students
73
1
References
74
10
Managing Student Behavior
75
9
The Problems
75
1
Underlying Problems and Solutions
76
1
Different Strokes
77
1
The Classroom: Sacred Temple of Learning
77
1
Laissez-Faire
78
1
In Between
78
2
Conclusions
80
1
More Solutions
80
1
Side-Talking
80
1
Arriving Late
81
1
Leaving Early
81
1
Commotion During the Final Minutes of Class
82
1
Skipping Class
82
1
Reading the Student Newspaper
83
1
Final Thoughts
83
1
Reference
84
8
Working Effectively With Teaching Assistants (TAs)
85
7
Producing ``Good'' TAs
85
3
Before the Semester Begins: Focus on Expectations
86
1
During the Semester: Focus on Skills for Students and TAs
87
1
Teaching as a Team
88
3
Communicate to Students: This Class Is Taught by a Team
89
1
The Task of Teaching: Working as a Team
89
1
Unity of the Group: The Care and Feeding (Literally) of TAs
90
1
After the Semester Is Over: Focus on Improvement
91
1
References
92
1
Index
93
4
About the Author
97