Category: Large Lectures

Three simple activities for class

Active learning can be simply described as determining what skills you want your students to improve, and then making time during class to help them practice that skill effectively. Some instructors fill all of class time with working problem sets, practicing vocal exercises, or writing case studies. Other instructors pause lecture for ten minutes to[…]

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Maximize the first day of class

Classes at UCI have become larger, and teaching tools have become more complex. It can be easy to be concerned about the many administrative details your students need to understand in order to do well in your class. But the first day of class only comes once, and this is the moment when students are very[…]

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Doceri in the Lecture Hall

As an instructor, there are clear benefits to engaging students while they are working on difficult problems in the classroom. Dr. Nancy Aguilar-Roca teaches ecology and physiology, and regularly asks students to predict whether an experimental change will cause the line on a graph to go up or down. Dr. David Kirkby teaches quantum physics in[…]

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Three mechanisms to improve your pre-class reading

Instructors of large lecture courses often have required reading associated with each class period. If asked whether students do the reading, most say that compliance is low. Students themselves agree – data from the 2014 UC Undergraduate Experience Survey gives a self-reported average of 65% of readings completed. Below, we discuss why students don’t do the[…]

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Five simple techniques to make your large lecture more engaging

Your course is large, and only getting larger. You would love to be a more effective teacher, but a major course redesign is not going to happen between now and the first day of class. Here are five simple ways you can make even a large lecture more engaged and interactive. Stop and ask a[…]

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