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Much of the content of this outline comes from McKeachie (Chapters 18 & 19). The other referenced articles also provided some information. Click [References] to view sources.

I. Special constraints of large classes

- can result in more disruptive behavior, more cheating, more absences, and less attention to instruction
 

- active learning is more difficult, but not impossible (McKeachie, 1999)
 

- because of the large numbers, testing is often constricted to multiple choice or other objective testing techniques

II. Tips on handling large classes

- learning as many names as possible

- getting to class early and chatting with a section of students

- staying after class to chat with students

- issuing an open invitation to coffee after class

- use a seating chart to call on students by name when they have a question or want to make a comment

- make comments on the tests of a different subset of students each test

- hold a weekly workshop for all interested students
 

- pausing occasionally to allow students to compare notes or discuss how to

- apply material

- using minute papers—ask students to write a summary, ask a question, apply a concept

- using the "fishbowl" technique for a small group of students to discuss while a larger group looks on

- interviewing an individual with experience relevant to a topic
 

- make expectations for behavior clear and explicit

- make lectures interesting—stories, examples, visual aids

- move around the room

- put visuals in various places around the room and move to those spots when lecturing

- actively discourage side-talking, late arrival, and early leaving

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