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In recent years, greater understanding about how people learn has led to the development of more effective approaches to teaching large classes, often making use of new technologies. This book provides an accessible and research-informed introduction to teaching large classes, aimed at teachers from across the STEM subjects, at all stages of their careers, who want to provide the most effective teaching and learning experiences for their students.
A central theme throughout this book is that active learning is an important aspect of good-quality teaching. This is explored in detail through both practical guidance for implementing such techniques as well as through an accessible introduction to the theoretical and pedagogical issues that underpin its use. The practical and theoretical chapters are supported by case studies from physics, mathematics, chemistry and biology, which give an in-depth analysis of what effective teaching can look like.
The text provides an introduction for university teachers interested in using approaches such as the flipped classroom, peer instruction, think-pair-share and the use of computer-based assessment. It also provides discussion on how to quantify the activities that take place during large classes through the use of classroom observation tools and an insight into what the future of teaching large classes might look like.
A central theme throughout this book is that active learning is an important aspect of good-quality teaching. This is explored in detail through both practical guidance for implementing such techniques as well as through an accessible introduction to the theoretical and pedagogical issues that underpin its use. The practical and theoretical chapters are supported by case studies from physics, mathematics, chemistry and biology, which give an in-depth analysis of what effective teaching can look like.
The text provides an introduction for university teachers interested in using approaches such as the flipped classroom, peer instruction, think-pair-share and the use of computer-based assessment. It also provides discussion on how to quantify the activities that take place during large classes through the use of classroom observation tools and an insight into what the future of teaching large classes might look like.
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