©2006 Richard Watson Todd Dealing with Large Classes b b The Research, the Problems and some Solutions b b Richard Watson Todd b b KMUTT

©2006 Richard Watson Todd KMUTT research project on large classes b Surveys (students, teachers, administrators) b Descriptions of classrooms (activity analysis, interaction analysis, discourse analysis) b Interventions (lecture/tutorials, using , self-assessment)

©2006 Richard Watson Todd Overview of the workshop b b Look at research into large classes b b Examine problems with large classes b b Investigate some solutions

©2006 Richard Watson Todd How large is a large class? b b Perceptions of size are subjective b b Based on situation, course, teacher’s previous experience

©2006 Richard Watson Todd Why are researchers interested in large classes? b b Large classes are the reality b b Teachers are concerned about class size b b Little previous research b b Often ignored in training programmes

©2006 Richard Watson Todd Some key research findings b b Teachers worry about class size b b Students prefer smaller classes, but are not very concerned b b Administrators are not concerned

©2006 Richard Watson Todd Some more controversial findings b b Class size is unimportant when teaching factual knowledge b b Quality of teaching and kinds of activities are more important than class size b b Teachers and students behave similarly in different class sizes

©2006 Richard Watson Todd Some more controversial findings b b Class size is not an important factor in learning b b Classroom learning itself may not be important

©2006 Richard Watson Todd Conclusion from research b b Class size is not a very important factor in learning. However, teachers’ negative opinions about large classes may be important.

©2006 Richard Watson Todd Problems with large classes b b Discipline b b Giving individual attention b b Reliable evaluation b b Teacher discomfort b b Provision of materials b b Physical constraints b b Limited interaction zone b Low teacher-student interaction b Remembering names b Students using L1 b Retaining rapport b Poor teacher feedback b High marking load b Lack of feedback from students

©2006 Richard Watson Todd Ranking serious problems b b Discipline b b Evaluation b b Teacher feedback b b Rapport b b Teacher-student interaction

©2006 Richard Watson Todd 3 key problems b b Lack of teacher-student interaction b b Poor feedback on students’ work (oral and written) b b Difficulties in evaluating students

©2006 Richard Watson Todd Types of solution b b Imposed solutions b b Standard solutions b b Innovative solutions

©2006 Richard Watson Todd Imposed solutions b b Interaction: choral drills, lectures b b Feedback: minimal surface feedback on writing, oral feedback restricted to a few students b b Evaluation: emphasis on exams

©2006 Richard Watson Todd Standard solutions b b Interaction: groupwork/pairwork, role- plays and simulations, projects b b Feedback: feedback on selected mistakes, feedback on first page of written work only, feedback in plenary b b Evaluation: projects

©2006 Richard Watson Todd Innovative solutions b b Interaction: lecture/tutorial format, group consultations b b Feedback: peer consultations, consultations b b Evaluation: portfolios, peer and self- assessment

©2006 Richard Watson Todd Problems with innovative solutions b b Increased teacher workload? b b Timing b b Student reaction against methods b b Need for preparing students

©2006 Richard Watson Todd Principles underlying successful solutions b b Student involvement b b Transfer of responsibility to students