Supporting physics teaching with research-based resources

These quick tips from the Faculty Teaching Institute can be used to make large classroom learning environments more effective.

Use active learning such as Think-Pair-Share, whole-class discussions, pausing during lectures, and other active strategies, as you would in smaller classes.

Use educational technology. Technology such as polling software, clickers, online discussion boards, etc., will help you see where a large number of students are at in their learning so you can tailor your instruction.

Use pairwise work. Since you have less time to give individualized feedback, break students into pairs or groups for students to discuss their papers or problem sets or swap papers.

Give summary feedback on student work rather than individualized feedback. You can skim student work to get a sense of common ideas or confusions, then share these with the class.

Help students to form study groups, which can give feedback and create connections. For example, ask students to exchange their contact information with their neighbors and make plans to meet and collaborate outside of class.

Organize your course clearly and plan ahead. Post a clear complete course schedule, plan tests well in advance, have clear central communication and schedules on the website or CMS.

Learn some students’ names to reduce feelings of anonymity and boost morale. The less they feel lost in the crowd, the more engaged they will be. Encourage students to come to office hours (“free help sessions”) and chat with them before and/or after class.

Use your TAs: train them and supervise them. You might have a TA responsibility checklist, hold weekly meetings, review student work, have them collect student feedback, and observe and facilitate classes.

This Expert Recommendation is based in part on W. McKeachie & M. Svinicki,  McKeachie’s Teaching Tips (Cengage Learning, 2014).  

This material is based upon work supported by the National Science Foundation under grants DUE-2141678, 2141745, 2141769, 2141795, and 2142045.  Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.