Large Lecture Classes offer a unique set of opportunities and challenges. Large lecture instructors often search out or develop ways for maintaining student interest, presenting information effectively by providing it in a number of different frameworks, encouraging active involvement, and developing a sense of community.

CIDR Resources

	CIDR Teaching and Learning Bulletin Teaching and Learning in Sections and Labs CIDR Teaching and Learning Bulletin, 7(1).
	Consult with CIDR CIDR consultants are available to meet with you and discuss your questions about teaching large lecture classes. See our Consulting pages on exploring teaching issues, designing courses and assignments, and collecting student feedback for more information. To schedule a consultation, call 206-543-6588, or contact us by email to arrange an appointment.
	Available in the CIDR Reading Room Bridges, G. S., & Desmond, S. (Eds.). (2000). Teaching and learning in large classes. New York: American Sociological Association. MacGregor, J., Cooper, J. L., Smith, K.A., & Robinson, P. (Eds.). (2000). New Directions for Teaching and Learning: No, 81.Strategies for energizing large classes: From small groups to learning communities. San Francisco: Jossey-Bass. McKeachie, W. J., & Svinicki, M. (2006). Teaching large classes (You can still get active learning!). In W. J. McKeachie & M. Svinicki (Eds.), Teaching Tips: Strategies, research, and theory for college and university teachers (12th ed., pp. 254-265). Boston: Houghton Mifflin. Stanley, C. A., & Porter, M. E. (2002). Engaging large classes: Strategies and techniques for college faculty. Bolton, MA: Anker.

A Berkeley Compendium of Suggestions for Teaching with Excellence,
by Barbara Gross Davis, Lynn Wood, Robert C. Wilson

• Section 4: Emphasizing Conceptual Understanding
• Section 5: Explaining Clearly
• Section 6: Being Well Prepared
• Section 7: Giving Lectures That Are Easy to Outline
• Section 8: Summarizing Major Points
• Section 9: Identifying What You Consider Important

Assessment of Large Groups
Part of a series on assessment from the Higher Education Academy in the United Kingdom. "This paper identifies the major assessment issues of larger classes - that it is likely to be done less well and/or less often - and the resulting negative effects on student learning and achievement. It argues that assessment strategies should be a major part of learning and teaching strategies ..." (read more)

Beating the Numbers Game: Effective Teaching in Large Classes
by Richard M. Felder, Department of Chemical Engineering, North Carolina State University 

Teaching Large Classes
A 15-minute video offering practical suggestions for facilitating learning in large classes, featuring Graham Gibbs, Open University (U.K.), produced by the Office of Instructional Development and Technology at Dalhousie University.

• Active Learning
• Teaching through Discussion
• Using Small Groups and Student Teams