Instructors teaching larger courses (150 + students) are presented with different challenges and need different solutions to engage students and facilitate learning. The resources presented here guide ways of adjusting these activities for large courses. The following is a selection of commonly-used active learning approaches that should meet the majority of instructional needs.
The Background Knowledge Probe is designed to collect feedback on students’ prior learning, including knowledge or beliefs that may hinder or block further understanding. Students complete a short survey prepared by the instructor at the beginning of a course, the start of a new unit or lesson, or before introducing a new topic.
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The Defining Features Matrix approach requires students to categorize concepts according to the presence (+) or absence (–) of critical defining features. This activity helps students develop conceptual organizational skills and data on their analytic reading and thinking skills.
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The Minute Paper/Muddiest Point approaches have students write quick responses to a question to help instructors gain insight or understanding of content. Questions could include: “What was the most important thing you learned today?“; “What important question remains unanswered?”; or “What was the muddiest point in _______ ?”
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The Pro and Con Grid approach has students follow a decision-making process by reviewing an issue, creating a list of pro and con arguments, and making a decision based on the weight and analysis of those points. A review of students’ lists reveals the depth and breadth of their analyses, capacity for objectivity, and strength of their decision-making skills. In large courses (150 +), it can be difficult to facilitate active learning. This document walks you through the steps in planning and implementing this approach in your large course.
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