Active Learning in Large Courses
Active Learning in Large Courses
Instructors teaching larger courses (150 + students) face different challenges and need 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 most instructional needs.
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Background Knowledge Probe
The Background Knowledge Probe collects 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.
Defining Features Matrix
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 and organizational skills and data on their analytic reading and thinking skills.
Minute Paper/Muddiest Point
The Minute Paper/Muddiest Point approaches have students write quick responses to questions 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 _______ ?”
Pro and Con Grid
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 deciding 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 planning and implementing this approach in your large course.