When you have large classes, the chance of everybody getting it right certainly isn't quite as high. To show them the responses first, even though the polmingis still open, and they might see that one is a little higher than the other,. ni let them talk with each other, and then they can work to convinci someone next them of the answer. And then that correct answer bar goes up higher on the screen. It's so much more powerful for them to remember it when they have to make an assessment on that topic later.
Brenda Gunderson shares approaches for motivating large classes on episode 160 of the Teaching in Higher Ed podcast.
Quotes from the episode
I’m always looking for one new thing, one new idea to try in an upcoming term.
I think it’s important that I keep learning. And not just learning inside my own discipline, but learning outside my discipline.
Resources Mentioned
Are You Enjoying the Show?
Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.
Give feedback. As always, I welcome suggestions for future topics or guests.
Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.