Anna Logan, an award-winning Associate Professor, and Ann Marie Farrell, an esteemed Assistant Professor at Dublin City University, share insights on fostering community in large classrooms. They discuss the unique challenges of engaging students in expansive settings and highlight innovative approaches like co-teaching and Universal Design for Learning. Listeners learn about the importance of empathy, collaboration, and accessibility to enhance learning experiences. Their annual symposium has been pivotal in transforming pedagogical practices in higher education.
Building a sense of community through strategies like co-teaching and interactive activities enhances student engagement in large classes.
Innovative assessment methods, such as Universal Design for Learning, promote equitable evaluations and student ownership in learning.
Deep dives
Cultivating Community in Large Classrooms
Building a sense of community is essential for enhancing student engagement in large classes. Educators are encouraged to adopt strategies that foster belonging, such as greeting students as they enter the classroom and maintaining a physical presence among them. By creating opportunities for interaction, such as co-teaching and engaging students in discussions, instructors can help bridge the gap that often exists in large settings. These practices, which prioritize relationships and connections, can significantly reduce feelings of isolation among students.
Effective Use of Co-Teaching
Co-teaching emerges as a valuable pedagogical approach in the context of large classes, allowing educators to model collaborative teaching strategies. By planning lessons together and dividing instructional responsibilities, co-teachers can enhance the learning experience and enable more dynamic interactions with students. This collaborative method also allows for the introduction of diverse perspectives, providing richer learning experiences that can resemble the benefits of small group instruction. Through effective co-teaching, educators can challenge traditional perceptions of large class dynamics, showing that meaningful interactions can still occur.
Engagement through Structured Activities
Implementing structured activities, such as Think-Pair-Share and peer-led discussions, can significantly promote student engagement in large classes. Instructors can facilitate small group conversations where students collaborate on assignments or share thoughts on key topics, encouraging participation beyond passively listening. Moreover, using tools like a 'catch box' microphone can help create an inclusive environment where students feel empowered to voice their ideas without fear. These engagement strategies transform the learning experience, making it more interactive and collaborative despite class size.
Innovative Assessment Techniques
Assessing student performance in large classes poses unique challenges, but innovative approaches can enhance the process. Utilizing Universal Design for Learning, instructors can provide choices in assignments, allowing students to select topics and work in groups, thus increasing ownership and motivation. Providing feedback through collective assessments and exemplars fosters a culture of continuous improvement while addressing individual learning needs. By embracing diverse assessment strategies, educators can create a more equitable and meaningful evaluation process that resonates with all students.
Building a sense of community is an important component of inclusive teaching. In this episode, Anna Logan and Ann Marie Farrell join us to discuss strategies that can be used to cultivate belonging and increase student engagement in large classes. Anna is an Associate Professor in the School of Inclusive and Special Education and the former Dean for Teaching and Learning at the Institute of Education, Dublin City University. Ann Marie is an Assistant Professor, also in the School of Inclusive and Special Education at Dublin City University. Anna and Ann Marie are both recipients of multiple teaching awards. Since 2018, they have been running an annual Pedagogy for Higher Education Large-classes Symposium.