1. Delivering - Teaching large groups
PGCAP Programme
University of Salford
Academic Development Unit
1
Core module team

2. Reflections on a peer observation
“The whole purpose of the lecture was to introduce the module
and the first assignment, which involved a business plan for a
pizza restaurant. The song „That‟s Amore‟ played and one of the
lecturer‟s came out of a side room wearing an apron and
carrying an empty pizza box. I thought this was a good mix of
technical and visual information to help the student make a link
with the assignment and when I think back to this lecture that‟s
the element I remember most. This experience had an impact
on my own lecturing.”
(cohort 1 participant)
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3. Learning Outcomes
 To explain, model & apply the basic principles of large group
teaching.
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4. What messages does the lecture room
give?
 To learn is to acquire information
 Information is scarce and hard to find
 Trust authority for good information
 Authorized information is beyond
discussion
 Obey the authority
From Wesch (2009) ALT-C Keynote
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5. What comes to mind when thinking of
teaching a large group?
 Do you agree / disagree with these?
Worry () Enjoyment () Preparation ()
Behaviour ()
What other words come to mind?
TMZ.com
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6. What do we mean by large group?
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7. Definitions
 What do we mean by large group?
 Vote
 Over 30 = , over 50 = , over 100 =
 The number which places a constraint on what we
think we can do? My own comfort
 The number which places a constraint on the types
of activity we can do? What is actually possible.
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8. Definitions
 What do we mean by lecture?
 Write you definition on a piece of paper.
 The way we deliver?
 The content we deliver?
 The physical space we are in?
 Can it be whatever you want it to be?
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9. Delivery
 “The classroom lecture is a special form of communication in
which voice, gesture, movement, facial expression, and eye
contact can either complement or detract from the content.
No matter what your topic, your delivery and manner of
speaking immeasurably influence your students' attentiveness
and learning.”
Barbara Davis.
http://teaching.berkeley.edu/bgd/delivering.html this website also includes some really
useful tips for delivery.
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10. Pitfalls
 In pairs come up with 5 pitfalls (2 minutes)
 Share your five with another pair (snowballing)
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11. Student perspective 1
 59% of students find their lectures boring half the time
and 30% find most or all of their lectures to be boring. (Mann
& Robinson, 2009)
 „And how many times have we students heard “unfortunately this is
quite a boring part of the course, but it really is important”‟
 What makes a good lecturer? Enthusiasm, approachable,
understand the learning perspective of students, give their
time after lectures, open-minded, motivated, engage in a
process of sharing, passion. (Rieutort-Louis, 2009)
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image: by RDECOM

12. Student Perspective 2
 For new students: contrast with school / college
 More self-reliance is required, e.g. What to do, note taking,
information overload
 Depersonalised / anonymous
 Peer factors
 „fear factor‟ of speaking / asking questions in a large group
 behaviour
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13. Starting
 Talk to students before you start, establish rapport
 Grab their attention. Signal the start
 Announce the objectives.
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14. During
 Voice: vary tone, conversational style.
 Language: simple, concrete, use anecdotes
 Well Organised Material (but don‟t overdo the
prep!)
 Enthusiasm
 Clear visual aids
 Vary activity...
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15. Finishing
 Finish forcefully – don‟t let it fizzle out
 “Make sure you have finished speaking before your audience has
finished listening.” Dorothy Sarnoff
 Summarise / conclude
 Be prepared to talk to students afterwards (if you
have time).
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16. Activity
 Quizzes / Questions (show of hands, team, paper based...)
 Short writing activity
 Short reading activity (e.g. read an article)
 Debate / student presentations (prepared in advance for a
particular session) See Davis, SEDA Special 13
 Write own exam question based on material presented
earlier in lecture. (1 minute paper)
 Pair discussion, Buzz groups, Snowballing, syndicate groups.
(Gibbs & Habeshaw1989)
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17. Resources for the lecture
 Demonstrations
 Models
 Video
 Images
 Case studies
 Worksheets
 Journal Articles
 Videos on large group teaching at Nottingham
http://www.nottingham.ac.uk/pesl/resources/largegroup/
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18. Planning & structuring the lecture
 Think: What learning are you trying to stimulate? How
does this lecture link to others? What added value is
there in your presence?
 Do: Break the lecture up with into sections, provide
opportunity for student –lecturer & student – student
interaction, be explicit.
 Remember: what are you doing? What are
students doing?
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19. Pushing the boundaries
 Wesch - vision of students today.
http://www.youtube.com/watch?v=dGCJ46vyR9o&feature=PlayList&p=3D942C2F6CBAE121&index=0&playnext=1
 Student response systems for Q&A, quizzes.
 Use of Twitter / SMS / email etc. for getting student Qs or
feedback during the session.
 Think outside of the walls: use the campus as a learning space
& Simulations e.g. Anthropology 101 class:
http://www.youtube.com/user/mwesch?blend=7&ob=4#play/uploads/4/JgbfMY-6giY
 Extending lectures beyond the classroom
 Replacing lectures using technology,
e.g. podcasts and have seminars instead.
 [Your ideas here]
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20. Summary
 Teaching a large group is NOT just about delivering non-stop
for 50 minutes with the students being passive.
 Students need to engage through:
 the way we deliver,
 the resources we use
 the activities we integrate.
 Teaching is as much an art form as science, it is very close to
acting - so enjoy it!!
 For practical advice see: Exley & Dennick (2009) „Giving a
Lecture‟ (this is also pretty useful for your reflections on your
teaching observations!)
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21. Bibliography
 Davis (nd), Practical Ideas for Enhancing Lectures, SEDA Special 13
 Gibbs & Habeshaw (1989) Preparing to Teach, Technical and Educational Services Ltd,
Bristol
 Mann & Robinson (2009) Boredom in the lecture theatre: an investigation into the
contributors, moderators and outcomes of boredom amongst university students
British Educational Research Journal, 35(2) pp. 243 – 258
 Rieutort-Louis (2009) What Makes a Good Lecturer? Academy Exchange Issue 8
 Smith (nd), Lecturing to Large Groups, SEDA Special 1
 Young, Robinson & Alberts (2009) Students pay Attention! Combating the vigilance
decrement to improve learning during lectures, Active Learning in Higher Education,
10(1) pp. 41–55
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22. Delivering - Teaching large groups
PGCAP Programme, Core module team
Academic Development Unit
University of Salford
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Twitter @pgcap