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Csued09 Albury Zheng

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Csued09 Albury Zheng

  1. 1. Teaching Approaches Towards to Large and Small Classes Xiaoming Zheng, PhD. School of Dentistry and Health Sciences CSUED09 Conference, Albury
  2. 2. The Challenge <ul><li>University non-compulsory class attendance policy. </li></ul><ul><li>Push for self-directed learning. </li></ul><ul><li>Vast teaching and learning tools. </li></ul><ul><li>Diverse student cohorts: large and small sizes, distance and on campus. </li></ul>
  3. 3. Questions <ul><li>Is conventional class lecture still relevant? </li></ul><ul><li>Can we trust students for self-directed learning? </li></ul><ul><li>How to attract students to the class? </li></ul><ul><li>What is the best approach in delivering lectures? </li></ul>
  4. 4. Classroom Lectures <ul><li>Classroom face-to-face lectures are still relevant. </li></ul><ul><li>Self-directed learning without any lecture class is not the best practice for on campus students. </li></ul><ul><li>The conventional lecturing hours may be reduced by using available learning tools. </li></ul><ul><li>Different lecture delivery techniques should be employed for different student cohorts. </li></ul>
  5. 5. Lectures for Large Class <ul><li>Conventional lecturing technique is still effective. </li></ul><ul><li>Problem based learning may not be best way in delivering large class lectures. </li></ul><ul><li>The face to face hours per week may be reduced by using all available teaching tools. </li></ul>
  6. 6. Problem Based Learning for Small Class <ul><li>Conventional lecturing technique may not be good for small classes. </li></ul><ul><li>Students are more attracted to the problem based learning class. </li></ul><ul><li>Role change between students and lecturer. </li></ul><ul><li>Everyone can be involved in the problem solving process. </li></ul>
  7. 7. Small Class Practice <ul><li>Students to review lecture notes and submit questions (problems) before class. </li></ul><ul><li>Every student to answer at least one question in the class. </li></ul><ul><li>Lecturer to facilitate the topic discussion and provide a complete coverage of the topic area. </li></ul><ul><li>Students to mark their fellow student as part of overall subject assessment. </li></ul>
  8. 8. Outcome of the New Practice <ul><li>High attendance rate. </li></ul><ul><li>Students developed more interest in the subject area. </li></ul><ul><li>Students learnt more than conventional class. </li></ul><ul><li>Improved assessment results. </li></ul>
  9. 9. Conclusions <ul><li>Classroom lectures are important for on campus students. </li></ul><ul><li>Different lecture delivery techniques should be designed for different classes. </li></ul><ul><li>Conventional classroom face to face hours may be reduced by taking advantages of the available teaching and learning tools. </li></ul><ul><li>Classroom discussion may be part of subject assessment. </li></ul>

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