Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Csued09 Albury Zheng


Published on

Published in: Lifestyle, Education
  • Be the first to comment

  • Be the first to like this

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>