LEADER 05197nam 2200649Ia 450 001 9910462899503321 005 20200520144314.0 010 $a1-907076-57-3 035 $a(CKB)2670000000341337 035 $a(EBL)1137686 035 $a(OCoLC)831120844 035 $a(SSID)ssj0000990151 035 $a(PQKBManifestationID)11562598 035 $a(PQKBTitleCode)TC0000990151 035 $a(PQKBWorkID)10980369 035 $a(PQKB)10054834 035 $a(MiAaPQ)EBC1137686 035 $a(Au-PeEL)EBL1137686 035 $a(CaPaEBR)ebr10667442 035 $a(CaONFJC)MIL458939 035 $a(OCoLC)847623348 035 $a(EXLCZ)992670000000341337 100 $a20130401d2013 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$a53 ways to deal with large classes$b[electronic resource] /$frevised and updated by Hannah Strawson. 210 $aNewmarket. Suffolk $cProfessional and Higher Partnership Ltd$d2013 215 $a1 online resource (161 p.) 225 0 $aProfessional and higher education 300 $aDescription based upon print version of record. 311 $a1-907076-56-5 327 $aCover; Disclaimer; Title page; Imprint information and credits; Contents; Chapter 1 Problems concerning the course; 1 Some of the students shouldn't be in higher education; 2 Interviewing all the applicants is impossible; 3 Staff can't meet all the needs of new students; 4 Students don't use their handbooks; 5 It's difficult to keep track of everything; 6 There isn't time to meet all the course objectives; 7 Large groups are too heterogeneous; 8 There aren't enough books in the library; 9 Students easily become socially isolated; 10 Students don't get the individual help they need 327 $a11 Students don't have independent learning skills 12 Students don't feel valued; 13 It's hard to tell what the students think; 14 Staff feel powerless; Chapter 2 Problems concerning lectures; 15 Informal lectures don't work any more; 16 The lecture room is too small; 17 Students can't see the overall picture; 18 Students find it hard to concentrate; 19 Students don't ask questions; 20 It's hard to tell if students have understood; 21 The lecture isn't enough; 22 There isn't time to cover the syllabus; 23 Students find big lectures uninspiring 327 $aChapter 3 Problems concerning discussion groups and seminars 24 It's difficult to cater for different needs; 25 Students feel anonymous in large discussion groups; 26 It's difficult to achieve rapport with such a large group; 27 Students find it hard to prepare for discussion groups; 28 Large discussion groups easily lose direction; 29 There's too much inconsistency between parallel groups; 30 Groups are too big for all the students to participate; 31 The noise level during group work can be disruptive; 32 Students' individual responses are not audible 327 $a33 It's difficult to get students' attention when they are working on a task 34 Some groups are just too big for any kind of seminar; 35 Tutors feel unsure of their new role; 36 There are too many students to teach them all every week; 37 Students can't be expected to give seminar papers in large groups; 38 Students lack group work skills; 39 There aren't enough classrooms for student groups; Chapter 4 Problems concerning practicals, projects and fieldwork; 40 There isn't room in the laboratory for all the students; 41 Briefing students for practicals is too time consuming 327 $a42 It's impossible to link the science lectures and the practicals 43 There isn't time to supervise individual projects; 44 Large groups can't benefit from fieldwork; Chapter 5 Problems concerning assessment; 45 Students' assignments are too late and too long; 46 It's difficult to motivate yourself to do all the marking; 47 There isn't time to do all the marking; 48 It's difficult to mark group projects fairly; 49 It's impossible to give students fully individualised written feedback; 50 Tutors can't do all the marking unaided; 51 It's impossible to give students one-to-one tutorials 327 $a52 There isn't time to detect student plagiarism 330 $aThis book is a revised and updated edition of 53 Problems with Large Classes by Sue Habeshaw, Graham Gibbs, and Trevor Habeshaw, with new contributions and contributors. Chapters cover: course planning and implementation; lectures; discussion groups and seminars; practicals, projects, and fieldwork; and assessment. Key terms: assessment; classes; courses; group work; higher education; lectures; pedagogy; post-compulsory education; professional education; seminars; students; teaching; training. 410 0$aProfessional and Higher Education 606 $aTeaching 606 $aEffective teaching 608 $aElectronic books. 615 0$aTeaching. 615 0$aEffective teaching. 676 $a371.2 676 $a378 700 $aStrawson$b Hannah$0997737 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462899503321 996 $a53 ways to deal with large classes$92288147 997 $aUNINA