Week 6 Engaging students

Teaching large classes with 100 or more students always poses a challenge to lecturers. The main advantage smaller classes have over larger ones is that they provide students with greater opportunities for interaction with subject matter, with the teacher and with one another. So the way to improve teaching large classes is to make it interactive. Technological tools like Web Quests and technology-integrated projects allow students work in small groups independently and these tools have clear expected outcomes and as they are focused on the activities or tasks students have to interact with each other to accomplish them.

Having done the usual week's readings ("Using Technology In Teaching Large Classes" http://www.uoregon.edu/~tep/workshops/teachertraining/largeclasses/usingtechnology/usingtechnology.html , "Teaching Large Classes" http://serc.carleton.edu/NAGTWorkshops/earlycareer/teaching/largeclasses.html, "Enhancing Learning by Engaging Students" http://umbc.uoregon.edu/eteacher/webskills/material/engaging_students_handout.pdf), I have found some techniques I would like to have in my arsenal.
A ConcepTest is a technique used often in a lecture setting. The instructor presents one or more questions during class along with several possible answers. Students in the class indicate which answer they think is correct. This could be done by a show of hands, for example. If many of the students do not give the correct answer, students are given a short time in lecture to try to persuade their neighbor that their answer is correct. The question is asked a second time to gauge class mastery.
Brainstorming can be simple and useful in all disciplines but it must be used appropriately to be effective. Choose a strategic point in your class for brainstorming: for example, when beginning a new topic or at the end of a lecture as review. Use students' input to decide on sub-topics to focus on during your class, to identify possible lines of questioning, and to assess students' level of comprehension and interest in your topic.
A debate is a good way to encourage class participation in large groups without losing control, and they can work in any discipline. They can emerge spontaneously from classroom material but are best used with planning. Think-Pair-Share is a good ice-breaking technique and it's also an easy way to make large classes interactive and encourages more students to participate than regular question strategies. Use the offerings of students after think-pair sharing to lead into a lecture or discussion of class material. Pose a question or problem to entire class: answerable but complex. Give students one to three minutes to think about it individually then divide students into pairs. Have them discuss their answers with each other for two to three minutes. Invite students to share responses with entire class: those whose ideas have been challenged, reinforced, or refined will probably volunteer.
One-Minute Paper
This shows students that they can write quickly and spontaneously, and enhances general writing ability. The one-minute paper can provide you with a source of candid feedback on course material and your presentation style. It can also encourage students to think about the key concepts discussed during this class.
An ungraded quiz encourages students to pay attention during lectures by presenting them with a short-term, non-threatening learning objective. It can be done very quickly, and also provides you with a source of candid feedback on students' knowledge level.
Role Playing
Ask several students to take on the roles of participants in the situations being studied, characters from novel, historical figures, representatives of political or theoretical positions, science foundation grant evaluators, etc. To reduce the students' fear, you might allow them some choice as to how involved they get, asking for volunteers for major roles and allowing some roles to be played by groups of students. You might also give them some time to prepare: a few days outside of class to research their roles, 15 minutes to confer in small groups, or five minutes to refresh their memories.
Just-in-time teaching Simply speaking it is a method when the teacher posts, using a class web site or for small classes even sends via e-mail, some useful links, open-ended questions or tests or other materials of the lecture before the class and students come to the class knowing the topic of the lesson. Using students' responses as part of an active learning session makes JiTT an especially effective teaching method.
Emails
In large classes, it can sometimes be difficult to respond to every concern or question. Emails allow students to ask questions or provide feedback on a particular issue at any time of the day or night.
Internet
You can use an electronic bulletin board or course website to post the course syllabus, course notes, assignment instructions, or administrative details (i.e., your office number, dates for tests and so on). More intensive use of the Internet could involve using bulletin boards, chat-rooms, or on-line discussion groups to answer student questions or pose discussion questions. These tools work best in large classes if students are divided into smaller groups and are graded on their participation. Also, consider what face to face activity you will eliminate from your course to make time for on-line discussions.

Though I use some of the techniques I just wanted to list some of the most interesting ones to fill the lectures with interactivity.