Teaching Practice - "Teaching Large Classes"
Teaching practice examples - "Teaching Large Classes":
Team-based learning is a teaching model, for which preparation, individual tests, group tests and problem-solving are all key words. The tests are "eadiness assurance tests" which evaluate whether the student and the group have the necessary prior knowledge to resolve tasks.
Camilla Fogh Larsen, ITI has used team-based learning in selected teaching sessions of the professional ‘Road-building’ course in the 4th semester and "Building construction" course in the 1st semester. 
Material from the workshop "Teaching large classes".
Minitests for learning reflection
A minitest can be used as an element at the start of, during, or at the end of classroom teaching. These minitests are based on the subject matter taught the previous week. Minitests facilitate the students’ preparations, provide ongoing feedback on the students’ learning and repeat the course subject matter on an ongoing basis.
Henrik Skov Midtiby uses minitest as an element i his teaching. (
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Camilla Fogh Larsen uses minitest in "Byggemodning" on 1. semester ()
Student response systems (SRS)
SRS are voting and response tools that give the teachers the option to ask questions during classroom teaching and receive responses from all their students. The responses are then presented visually, making it possible to gain a quick overview of the students’ prior knowledge, understanding, attitudes etc. SDU has a licence for Poll Everywhere, which allows multiple choice as well as open-ended questions. Students can answer questions individually, in pairs, in groups or individually followed by responses in pairs/groups (peer instruction). Several publishers offer university teachers access to supplementary electronic course materials, including a compilation of questions suitable for SRS.
René Lynge Eriksen og Ole Albrektsen have experience using Poll Everywhere in physics teaching. René Lynge Eriksen is using Poll Everywhere to lots of tests conducted via Powerpoint. The students vote on results and - after seeing results - have a good dialogue in class about why the answer is as it is. The students are generally very happy with the use of polls in class - it gives a good dynamic. Typically, 1-2 per week is run. 45 min.
René has also successfully conducted a final evaluation using questions asked via Poll Everywhere, where students can write anonymous comments on questions that can then easily be discussed in class afterwards.
Flipped classroom is a teaching model that turns traditional teaching on its head. The student reviews theory (for example) by reading or watching videos as preparation for the classroom teaching. In the classroom teaching, this theory is used for problemsolving, with a focus placed on the elements of the theory that the students have found particularly challenging..
Henrik Skov Midtiby uses videoes of theory and method review, online completion of assignments and interactive videos, in which students complete assignments during the video. ()
Blended learning uses a combination of online learning activities and classroom teaching.
Lone Borgersen uses blended learning in her 4-hour block teaching set-up. ()
Completion of assignment in class followed by peer feedback
Lone Borgersen incorporates two hours of work on assignments, followed by two hours of theory, into her 4-hour block. The students need to come prepared for the assignment work so that they can complete the tasks satisfactorily within the two-hour timeframe. The theory relevant to the assignments will be reviewed after this point. To finish the assignment, students will give each other peer feedback via Blackboard and improve their own submissions. ()
Just in Time Teaching (JiTT) is a form of teaching whereby students answers questions prior to classroom teaching, with the teachers then teaching a class on the basis of the students’ responses. A number of subject-related question will be asked, as well as the general question “What did you find particularly challenging about today’s text/assignment?” If no aspect was challenging, what did you find particularly interesting? To get the most out of the teaching process, the university teacher will only cover subject matter that the students found difficult and/or particularly interesting.
Lone Borgersen uses Just in Time Teaching, whereby students answer questions at the beginning of the teaching session.
Henrik Skov Midtiby uses videoes of theory and method review, online completion of assignments and interactive videos, in which students complete assignments during the video. ()
René Lynge Eriksens instructor presents "best hits" from reports in the form of good and less good examples. The instructors correct reports and the "best hits" show is a source of feedback for both the teacher and the students. Example of what type of feedback students receive from instructors when the whole class (about 60 people) is gathered after performing a physical exercise and subsequently compiling a report. ()This feedback takes approx. 15 min. The report has been corrected by the instructor.
Lone Borgersen shows good examples of assignments and peer feedback based on input from instructors. ()
Lone Borgersen supports instructors with rubrics and by getting the instructorss to develop solutions for guidance. ()
Lone Borgersen uses peer feedback to improve the quality of the submissions. ()
Camilla F. Larsen uses peer feedback in several semesters of the Civil Engineering programme.
Henrik Skov Midtiby uses minitest as an element of his lectures. ()
Ib Christensen gets students to reflect on their own learning and input in a ten-page report on the course "Experts in teams".
Online discussion in discussion forum
With online discussion, students have the opportunity to express themselves with regard to the subject matter and gain a deeper understanding of the subject matter through dialogue with others.
Lone Borgersen uses online discussion to improve collaboration on the preparation. ()
Online written work with peer feedback gives students the chance to train their ability to express themselves in writing and, through peer feedback, achieve a deeper understanding of the subject matter.
Lone Borgersen uses online written work to boost active learning, communication and collaboration. ()