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Dealing with the challenges of teaching large groups

Azmat, Fara 2008, Dealing with the challenges of teaching large groups, in Deakin Teaching and Learning Conference 2008 : Enhancing Teaching, Learning and the Student Experience at Deakin: Principles, Strategies and Practices, 18-19th June Burwood Campus, Deakin University, Geelong, Vic., pp. 1-1.

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Title Dealing with the challenges of teaching large groups
Author(s) Azmat, Fara
Conference name Deakin Institute of Teaching and Learning Conference (2008: Deakin University, Burwood)
Conference location Burwood, Vic.
Conference dates 18-19 Jun. 2008
Title of proceedings Deakin Teaching and Learning Conference 2008 : Enhancing Teaching, Learning and the Student Experience at Deakin: Principles, Strategies and Practices, 18-19th June Burwood Campus
Publication date 2008
Start page 1
End page 1
Publisher Deakin University
Place of publication Geelong, Vic.
Summary It is now well established that teaching a large class poses significant challenges in tertiary education (Biggs, 2003; Ramsden 2003). In this era of internationalization of education, the problems of teaching a large class are further compounded by the background and diversity of the student cohort. As the student groups become diverse they create challenges in a range of issues including designing the curriculum to appeal to large groups with varying learning styles, assessment, motivation, and creating a suitable learning environment.
Critical reflecting on one’s experiences is a necessary condition for improving teaching (Ramsden 2003). Brookfield (1995: 27) argues that critical reflection should be done from ‘as many unfamiliar angles as possible’ and proposes the use of four critical reflective lenses which include own experiences as a learner and a teacher, students perspectives, colleagues perspectives and though the lens of literature.
In this presentation, I intend to draw upon my experiences of teaching MMM132, one of the largest units in Deakin, to discuss both the challenges of teaching a large class and addressing some of these challenges. In doing so, I will explain how I used Brookfield’s (1995) critical reflection process by reflecting critically upon my own experiences as a teacher and a learner, using my students’ eyes, my colleagues’ perspectives and drawing on the existing literature to address the challenges of teaching a large group.
Language eng
Field of Research 130203 Economics
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category L3 Extract of paper (minor conferences)
Copyright notice ©2008, Deakin University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30019339

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.