Teaching Small Classes, Part II

In my previous post, Teaching Small Classes, I addressed some advantages and disadvantages alsongside some potential roles teachers of small classes can/should fill. With that post in mind, there are a number of teaching methods that may prove helpful in facilitating small classes. Here are a few:

1. Seminar Method--utilizes discussion and response to others perspectives and opinions. Prior preparation is key for this method to work effectively. Do not be afraid to rearrange your classroom in a circle or oval (or other shape conducive for conversation, rows are not recommended). As the instructor, you will facilitate the discussion, offer questions or perspectives to discuss, and allow students to respond to one another. You, as facilitator, decide when it is appropriate to move on. Laying ground rules may be necessary in some classes about what is acceptable and unacceptable.

2. Socratic Method--utilizes the power of questioning. Here the facilitator/teacher asks a series of questions designed to cause students to probe and delve deeper into the subject area or issue at hand. This method is most often used to address mysteries, puzzles, challenges, or other issues that require a great deal of thought and reflection to reach a conclusion or deeper understanding. Often students cross-examine one another and play devils advocate. Some students thrive on this method while others find it irritating and a struggle (keep that in mind as the facilitator). Nonetheless, it is a viable and useful method with small classes.

3. Case Study Method--allows class members to consider either a hypothetical or real situation and explore the issues present in relation to what they are learning. As the instructor you will either give an overview of the case or ask a student to do so and then have students critique the case. You may also suggest additional hypothetical’s: What if _______ happened in the case instead of _______. This method can allow students the opportunity to interact with “real” situations and discuss what they would or would not do.

4. Simulation Method--utilizes either role playing or engagement in a real situation, void of danger, and allows students to gain valuable real-life skills. This method is beneficial for both the participant and classroom observers. Classmate critique and help can be very valuable. Furthermore, classmates can learn from each other’s simulation decisions. As the teacher, your role is to provide the simulation and valuable feedback for those participating. Debriefing the simulation is essential for this method to be effective.

5. Co-teaching Method--this method utilizes shared instruction responsibilities with the students in the course. Students may be given a topic or method to utilize and then assigned a day to teach. After each teaching experience the class evaluates what worked well and what did not. Sometimes the most effective way to learn the material is to teach it---so students gain two valuable things-----learning the material and gaining teaching experience in a controlled safe setting.

(Some ideas and concepts in this post were gleaned and adapted from “The Essential College Professor” by Jeffery Buller, 2010)