Teacher praise to reprimand ratios during small and large group instruction: a video pilot study

2021 ◽  
pp. 1-10
Author(s):  
Margaret T. Floress ◽  
Kimberly A. Zoder-Martell ◽  
Melissa M. Beaudoin ◽  
Zachary R. Yehling
Keyword(s):  
Pilot Study ◽  
Group Instruction ◽  
Teacher Praise ◽  
Large Group

scholarly journals Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

2018 ◽  
Vol 5 ◽  
pp. 238212051876513 ◽  
Author(s):  
Lise McCoy ◽  
Robin K Pettit ◽  
Charlyn Kellar ◽  
Christine Morgan
Keyword(s):  
Active Learning ◽  
Medical School ◽  
School Curriculum ◽  
First Year ◽  
Group Instruction ◽  
Large Group ◽  
Curriculum Review ◽  
Learning Techniques ◽  
Learning Centered ◽  
Semistructured Interviews

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

Large Group Instruction in Elementary College Mathematics

1965 ◽  
Vol 72 (2) ◽  
pp. 179 ◽  
Author(s):  
G. R. Anderson ◽  
J. D. Weaver ◽  
C. T. Wolf
Keyword(s):  
Group Instruction ◽  
College Mathematics ◽  
Large Group

Large-Group Instruction

1931 ◽  
Vol 39 (4) ◽  
pp. 288-292
Author(s):  
William A. Wetzel
Keyword(s):  
Group Instruction ◽  
Large Group

Stress Control: A Pilot Study of Large Group Therapy for Generalized Anxiety Disorder

1990 ◽  
Vol 18 (2) ◽  
pp. 143-146 ◽  
Author(s):  
Jim White ◽  
Mary Keenan
Keyword(s):  
Anxiety Disorder ◽  
Pilot Study ◽  
Group Therapy ◽  
Generalized Anxiety Disorder ◽  
Group Treatment ◽  
Care Service ◽  
Self Report ◽  
Generalized Anxiety ◽  
Large Group ◽  
Cost Effective Treatment

A pilot study is reported on a six session didactic large group treatment package for Generalized Anxiety Disorder (GAD) patients referred to a primary care service. Thirty patients underwent the course. By combining a didactic therapy element with workshops, the therapy package allowed a much larger number of individuals to attend the group than could be dealt with in “traditional” group therapy. Two psychologists ran the course. There were few practical difficulties involved in running the course and the range of self-report outcome measures suggest that large group didactic therapy may be a clinically and cost-effective treatment for GAD.

Large Group Instruction in Foreign Languages

1946 ◽  
Vol 19 (4) ◽  
pp. 247
Author(s):  
Erich Funke
Keyword(s):  
Foreign Languages ◽  
Group Instruction ◽  
Large Group

Experimental Programs: Large-Group Instruction in Mathematics Under Flexible Scheduling

1968 ◽  
Vol 61 (8) ◽  
pp. 773-775
Author(s):  
Vidya Bhushan ◽  
James Jeffryes ◽  
lrene Nakamura
Keyword(s):  
Small Group ◽  
Team Teaching ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Primary Concern ◽  
Flexible Scheduling ◽  
Group Instruction ◽  
Large Group ◽  
Contact Hours ◽  
High Degree

We chose the words “large-group instruction” in lieu of “team teaching,” since the goals of this innovation are somewhat different from those commonly associated with team teaching. The most commonly offered goal of team teaching is that of providing students with a richer educational experience by combining the specialties of the teachers in a given school. While this idea could be incorporated into the structure of our large-group instruction in mathematics, this was not our primary concern. Flexible scheduling offers many possibilities for a variety of combinations of large-group leeture and small-group discussion labs. Our question with regard to this freedom was simply this: Can a teacher's load, in terms of classroom contact hours with students, be substantially reduced under large-group instruction while maintaining a high degree of learning within the group?

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