Large Class High-Impact Practices

Large Class HIPs

 

Many HIPs can be used in classes of all sizes, including large classes.

In large classes, however, strategic planning may be necessary. Be sure to review some tips to make in-class HIPs run more smoothly when you are dealing with large numbers of students.

HITPs that Work Well in Large Class Settings

  • Think-Pair-Share

    This method works well with any number of students!

    See the details of this method on the General HIPs page, under Small Group HIPs.

  • Opening Question

    Full disclosure: This method can work for any-sized classroom, but a larger classroom provides more opportunities for how students interact.

    This method is useful in two ways: Over time, it might begin to encourage students to do the pre-class work (reading, viewing) you assign. In addition, it captures students' attention for some of the upcoming material you plan to share.

    A helpful step early in the semester is to give each student a set of 4 colored index cards, each a different color (pink, yellow, blue, and green are standard). Remind students to bring those cards with them to each class. (But keep a few sets on hand for the inevitable "forgetters" - make sure they return them at the end of class!)

    At the start of class, post a multiple-choice quiz question on a slide about material they should have become familiar with in advance of class. [Optional: You could have students log on to D2L to answer this single question - or 2-3 quiz questions - to document their first responses.]

    Note: The question should, ideally, not be on information you've already shared, but on information you will be addressing that day - and about which you've given a preview in pre-class readings or recordings.

    (However, if you really like this method, you could use it with older material after a bit of time has passed, to assess retention. In that case, save this activity for near the end of class. Asking students to retrieve information after a period of potential forgetting is also good for deeper learning!)

    Once they have committed to a response, show a slide with the 4 response choices color-coded in a way that matches the 4 index card colors. Have students raise the card that indicates their answer. Ideally, you will have a healthy mix. (In fact, this method works best when not everyone has done the reading!)

    Ask students to find a person with an answer different from theirs. They can form groups of 3 as long as there are at least 2 different answers represented.

    Once they have found that partner, have them share their reasoning behind their response. Can they come to consensus about which answer they believe is correct? Are they confident they can share a reason as to WHY they believe it is correct?

    Now, retake the poll on their responses. [Again, you could open a D2L quick quiz as a way to document responses.] Have them hold up their cards. Are you seeing more consensus?

    Ask representative students to share their response reasoning - particularly if there are still 2 or more responses represented. Important: Do NOT share the answer right away, if you plan to address or teach that content that day!

    Coyly suggest that the answer will be embedded in what's being learned today, and encourage them to search for that answer as you engage in the learning together. (Be sure to point out the right response when you arrive at that material for the day.)

    Variants

    • Do the pre- and post-partner discussion polls on a Poll Everywhere or Microsoft Forms embedded slide, so everyone can see the responses across the full class.
    • Repeat with a few questions, not just one.
    • Instead of holding up cards, have students move to the corner of the room that represents their response (e.g., "A" = front left, "B" = back left, etc.). Then look around and locate someone from a different corner to talk to. Revote by again moving to the corner of their choice. This is messy with large numbers of students, but does give an easy visual for how students are thinking.
  • Group Testing

    Again, this method can be used in smaller classes, but works well with large ones, too.

    This method turns an assessment into a learning activity, and lowers the stakes (and thus, students' stress and anxiety) on an assessment, introducing some "failure forgiveness."

    Group testing can be designed a number of ways. Below is a standard method. This may take a couple of class periods, or Step 1 can be done outside of class time (on D2L or in the Testing Center with prior arrangement).

    Step 1: Students take the exam individually. It is scored; the instructor can decide whether students see that score or not - good arguments can be made for either decision.

    Step 2: Students are assigned to diversified groups. They are given the exam again, and are to discuss the responses together. Groups can either complete and submit a single group-response exam (which requires consensus on each response), or they can each complete their own individual exam while talking, permitting them to disagree with the group on some responses.

    Step 3: The instructor computes the delta for each student between Step 1 and Step 2. Increases in an exam score are honored in some way (decided by the instructor); an average of the 2 scores is common, but other formulas can be applied. In the unusual instance of a score going down, students are given their original score - nobody ever loses exam points because of the group exam.

     

    Variation

    This doesn't have to be done with full-blown exms, although again the mental health and motivational benefits of that approach should not be ignored.

    Preparing students for board exams? Do a variant of this method using periodic, short quizzes consisting of old board exam questions. Ask groups to not only analyze the content/answers, but also the formatting of the questions and patterns they notice in how things are phrased. This can be a simple, in-class learning activity at the end of a unit, that doesn't actually count for points, but helps students feel more prepared for licensure exams.

Logistical and Strategic Tips

You may think that your large-class classroom is not set up for optimal HIP delivery. You are probably correct!

Do not let your classroom set-up keep you from using a HIP. It is more challenging, and may require more flexibility from everyone, but is rarely impossible.

  • Remove the bulk

    We cannot ask our students to travel light: Sometimes, they are on campus for the full day and have to have many materials, jackets, water bottles, etc. with them.

    However, all of their stuff can get in the way when we might require some movement from them in the class.

    Here are a couple of tips for your most active HIP days:

    1. Request that students leave their bulky items, minus what they need for class, in a removed area of the classroom (if such a place exists). Permit them to access their things whenever needed.
    2. On an opening slide, let students know not to get too settled into their seats as they arrive - they will be moving around. This keeps students from spreading out and pulling out too many things they might not need.
  • Assign seating

    On days when students might be working in pre-assigned groups, it can be difficult in a large classroom for these students to find one another.

    Create a visual seating chart of your classroom and send it out to students in advance. Also have the same chart on your overhead as they arrive to class, so they can reference it as they find their seat.

    The seating chart should include a square for each seat in the room; hopefully your room's seating is uniform enough (in rows or other structures) that students can figure out seating. Number or name groups by putting the group's number in the 3-5 seats near one another you want people in those groups to sit in.

  • Ask for Feedback

    As you get accustomed to your room's set-up, you might request student feedback on what type of grouping structure works best: For exampls, is working in groups of 3 or 4, straight across (in a row), optimal, or should 1-2 people turn around and work with 2 more behind them?

    Getting student feedback on what works, in this class with this group of students, can help create a bond of mutual respect between you and the students, while also finding ways they can best work together within the parameters of your instructional space.