Teaching large classes — a crash course

A large lecture is still mostly silent listening unless you design moments for students to do something. Short, repeatable interactions work at any class size.

• Break the session into chunks and put a question, poll or task between them.
• Use think-pair-share: students think alone, discuss with a neighbour, then a few share out.
• Try peer instruction — pose a conceptual question, let students vote, discuss, and vote again.
• Keep activities short and low-stakes so they are easy to run with hundreds of students.

The bigger the room, the easier it is for students to lose the thread. Clear structure and signposting carry the cognitive load so students can follow.

• Open with the session's aims and where it sits in the module.
• Signpost transitions out loud — name when you move from one idea to the next.
• Use consistent slide and section patterns so students always know where they are.
• Close with a short recap or summary of the key takeaways.

Individual feedback for hundreds of students isn't sustainable — but feedback at scale is. Design assessment so it gives information without burying you in marking.

• Use whole-class feedback to address the common strengths and errors you see.
• Design quizzes and multiple-choice questions that test understanding, not just recall.
• Use peer and group work as a supported, designed activity so students learn from each other.
• Automate where you can — quizzes and self-tests can give instant, repeatable feedback.

It is easy to feel anonymous in a large cohort. Small, deliberate moves help students feel they belong and can take part.

• Learn and use some names, and invite participation in low-risk ways.
• Use anonymous polling and back-channels so quieter students can contribute.
• Be deliberately inclusive — vary examples, check accessibility, and signal that everyone is expected to succeed.
• Create small-group structures within the large class so students have a smaller place to belong.