Consequently, nurturing practices in a large lecture classroom require cultural competence on the part of the instructor (Tanner and Allen, 2007) and a commitment to seeing the learning situation from a student perspective.
There are too many parochial Oxford references, too many audience-friendly jokes, too much of the kind of repetition of argument that is valuable in the lecture hall or classroom but distracting in print.
Even though they may never describe themselves in such terms, teachers have always been designers of learning experiences, whether 'performing' in the lecture theatre and classroom or writing handouts, syllabi or textbooks.
These results are also illustrated in Fig. 1, which depicts the number of advance quizzes that were answered in the lecture (i.e., classroom attendance) and after the lecture (i.e., podcast use).
Among the many kinds of such activities that are practical in large lecture classrooms, in-class concept questions using personal response systems or "clickers" have received recent attention (e.g. Wood, 2004; Caldwell, 2007).
We build upon on that model, and extend it to propose, and evaluate a three-layered Bayesian network-based prediction framework that predicts mental/affective state from hand-touch-head (face) movements in the classroom lecture context.
However, examination of the research literature on effective tutoring would suggest that this mode of instruction and our approaches to fostering student understanding in large biology lecture classrooms need not be as dramatically different as one might assume.
Wilshaw told BBC2's Newsnight on Monday that the veil was "possibly" stopping teachers and pupils from communicating well and that he backed individual schools choosing to stop Muslim girls wearing the veil, "particularly if it is stopping good communication in the classroom and in the lecture hall".
Unlike the prior Wood Badge course which was conducted entirely outdoors, the modified Wood Badge program is delivered through a lecture classroom environment and in a short outdoor camping experience.
The full Avida-ED curriculum that was implemented in the fall 2014 Introductory Cell and Molecular Biology course consisted of classroom instruction in both the lecture hall and laboratory classroom, including background about digital evolution in general and Avida-ED in particular as an experimental model system.
