"A good teacher ... will teach primarily not to provide good notes or a body of facts that comprise part of a discipline, but will motivate and teach how to learn, especially how to learn things that no one has yet taught." (p.14)

If you have watched author and professor Allan Gedalof in action, as I have, you won't believe that a mere monograph written by him can reflect the pizzazz, shooting sparks and near-levitation that he achieves in an actual large-class situation. He comes close to accomplishing it, though, by employing an upbeat style supplemented by good examples. He also takes a pretty strong stance on institutional rationales for establishing what he calls "very large classes" (for him, in excess of 1,000 students).

Gedalof's practical monograph is the first in a series of Green Guides to be produced by the Canadian Society for Teaching and Learning in Higher Education (STLHE). It should be pointed out that the author took a risk here by daring to write not only outside of his discipline (English Literature), but on a teaching-related topic; in a world which normally does not reward such behaviour. Gedalof gives credit to his department chair, who supported the author's view that "publishing broadly on pedagogy is as valuable as working more narrowly within one's field." (p.8)

Before any practical aspects of his work come to light, we need to understand the context of his writings -- and that context is the politics of teaching large classes. Gedalof takes a clear stand here. He claims that "creating large classes is fundamentally contrary to what university teaching is supposed to do; foster the growth of individuals ...."(p.9)

He takes a swipe at the lack of available training for university teaching, by pointing out that faculty members prepare themselves for the public act of teaching mainly by undertaking private acts of research as graduate students.(p.9) And late in the work, he advises colleagues not to "punish your students for the faults of society and governments that pay lip service to the high value of education but do not put their money where their mouths are." (p.52)

In spite of (or because of?) his beliefs, Gedalof, a national 3M award-winning teacher himself, is at great pains to write a useful work for his Canadian colleagues. He points out that the work focusses on strategies and techniques, leaving the content and structure up to the instructor. Larger classes are defined as those in which protracted eye contact can-not be made with all students, say 50 of them. Very large classes are those in excess of 400 students, of which there are growing numbers in Canadian universities.

In describing ways of working within the structure of large classes to engage the learners actively, Gedalof shows great sensitivity towards student needs and realities. He tells the reader that a fundamental shift in approach is needed for large classes -- that of thinking bigger in all respects. Write larger, speak louder and clearer, walk all around the class, and "prepare, prepare and over-prepare." (p.18) He encourages instructors to continually test student learning and comprehension with questions and diagnostic tests, and through tutorials.

Of greatest interest to many university teachers will be the section which focusses on delivery, in the broadest sense. He devotes several pages to the actual class, from setting the tone, varying instructional methods, using humour and finishing the class (on time and without trying to finish off several crucial points of the lesson in the last minute!).

This section is followed by a nice summary of interactive strategies which work, even in the largest classes and contrary to popular belief! He discusses questioning techniques, ways of involving students in working groups outside of the classroom, and ways of gathering responses and promoting communication within the classroom. The one that I loved was the "mass debate, which pits one large section of the class in debate with one or more other sections." (p.39) As he describes the process, it actually sounds like a civilized and interesting approach to learning, rather than the chaos that one might imagine. Gedalof is probably guilty of understatement here, when he claims that "you have to be deft enough to steer proceedings a little from time to time." (p.40)

The author goes on to provide guidance on team teaching in the large class situation, and a very focussed section on the use and possible abuse of course tutorials and their leaders (usually graduate teaching assistants). He closes with a section on teaching aids and technology, highlighting the need for control for lights, projectors, computer keyboards, wireless microphones and other equipment. Class sizes are broken into three categories here, since each size requires different equipment (for example, a microphone may not be needed for a class of 80, but is suggested for a class of over 100). With tongue planted in cheek, Gedalof lists "a smoke machine and a set of assorted mirrors" (p.51) as necessary props for classes exceeding 400.

If you teach large classes, do yourself and your students a favour by purchasing and applying the wisdom contained in this monograph.

"... if nobody is learning, you are just talking, not teaching." (p.14)

B.Gail Riddell is Director of the University of British Columbia's Centre for Teaching and Academic Growth.