RESEARCH
Large Lecture Transformation Project
This project aims to transform several large courses from traditional lecture hall formats to hybrid deliveries supported by technology.
David McGraw, M.A., M.F.A.,former senior lecturer in theatre arts, head of Performing Arts Entrepreneurship program
Explains how instructors can plan their movements across the space of the classroom to invigorate lectures and discussions.
Stage blocking is the carefully planned choreography of performers on a stage designed to affect how audience members perceive the performance. Instructors can similarly use stage blocking to enliven a lecture or discussion, highlight key information, and improve student engagement. Using performance techniques in the classroom does not merely entertain students; rather, it helps the instructor to connect with students so they can better understand course content.
Stage blocking, McGraw demonstrates, can literally change students' viewpoints:
Stage blocking is possible in a variety of classrooms, but may require some adjustments. Consider rearranging chairs to allow for greater movement and connection. Especially in large lecture halls with stadium seating or a balcony, it is helpful to assess how much you can use the space without interrupting students' line of sight.
Consider recording yourself teaching for later review. Most instructors report that they learn a great deal about their use of space, timing, gestures, and habits of speech.
If you realize that you are in the habit of making unwanted movements, it may be easier to find an acceptable alternative than to try to eliminate it altogether.
Professor McGraw recommends that you strategize about your movement in advance, even marking your lecture notes for blocking.
As you plan your presentation, it is helpful to contemplate the timing of your movement — just before, during, or after a significant statement. Will your movement highlight or distract from a particular statement? Some practitioners have found that moving just before usually works best to highlight a particular statement.
McGraw, A. & McGraw, D. J. (2015) Your Classroom, Your Stage. Retrieved from http://www.yourclassroom-yourstage.com
Tauber, R. T. & Mester, C. S. (2007) Acting Lessons for Teachers: Using Performance Skills in the Classroom, 2nd ed. Westport, CN: Praeger.
Timpson, W. M. & Burgoyne, S. (2002) Teaching & Performing: Ideas for Energizing Your Classes, 2nd ed. Madison, WI: Atwood Publishing.
The University of Iowa ITS. (2016) Large Lecture Transformation Project. The University of Iowa. Retrieved from https://teach.uiowa.edu/student-learning-large-lecture-courses
The University of Iowa Speaking Center. (2016) Speaking Center. The University of Iowa. Retrieved from http://speakingcenter.uiowa.edu/
The University of Iowa TILE. (2014) Snapshot: A Staging Strategy to Improve Engagement. The University of Iowa. Retrieved from http://tile.uiowa.edu/news/snapshot-staging-strategy-improve-engagement
Large Lecture Classrooms -- Learn about working with TAs, engaging students in active learning, personalizing learning environment, encouraging good preparation and attendance, and other best practices for the large lecture class.
Motivating Student Learning -- Help students tap their intrinsic desire to learn.