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As the NUS student intake grows, it becomes increasingly imperative for teachers to hone and improve the effectiveness of their large-group teaching skills. Consequently, this issue of CDTL Brief looks at how to promote active learning through Large-group Teaching.  
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November 2001, Vol. 4 No. 5 Print Ready ArticlePrint-Ready
Keys to Effective Large-group Teaching
Associate Professor Tan Cheng Han
Dean, Faculty of Law
This is an edited transcript of A/Prof Tan’s lecture/discussion with participants of the Professional Development Programme session that CDTL conducted on 21 February 2001. Through this session, A/Prof Tan talked about some of his personal experiences of conducting large-group teaching as well as invited participants to share their own experiences and raise any questions that they may have. Continue reading

Maximising the Effectiveness of Large-group Teaching: A Few Practical Suggestions
Associate Professor Malcolm H. Murfett Mrs Ulrike M. Murfett
Department of History Tutor, Centre for English Language Communication, NUS
& Nanyang Business School, Nanyang Technological University
For the purposes of this article, large-group teaching is defined as giving tutorials to classes of more than 20 students. The main risk of teaching such large groups is that individual student-teacher interaction, a hallmark of good tutorials, is reduced to such a level that the tutorial begins to look like a mini-lecture. Continue reading

Enhancing Learning in a Large-class Session: Some Issues
Ms Chandrama Acharya
Research Assistant, CDTL
The typical large-class setting is generally lecture-centred and minimises student participation, leaving little opportunity for effective learning, as students tend to learn by memorising terms and concepts to pass final exams. Continue reading

Large-group Teaching: Adding Value and Optimising Educational Outcomes
Professor Matthew C.E. Gwee Associate Professor Tan Chay Hoon
Associate Director, CDTL/Department of Pharmacology Department of Pharmacology
Our primary role as teachers is to facilitate, motivate and enhance student learning. We are accountable to our students in ensuring that the quality of education we provide will enable them, not only to achieve the more immediate goals of a course curriculum, but also to become the useful citizens of tomorrow who can make significant contributions to the nation. Continue reading