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Large group teaching
Lecturing is often seen as the main method for enabling large groups to learn effectively. The Small group teaching module provides many examples of techniques and methods you can use to facilitate learning in small groups. You will see later in this module that many small group techniques can be used within a lecture theatre, in workshop situations or in conferences and symposia.
Elton’s (1977) model classified all teaching and learning systems techniques into three broad groups:
- mass instruction
- individualised instruction
- small group learning.
In the table below we have adapted his ideas to consider large and small group teaching/learning and individual instruction. This classification can be used to indicate the role of the teacher and the types of instructional material that might be useful in each of the contexts.
| Class of techniques | Examples | Role of teacher, instructor, trainer |
| Large groups | Conventional lectures and expository lessons, workshops, conferences, symposia, lab classes, distance and online learning conferencing, teleconferencing, television and DVD/video, films | Traditional expository role; controller of instruction process. Some interaction possible, needs careful planning and specific interventions from the teacher/facilitator |
| Individualised instruction | Directed study (reading books, handouts, discovery learning), open learning, distance learning, programmed learning, mediated self-instruction, computer/web based learning, e- learning, one-to-one teaching, work shadowing, sitting by Nelly, mentoring | Producer/manager of learning resources, tutor and guide |
| Small group learning | Tutorials, seminars, group exercises and projects, games and simulations, role play, self-help groups, discussions | Organiser and facilitator |
(Ellington and Race, 1993)
Winston (2008) suggests that beginning lecturers or presenters need to ‘realize that the nature of an audience changes with its size. With fewer than 20 people, discussion is possible. With more than 50, a performance is expected, and an audience can turn vicious if it does not get one. Start your career teaching to small classes.’ In this module we will look at techniques to break a very large group into smaller groups, and other ways in which you can avoid the (thankfully rare) ‘viciousness’ to which he alludes.
Further information
For more information about this module, further reading and a complete list of glossary terms please click here.
Learning activities
Click here to read about the recommended learning activities for this module.