Strengths and Challenges - teaching nursing in the large or small classroom:
In the nursing classroom whether large or small, today’s students want to be challenged and learn in an active environment that allows participation and the ability to succeed (Simpson, V., & Richards, E., 2015). There are strengths and challenges to both class sizes. The large classroom can be impersonal and noisy and shy students may not feel comfortable asking questions to clarify points made (Herrman, J., 2016). Students may not do as well if the course facilitator is unable to make personal connections and assess student learning needs (Herrman, J., 2016). Class time is limited and certain active teaching strategies may need to be modified or scrapped altogether. For example, group work may need to be modified so that instead of four students in a group, duos may have to be used because of space restrictions (ISU). Although it is more difficult than in a smaller classroom to build what Iowa State University (ISU) refers to as a sense of community; it can be done through targeted strategies. Smaller classrooms are not without challenges. Students are front and center for the course facilitator to establish connections, but some students may feel self-conscious in front of other students so the course facilitator may have to work to bring that student out of his or her shell (Herrman, J., 2016). There is a greater opportunity in a small classroom environment for class participation. In a small classroom students are able to quickly identify other serious students who they would like to work with on projects and equally share workload or employ avoidance if they feel conversely that they would end up doing all the work. Herrman points out the group dynamics are more easily identified in a smaller classroom (2015). Course facilitator may need to strategically choose groups for projects to encourage interaction and level the playing field (Herrman, J., 2016).
Student-centered interactive teaching strategies
One strategy to engage for a large classroom allows for valuable class time to be effective and is known as pre-class assignments (Herrman, J., 2016). Having students prepare for what is to be discussed in the classroom allows for activities that will reinforce concepts. Students can also be asked to write a question they may have based on the pre-class assignment so that class time can be used to allow for caring personal attention for the individual students that can be lacking in a large classroom. Pre-class assignments followed by in-class activities can also support different learning styles of a large classroom. Reading something, viewing something, hearing something and doing something can help put a concept to practice and encourages learning on a deeper level. Students may also begin to connect to the material in a way that supports critical thinking and active participation in one’s own learning. This is one of the strategies that I used when designing my leadership course in Nursing 615 in the RN-BS program. When classes meet infrequently the class-time becomes premium and active learning is expected. Pre-class assignments can also be used in the small classroom setting to have students prepare for specific activities.
Herrmann discusses a teaching strategy called the Six Hats (p. 92, 2015). The Six Hats forces students to look at a situations from differing viewpoints. The teaching strategy promotes clinical reasoning by having students look at differing perspectives and introspection of their own egotism. Herrman uses the Six Hats exercise to improve decision making and problem solving skill and in the example provided each of the six hats is assigned an emotional, overarching values, logical, creative, optimistic or pessimistic angle for thought. This could be modified and used for a collaboration exercise where the Six Hats are nurse, doctor, social work, administrator, insurance company and patient or family. The exercise is a form of role play but without the acting and only the viewpoint, or perspective of a diverse group and how each contribution of unique perspective is valuable to clinical reasoning. The Six Hats could also be modified to work in the large classroom by having groups work on aspects of the six hats together and pick a spokesperson to relay yo the class what the group discovered.
Conclusion
I feel that I am more prepared and better suited to teaching smaller classrooms because that is where I choose to learn myself. For me, going to a large university where there are huge classes and a student could easily become a number is frightening. In a large classroom the course facilitator needs to find ways to make the experience meaningful and personalized as a small classroom might be perceived. Of course as a nurse educator I do not know where my path may lead, but if a large classroom is in my future I will use some of the active teaching strategies I have learned to create a sense of community, and work to flip the classroom so that students are expected to participate in their education and experience deeper learning.
References
Herrman, J.W. (2016). Creative teaching strategies for the nurse educator (2nd ed.) Philadelphia, Billings, D., & Halstead, J. (2012) Teaching in nursing: A guide for faculty (4th ed.). St Louis, MO: Elsevier Saunders.
Iowa State University. Implementing Interactive Activities in a Large Class to Build Community. Retrieved 8/21/16 from: https://www.youtube.com/embed/ReefNPdZwVo
Simpson, V., & Richards, E. (2015). Flipping the classroom to teach population health: Increasing the relevance. Nurse Education in Practice, 15(3), 162-167. doi:http://dx.doi.org/10.1016/j.nepr.2014.12.001
In the nursing classroom whether large or small, today’s students want to be challenged and learn in an active environment that allows participation and the ability to succeed (Simpson, V., & Richards, E., 2015). There are strengths and challenges to both class sizes. The large classroom can be impersonal and noisy and shy students may not feel comfortable asking questions to clarify points made (Herrman, J., 2016). Students may not do as well if the course facilitator is unable to make personal connections and assess student learning needs (Herrman, J., 2016). Class time is limited and certain active teaching strategies may need to be modified or scrapped altogether. For example, group work may need to be modified so that instead of four students in a group, duos may have to be used because of space restrictions (ISU). Although it is more difficult than in a smaller classroom to build what Iowa State University (ISU) refers to as a sense of community; it can be done through targeted strategies. Smaller classrooms are not without challenges. Students are front and center for the course facilitator to establish connections, but some students may feel self-conscious in front of other students so the course facilitator may have to work to bring that student out of his or her shell (Herrman, J., 2016). There is a greater opportunity in a small classroom environment for class participation. In a small classroom students are able to quickly identify other serious students who they would like to work with on projects and equally share workload or employ avoidance if they feel conversely that they would end up doing all the work. Herrman points out the group dynamics are more easily identified in a smaller classroom (2015). Course facilitator may need to strategically choose groups for projects to encourage interaction and level the playing field (Herrman, J., 2016).
Student-centered interactive teaching strategies
One strategy to engage for a large classroom allows for valuable class time to be effective and is known as pre-class assignments (Herrman, J., 2016). Having students prepare for what is to be discussed in the classroom allows for activities that will reinforce concepts. Students can also be asked to write a question they may have based on the pre-class assignment so that class time can be used to allow for caring personal attention for the individual students that can be lacking in a large classroom. Pre-class assignments followed by in-class activities can also support different learning styles of a large classroom. Reading something, viewing something, hearing something and doing something can help put a concept to practice and encourages learning on a deeper level. Students may also begin to connect to the material in a way that supports critical thinking and active participation in one’s own learning. This is one of the strategies that I used when designing my leadership course in Nursing 615 in the RN-BS program. When classes meet infrequently the class-time becomes premium and active learning is expected. Pre-class assignments can also be used in the small classroom setting to have students prepare for specific activities.
Herrmann discusses a teaching strategy called the Six Hats (p. 92, 2015). The Six Hats forces students to look at a situations from differing viewpoints. The teaching strategy promotes clinical reasoning by having students look at differing perspectives and introspection of their own egotism. Herrman uses the Six Hats exercise to improve decision making and problem solving skill and in the example provided each of the six hats is assigned an emotional, overarching values, logical, creative, optimistic or pessimistic angle for thought. This could be modified and used for a collaboration exercise where the Six Hats are nurse, doctor, social work, administrator, insurance company and patient or family. The exercise is a form of role play but without the acting and only the viewpoint, or perspective of a diverse group and how each contribution of unique perspective is valuable to clinical reasoning. The Six Hats could also be modified to work in the large classroom by having groups work on aspects of the six hats together and pick a spokesperson to relay yo the class what the group discovered.
Conclusion
I feel that I am more prepared and better suited to teaching smaller classrooms because that is where I choose to learn myself. For me, going to a large university where there are huge classes and a student could easily become a number is frightening. In a large classroom the course facilitator needs to find ways to make the experience meaningful and personalized as a small classroom might be perceived. Of course as a nurse educator I do not know where my path may lead, but if a large classroom is in my future I will use some of the active teaching strategies I have learned to create a sense of community, and work to flip the classroom so that students are expected to participate in their education and experience deeper learning.
References
Herrman, J.W. (2016). Creative teaching strategies for the nurse educator (2nd ed.) Philadelphia, Billings, D., & Halstead, J. (2012) Teaching in nursing: A guide for faculty (4th ed.). St Louis, MO: Elsevier Saunders.
Iowa State University. Implementing Interactive Activities in a Large Class to Build Community. Retrieved 8/21/16 from: https://www.youtube.com/embed/ReefNPdZwVo
Simpson, V., & Richards, E. (2015). Flipping the classroom to teach population health: Increasing the relevance. Nurse Education in Practice, 15(3), 162-167. doi:http://dx.doi.org/10.1016/j.nepr.2014.12.001