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Identify and evaluate two or three teaching/learning strategies which could be used to teach the same topic, to the same specified cohort, but in classes of distinctly different sizes (e.g. 6 students and 20 to 30 students).

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Introduction

Identify and evaluate two or three teaching/learning strategies which could be used to teach the same topic, to the same specified cohort, but in classes of distinctly different sizes (e.g. 6 students and 20 to 30 students). My smaller class is made up of 8 pupils, who are studying Technical Theatre. By the end of the course they should be able to demonstrate a practical knowledge of the workings in backstage theatre. I have currently set them goals of being able to explain in brief terms the structure and plot of a play, show knowledge of the different types of staging and to discuss basic ideas in relation to their set design. The class is of mixed ability with high level of motivation. The lesson duration if 1 hour 10 minutes, and is positioned at the beginning of the day. The physical setting is a drama studio, which is a large space for a small group. Therefore before they arrive I have positioned the furniture in such a way that we are in a small horseshoe shape so that everyone can be heard and seen easily. The first strategy I would use in this scenario would be group discussion. ...read more.

Middle

Issues that may occur are time management and possibly analysing learning outcomes. I would be very aware of the need to include dissociation from the role afterwards, and to have carefully planned questions in order that I can assess what has been learnt. The time management problem could be countered by having a set time constraint or a stop watch that when the alarm went off, signalled the end. That process might also assist in the dissociation aspect too. The larger class was also studying Technical Theatre, and the outcomes and aims were exactly the same. However, with a larger class many different problems present themselves. My class had 20 students, which therefore offered a greater range of personalities, attainment and learning levels and discipline levels. The first problem I found with larger numbers was the problem of the students getting to know one another, and also getting to know them and remembering their names. I decided my first strategy would be to use ice breakers. I would use these in a smaller group as well, but I would choose a specific type that adheres itself to a larger group. ...read more.

Conclusion

An issue that was apparent was how I would assess what learning had taken place. By getting each group to feed back on the same subject via a spokesperson or flipchart, I thought it would be too similar and may loose the interest of the other members of the class. Therefore, I got them to record their discussion by making posters and hanging them on the wall. Afterwards the class could look round and view what their fellow students had done, and it would hopefully spark further thought and discussion. Another way to avoid this problem would be to give each group a different angle of the subject to look at. If we were discussing the merits of a play we had seen I could ask one group to think about the set design, another group the lighting design and so forth. That way when they come to feedback as a whole each group would have something different to say. Another problem that I found when working with group discussion in a large class was the time it took to organise into groups. To avoid using up precious time, I set the chairs out into groups prior to the start of the lesson, so that as the students filtered in, they automatically set themselves into groups ready. ...read more.

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