Teaching Large Classes

Teaching large classes presents unique challenges related to engagement, logistics, and student connection. With intentional structure and strategic facilitation, large courses can still be interactive, inclusive, and effective learning environments. Here are practical strategies for managing instruction, engagement, and student support in college-level courses with high enrollment.  

Structuring Large Classes for Clarity and Efficiency

Clear structure is essential for reducing confusion and cognitive overload in large classes.

Design Predictable Class Sessions

Students are more successful when expectations are consistent.

• Begin each class with a clear agenda and learning goals
• Use consistent routines (warm-up, mini-lecture, activity, wrap up)
• Signal transitions verbally and visually
• Post slides or outlines in advance when possible

Communicate Expectations Frequently

In large classes, students may hesitate to ask clarifying questions. Reinforce expectations regularly through slides, announcements, and brief verbal reminders to ensure all students stay aligned.

Engaging Students at Scale

Even brief activities can significantly improve attention and understanding.

Use Active Learning in Short Bursts

Choose strategies that scale easily.

• Polling questions (conceptual, not factual)
• Think-Pair-Share with neighbor discussion
• One-minute papers or quick writes
• Predict-Observe-Explain prompts
• “Which answer best fits?” multiple-choice reasoning

Normalize Participation Without Calling on Individuals

Use anonymous polling, written responses, or small peer discussions to encourage participation without putting students on the spot.

Managing Classroom Dynamics in Large Settings

Intentional facilitation helps maintain focus and momentum.

Use Proximity and Presence Strategically

Your movement communicates engagement and authority. Small actions can have a large impact.

• Move through aisles when possible
• Pause and scan the room before continuing
• Use silence strategically to regain attention
• Address disruptions indirectly through presence rather than public correction

Set Clear Norms for Behavior and Interaction

Clearly communicate expectations for attendance, device use, participation, and respectful behavior early in the semester and revisit them as needed.

Supporting Student Connection and Belonging

Students in large classes often feel anonymous. Intentional design can counter this.

Humanize Yourself and the Course

Small gestures help students feel seen. Try to build connections at scale.

• Share brief personal or professional anecdotes
• Use inclusive, encouraging language
• Acknowledge effort and curiosity publicly
• Learn and use names when possible. Consider name tags, name tents, Canvas photos, etc.

Create Smaller Communities Within the Large Class

Use discussion sections, TA groups, group work, or stable seating groups to help students build peer connections within the larger course.

Assessment and Feedback in Large Classes

Efficient assessment practices support learning without overwhelming instructors.

Use Low-Stakes, Frequent Assessments

To manage grading load while supporting learning, be sure to balance rigor with sustainability.

• Auto-graded quizzes for  retrieval practice
• Rubrics for consistency and speed
• Group-based problem sets

Be Transparent About Feedback and Support

Clearly explain how and when feedback is provided, where students can get help, and what resources are available (office hours, tutoring, TA’s).

Additional Resources

• University of Texas Center for Teaching and Learning: Teaching LARGE Classes
• University of Michigan CRLT: Teaching Strategies: Large Classes and Lectures