You're teaching a large class. How can you ensure each student receives personalized attention?

In my experience teaching middle school in South Korea, dividing the class into smaller groups had a transformative impact on student learning. For instance, during a project on 'East Asian Countries', I divided the class into groups to research and present on different countries. Each group member had a specific role, such as researcher or presenter, which encouraged responsibility and active participation. This approach not only improved collaboration and communication skills but also allowed me to provide tailored feedback to each group, addressing their specific learning needs. As a result, students not only learned about different cultures but also developed skills needed in both academic and social environments.

Te comparto 2 técnicas que aprendí: Instrucción entre pares (Peer Instruction) Desarrollada por Eric Mazur, esta técnica mejora la comprensión a través de la interacción entre estudiantes. Proceso: *Pre-clase: Estudian el material. *En clase: Responden a una pregunta conceptual. *Discusión: Debaten respuestas con un compañero. *Revisión: Votan de nuevo y el profesor aclara dudas. Enseñanza justo a tiempo (Just-in-Time Teaching, JiTT) Combina actividades en línea y en clase para ajustar el contenido en tiempo real. Proceso: *Pre-clase: Responden preguntas en línea. *Análisis: El profesor revisa respuestas. *En clase: Se ajusta el contenido según las dificultades detectadas. *Interacción: Participan activamente en discusiones y ejercicios.

Differentiated instruction is a teaching approach that tailors instruction to accommodate the diverse learning needs, preferences, and readiness levels of students. In my physics classroom, this strategy has been particularly effective in ensuring personalized attention and fostering a deeper understanding of complex concepts. For instance, I use heterogeneous and homogeneous grouping strategically by pairing students with different strengths to encourage peer learning, or group students with similar needs for targeted instruction.

In a large class, it can feel impossible to provide individual attention. There is an easy way. Rather than trying to teach a process in 30+ different ways, provide students with a result to achieve and allow them to find their own way to get there. You become the facilitator of their own learning, available to guide when they get stuck. You must be willing to NOT answer their questions. The tension is what drives them to find their own solutions. As a teacher, you must be centred in the knowing that every student is a powerful human being capable of finding a way - even if it is not the way you would have taught them. With time, they learn to refine their methods.

Aborder les profils d'apprentissage avec les jeunes afin qu'ils en prennent conscience, en plus de le mettre en place au sein de la classe. La prise de conscience et la découverte des fondamentaux en neurosciences cognitives permettent d'engager le jeune dans un processus d'apprentissage. Donner du sens et ouvrir le champ des possibles offrent de nouvelles perspectives.

Tailor your teaching to each student’s needs with learning profiles! 🎯 Understand their preferred learning styles, strengths, and areas for growth. Use a mix of visual aids, hands-on activities, and auditory materials to reach every learner. Regular assessments and observations help you adapt your methods, ensuring personalized attention and keeping students engaged and motivated.

Understanding the students' learning pace and style, they could be categorised in groups or paired up with other students and entrusted with tasks for everyone to involve. We could use audio-visuals, worksheets or conduct a conceptual activity in the class delegating individual roles to every child in a group. Moreover, repeating the same could also help the children who need reinforcement.

Nowadays, there are various technological tools you can use to engage with your students and improve their learning experience. For example, you can use technological tools like learning management systems or other online learning platforms to tailor your lessons, engage students, monitor progress, and provide personalized instruction to students. This helps you meet the unique learning needs of individual students. Additionally, you can use technology (such as chat groups and forums) to provide students with immediate feedback on their work.

I taught a synchronous course with 90 undergraduate students. To ensure that I personalized the course and connected with the students personally, I divided the students into teams 5 for a collaborative project. I was then able to meet 20 minutes, three times in the semester (for an hour), with each team. Meeting with each team then allowed me to get to know the students by name and to manage them in smaller groups. The meetings were scheduled during weeks when the students were working on projects, which allowed me time to focus on meetings and on tracking individual student's needs.

I have an online class I managed, one of my best experiences is that all my students had access to me even they shy ones, and they could asked questions and interact without fear of been mocked. This is a useful approach to managing a large classroom

Many of the students are learning remotely now so the online tools will be no matter of choice. It also helps the teachers to save time and effort to follow up.

When teaching a large class, ensuring each student receives personalized attention can be effectively managed through well-organized office hours. Schedule regular office hours at various times to accommodate different student schedules, and clearly communicate this availability to your class. Encourage students to visit during these times for one-on-one assistance with course material, guidance on assignments, or to discuss any concerns they may have. Create a welcoming and supportive environment during office hours, showing genuine interest in each student's progress. Additionally, consider using appointment slots to manage the flow of students, ensuring everyone gets the time they need.

Scheduling student visiting hours at different times throughout the semester, offering visits by appointment, and reminding students in emails that you are available (with a live link for virtual visits) will encourage students to attend. Additionally, calling these "student visiting hours" will encourage students to see the visiting times as theirs, rather than as a time for the instructor to work on instructor-required tasks.

This is one of the ways that I found helpful as some students need one to one interaction. Students at that time will feel safe as they will find a way to interact directly with the teacher.

Mucho de la retroalimentación no supone necesariamente un proceso de evaluación o calificación de un producto, ya sea final o intermedio. Un aspecto muchas veces olvidado es el dialogo cómo forma de retroalimentación en el que el docente funciona cómo agente movilizador de una reflexión respecto a la actividad de aprendizaje por parte del estudiante. Invitar a expresar sus logros y dificultades apoyandole a aclararlas cuando es necesario, a partir de preguntas abiertas y resumir lo dicho por el otro, es una práctica efectiva de retroalimentación.

One thing I've found helpful is the use of different feedback mechanisms. Create channels whereby feedback is possible. This will enable you effectively monitor the progress of individuals students or student groups.

Es imprescindible considerar espacios de retroalimentación e incentivarla desde lo positivo. En mi ejercicio docente he practicado "dos estrellas y un deseo" donde los propios estudiantes entregan dos valoraciones positivas sobre las actividades de sus compañeros y un aspecto a mejorar. De esta manera, se incentiva a construir en conjunto un aprendizaje, también la asertividad, la comunicación efectiva, la empatía y la colaboración.

Pour impliquer les apprenants il me paraît en effet important de leur donner des rôles et d être en capacité de les accompagner dans cette démarche. Cela permet de rendre tout le monde actif, de se responsabiliser, et de renforcer une dynamique positive de groupe. On peut envisager de nombreux rôles avec des enjeux très variés, qui peuvent aller du soutien pédagogique à l entretien et la valorisation de l ambiance de classe, le tout dans un objectif de réussite commune.

Myself, I'm a product of mentorship culture. I use to have challenges in certain subjects Chemistry, Mathematics until I paired with my classmate who helped me overcome those challenges and today I confidently teach Chemistry.

Organiser des projets de groupe où chaque étudiant apporte une contribution unique peut faciliter l'attention personnalisée. En demandant à chaque élève de présenter individuellement une partie du projet devant la classe, cela permet non seulement de vérifier la compréhension individuelle mais aussi d'encourager la confiance et l'expression personnelle.