Large Lecture Halls: Whiteboards, Not Bored Students

Abstract

Large lecture halls are a common feature of many undergraduate mathematics programs. However, teaching effectively in a large lecture hall can be challenging. This paper discusses the use of personal whiteboards for students as a way to make large lecture halls a more productive learning environment. I discuss the logistics of using whiteboards, setting up norms, and provide examples of supporting instructional techniques. These techniques are: warmup problems, think-pair-share, group work, and student presentations. To support this exposition, I draw on personal reflections as an instructor and report from a brief student survey on their experiences using the whiteboards.

Keywords:

• Calculus
• active learning
• lecture
• formative assessment
• beliefs

ACKNOWLEDGEMENT

The author thanks Stephanie Ries for her thoughtful feedback on an earlier draft of the paper.

Additional information

Notes on contributors

Daniel L. Reinholz

Dr. Reinholz specializes in STEM education transformation with the aim of increasing equity and diversity in STEM fields. His work is grounded in a holistic design perspective, which draws on research in disciplinary learning, equity, and organizational change. At the classroom level, he focuses on how reflection and peer feedback can deepen disciplinary learning. Beyond the classroom, he studies how cultural and structural features of higher education can support and inhibit meaningful transformation. Through his leadership in the Access Network, he works to improve access to meaningful STEM learning across the US.