Commons Quest Day 4 : Your Turn to Ask!
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Constance,
I wrote quite a bit here, so I turned to ChatGPT to streamline my initial response:
With a really small class, I’ve found it works best to flip the dynamic and let students take over parts of the instruction (almost like a mini grad seminar). It keeps things lively and lets me differentiate on the spot.
My leadership class this semester is only 14 (started at 15), which to me feels like the perfect number. We do all kinds of things related to the course outcomes—role playing, scavenger hunts, listening circles, case studies, simulations, meditations—and because it’s small, everyone’s involved. Honestly, the small size makes it easier to go deeper and give students a bigger role.
~Melissa🌺
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With small classes, I like to embrace assessments that are more time-consuming to grade, recognizing that in larger classes, students are going to have a lot of auto-graded assignments. If you think about what a reasonable amount of time is for you to spend on grading for a class, you can scale that for the size of class. This doesn’t mean to pick assessments that are more time-consuming for the students – but things that are more creative and unable to be auto-graded are great for very small classes. Students will appreciate the personalized feedback, too!
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