MANAGING FEEDBACK TECHNIQUES FOR LARGE CLASSES
Steven Friedland
Nova Southeastern University

1. Goal: to create an effective, rewarding and respectful learning experience

2. Major Assumption: ‘Active Participation’ trumps ‘Passive Observation’

3. Definitions:
Manageable = efficient, minimum interference with coverage
Feedback = assessment and/or evaluation to promote improvement and mastery
Large Classes = more than fifty students
Feedback Dualities: self-to-self; student-to-student; teacher-to-student; student-to-teacher

4. Techniques

Ten: In-Class evaluations One question quiz/ What is most challenging? Most surprising? (Graded or ungraded; alone or in groups)

Nine: Mid-Semester Extra Optional Review Classes (reviewing questions/quizzes/hypos)

Eight: Students Explain 1 In small groups, explain the law (What are the elements of the rules and their exceptions? What do the elements mean?)

Seven: Students Explain 2 In small groups, spot issues (What triggers issues? Discuss in small groups)

Six: Students Create 1 All-Writes (All students write down a response to a question posed during class to an individual student. Then be prepared to discuss the question.)

Five: Students Create 2 Student-drafted hypotheticals (create test questions)

Four: Students Create 3 Drafting - to demonstrate skills and competencies (e.g., property easements, leases, licenses)(PowerPoint)

Three: Students Create 4 Redrafting (Peer Edit) (e.g., lease, easement, license)(PowerPoint)

Two: “GPS” Opening class with a student “Global Positioning System” (linking the current class with previous ones)

One: Simulations Mock trial, moot court, client interview, negotiation, motion hearing.