Less lecturing, more learning

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Abstract
In this paper we describe the results of a three-year study of the introduction of small group teaching and learning techniques into a large, first-year course. Such techniques have had many advocates in the literature, but there are few reports of implementation and evaluation. Many teachers are reluctant to embrace these techniques because they do not know where and how to start. A report of implementation, like this one, can provide a model—first draft—for other teachers to revise. It may also encourage some to take the plunge. The most common reason given for the reluctance to introduce small group teaching is the lack of resources. We show how these techniques can be introduced in large classes with no increase in resources.