First, select an appropriate textbook. Aim for the middle of class ability level. This method is tested with very large student ability level splits.
Second, be able to read and take notes much faster than your fastest student, or else know the material in advance. Have a subject mastery and speed advantage.
Third, build a grading spreadsheet. Page 1 has student names in column A. Use a random number generator to randomly call on students. For each page of the textbook, call on one student. Make him come to the front and teach the class his summary and analysis of the page. Rate his performance 0-5, and record on the spreadsheet. Offer detailed feedback on his performance, and correct and expand on his answer. Repeat for the next page.
Call on only one student per page, regardless of performance. If the performance is a zero, possibly try calling on one or two more if you are confident you will find a non-zero performance.
Do not wait for students to catch up. If a section is inadequately covered, go through it twice; do it even faster the second time.
If a page is full of problems instead of text, consider calling on one student for 1-3 problems instead of doing the whole page. Likewise, if there is a better natural textual division than a page, use that when calling on students.
Grades are compiled automatically in the spreadsheet. You may use either curve grading or objective 0-5 grading, with 4-5 = A, 3-4 = B, etc. Student grade is determined by the average of his performances. Thus students do not need to have an equal number of turns at bat.
Do not permit a student to teach the class unless he has prepared notes. This prevents hem-haw performances. Likewise, do not let students bring the book to the front to teach. For problems (rather than text), students may remain seated or bring the book to the board.
This method works for several reasons:
1. It forces students to either prepare or be stretched to their utmost trying (and failing) to match your speed. This maximizes learning within the time available, and is a form of speedreading training.
2. It provides immediate feedback on core summarization, analysis and presentation skills, all of which have real-world utility.
3. It relies on active recall to effect learning, rather than passive review, and forces note-taking.
In addition to the above steps, require an essay every class. Have students grade and comment each other’s essays 0-5 in class, and spot check student grading with the random calling method. Give a very short time limit for the grading to force speed.
The above method may become less effective as page count increases beyond that coverable in class time. I can get through about 30 pages in ~ 3 hours with breaks, which is sufficient for my purposes. For higher page counts, you could preferentially cover key sections.
Thanks to active recall and random sampling, quizzes and tests are unnecessary. Ideally the textbook itself will provide a degree of spaced repetition by building conceptually on previous material. Otherwise, just apply the method to some appropriate review material.
This method has only two sources of ongoing overhead:
1. Reporting weekly grades (with spreadsheet cell comments on individual scores) to relevant authorities
2. Recording one pre-graded stack of essay scores per class.
At heart, this method is based on the principle that “Doing is learning.” The focus is on the student doing the work, so that the student learns – rather than the teacher doing the work, while the students zone out. It transforms book learning into an active process, without speed-reducing frou-frou fluff.
In other words, it simulates autodidact right action. And it does so in students who are lost, clueless, and severely undermotivated and overworked. Their speed-readers’ headache moans of pain are sweet music to my ears.
Also, it has the great advantage of keeping the teacher entertained, challenged, stimulated, and on point.