This document discusses interactive learning and how to make training more interactive. It defines interactivity as acting with each other through conversation and exchange. Interactive learning involves getting learners actively involved through various techniques, such as asking questions, group activities, and discussion. The key aspects of interactive learning discussed are using different types of questions, properly handling responses, signaling to continue or curtail discussions, and managing group activities through a three-step process of introduction, monitoring, and debriefing. The overall goal of interactivity is to make learning more engaging and effective for participants.

1. INTERACTIVE LEARNING
Prepared by: Lion Neville A.
Mehta, Intl Secretary, India,
South Asia & East Africa

2. What do we mean by
INTERACTIVE?

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• Getting people involved
• Letting people in the class talk
• Doing activities in class

4. Why do you want your class to be INTERACTIVE?

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• Adults learn better
when they participate
• Lectures can be boring
• It’s easier to keep people’s attention when
they are involved

6. Why do learners or participants want training to be
INTERACTIVE?

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• They can voice their thoughts and opinions
• They can share with others
• Learners can relate their own experiences

8. Interactive Learning
Interactive means acting with each other.
A conversation / exchange between people is called interaction.
The quality of being interactive is known as interactivity.

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Interactive Learning Objectives
• Utilize a variety of question/answer techniques
• Use verbal and nonverbal signals
• Choose appropriate group activities
• Manage learning activities using 3-step process

10. Interactive Learning
Lecturing and stand up presentation skills are important but equally
important is involving your students in the process of learning

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Let’s brainstorm some ideas on why question and
answer might be a valuable tool in training.

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• Feedback on learner understanding
• Different points of view
• Shared experiences

13. Question and Answer
Overhead
Direct

14. • Encourage discussion
• Challenge group
• Provide wide range of responses
• Do not put individuals in embarrassing position if they
don’t have answer

15. • Allow talkative learners to take over
• Can lead to group going off on tangents
• Can get confusing when too many answer at once
• Can get very quiet if no one answers

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• Makes sure everyone is involved by distributing
participation
• Allows quiet learners to get involved
• Makes it easier to manage the discussion

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• Too much control
• Inhibits learner-to-learner communication
• Makes people uncomfortable

18. Question and Answer
Overhead Direct
Best when used in small groups
& seminars where learners are
naturally talking & sharing “at
large”
Best with large groups & when
lecture is the chosen delivery
style

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When you do use direct questions to:
• Give the individual sufficient time to frame an answer and
• Deal with the answers you get in a positive way

20. Question/Answer
Just as there are 2 general categories of questions – Direct and
Overhead, there are also 2 questioning techniques –
Open ended and Closed

21. Question/Answer
Open ended questions offer a vast choice of possible responses and
are thought provoking and non restrictive. They can be used to:
 Allow for a choice of answers and viewpoints
 Promote open participation
 Learn the feelings of participants on subject matter
Contd..

22. Question/Answer
Closed questions elicit a single response and ask for a specific piece
of information. They can be used to:
 Seek confirmation or denial – YES / NO
 Assess the level of learning of participants
 Gain feedback in a short period of time

23. Handling Responses
Asking of questions – direct or overhead, open ended or closed is
important and we will obtain all types of answers – correct, partially
correct and incorrect.
How we respond to them is another important aspect of interactive
learning.

24. Handling Responses
• Correct
• Incorrect
• Partially correct

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Responding to Questions
• Relay
• Reverse
• Answer
• Defer

26. Responding to questions
 Relay: Turn the question over to the group through an
overhead question.
 Reverse: Turn the question back to the person who asked.
 Answer: Provide an answer & if possible relay or reverse it
afterward for participant input.
 Defer: Offer to get back to the question later
 If you do not know the answer, be honest & admit it or offer to
find out & get back
Contd..

27. Responding to questions
There are times when we get:
 Just right amount of input and answers
 However, sometimes we must use signals to keep the discussion
going as we need more inputs
 Or at times we must curtail the discussion as we are getting
sidetracked and need to move on

28. Verbal and Non Verbal Signals
To keep the discussion going: VERBAL
“Good!”
“Can anyone give us more?”
“What do others think?”
“Can you expand on that?”

29. Verbal and Non Verbal Signals
To curtail the discussion: VERBAL
“I think we’ve covered it”
“Could we continue this discussion after class?”
“Thank you for all your input?”
“Does everyone has this down?”

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Discussion Management Tips
• To curtail the discussion … NON VERBAL
• Put down chalk or marker
• Turn flipchart page, pick up eraser
• Move physically from direct sight of learners

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Discussion Management Tips
• To keep the discussion going NONVERBAL
• Nod positively
• Smile
• Gesture with hands to continue

32. So far we have learned:
Meaning and need for interactivity
Examined 2 categories of questions – overhead & direct
Looked at 4 possible ways to handle questions asked by learners
Discussed open ended & closed questions
Studied handling correct, partially correct & incorrect answers
Examined verbal & non verbal signals that can be used to
continue or curtail discussions

33. Group Activities
Ice Breaker
Case Study
Panel discussion
Brainstorming Session
Role play / Simulation
Game
Small Group Discussion

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Take 15 minutes to:
1. Briefly review the assigned topics: what is activity? When
and how can it be used? What are the benefits of using it in
training?
2. Determine a specific example of the activity that you might
use in Lions training.
3. Be prepared to explain in five minutes or less the activity
concept in general and to share with the entire class your
specific example including:
• The situation
• What your learners would do
• Why this activity would be helpful
• How you would debrief the activity
• What you hope the learners would gain from the activity
• After 15 minutes, ask each group to present its activity
overview

35. • What have we learned from our presentations and discussions
• Will we incorporate group activity into our own Lions training
endeavours

36. Activity Management
Criteria of success & failure of a group activity is dependent on:
 Trainer / facilitator
 Learner and nature of activity
 Choice of activity
Proper management

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Managing Learning Activities
• Introduce
• Monitor
• Process or Debrief

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What might happen if we don’t take the time to properly introduce
an activity?

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• Confusion
• Frustration
• Failure of group to complete the activity
• Perception that the activity is not important

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What might happen if we don’t properly monitor the activity?

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• Confusion,
• Groups might give up
• Perceived as being ‘busy work’ with no real significance
• Groups might get off target.

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What might happen if we don’t conduct an effective debrief ?

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• Learners don’t see relevance or use of
information
• No future action or application of learning principles will take
place
• Learners don’t make a connection to their prior experience
• Group will feel it was a waste of time.
• Further activities will not be favourably received

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Interactive Learning
• The ability to involve your students actively in the learning
process is a vital training skill.
• Utilize proper techniques of questioning, responding to learner
questions, and handling participant answers.
• Use verbal and nonverbal techniques to manage discussions
• Identify and choose appropriate learning activities
• Manage learning activities using a 3-step management process