This document discusses interactive learning methods. It aims to teach participants about active learning, the need for active learning, and different types of interactive learning techniques. The document outlines objectives, levels of teaching/learning, what interactive learning is, techniques for presentations that utilize adult learning theory, classroom management strategies, understanding student behavior, why students misbehave, and possible corrective consequences.
2. At the end of this session the participants shall
be able to:
-state the meaning of active learning
-explain the need for active learning
-describe the different types of interactive
learning methods
-provide hands on experience on interactive
learning through group tasks
OBJECTIVES
3.
4. Memory level
Understanding Level
Reflective level
What does it mean “to learn”?
• Think
• Read
• Write
• Do
• Share
• Compromise for further learning
LEVELS OF TEACHING/LEARNING
5. It allows learners answer questions,
formulate questions of their own,
discuss, explain, debate, brainstorm
and solve problems during class.
WHAT IS INTERACTIVE LEARNING?
6.
7.
8.
9.
10.
11.
12. A task oriented environment
A predictable environment
Is ready and waiting for students
12
A WELL-MANAGED CLASSROOM IS…
13. Discussion
Small and large group activities
Cooperative learning strategies (i.e., jigsaw,
think-pair-share)
Self-Reflection
Question and answer sessions
Active Learning Strategies (i.e., role play,
scenarios, simulations)
others
13
PRESENTATION TECHNIQUES
(UTILIZING THE PRINCIPLES OF ADULT LEARNING
THEORY)
14. …all of the things that a teacher does to
organize students, space, time and
materials so that instruction in content
and student learning can take place.
Two major goals…
1. To foster student involvement and
cooperation in all classroom activities
2. To establish a productive working
environment.
-First Days of School, Wong
14
CLASSROOM MANAGEMENT IS…
15. Dealing With Student Behavior in Today’s
Classrooms
15
UNDERSTANDING OUR
STUDENTS
16. the positive and negative role models
available to the child
The child’s exposure to violent media
The child’s emotional and physical health
The child’s own attitude toward his/her
anger*
16
UNDERSTANDING OUR STUDENTS
17. Basic has several “Functions”:
Attention from peers or adults
Attain power/control
Revenge or Retaliation
Feels Good/Play
Fear of Failure
Getting something (Sensory Input)
Imitation
17
WHY KIDS MISBEHAVE
18. Proximity management
Verbal reprimand/Warning
Time owed after class
In-class time-out
Parental contact
Restitution
Principal Notification Form
Disciplinary Referral
It should be noted that prior to enacting corrective
consequences, positive reinforcement strategies
should be utilized.
18
POSSIBLE CORRECTIVE
CONSEQUENCES