The document discusses interactive teaching methods that engage students and enhance learning, emphasizing that effective teaching requires a mutual effort between instructors and learners. It details various techniques such as asking questions, using multimedia, and fostering group activities to promote critical thinking and self-directed learning. The aim is to transform traditional lectures into dynamic sessions that prioritize student participation and understanding.

1. Interactive
teaching
Dr.K.Sreenivasulu,
Professor, Department of anatomy

3. •“ Teaching isn't
telling...learning
isn't listening” by
Dr Hendricks

4. •Students’ approach to
learning depends not only on
their learning style but also
on the learning environment
and context.

6. •In the process of teaching
and learning, the teacher
and the student have to
work mutually to make
the knowledge sharing
process enjoyable and
easier for comprehension.

7. Students’ approach to
learning depends not only on
their learning style but also
on the learning environment
and context.

8. Two-way interaction
between ‘facilitator’ & the
students
• Interactive teaching method
is a form of learning and
communicative activity in
which students are
actively involved in the
learning process and
reflect on what they know
and what they are
thinking.

9. Brain storming
•Students are made to think
and interact. So this thought
process initiates further
reasoning, better learning
and better retention

10. It is engaging and
enjoyable. Teaching
session can be made into
whole lot of fun; It can be
made competitive by
making groups; Attractive
games or puzzles involving
subject can be introduced

11. • Makes the students
independent learners and
promotes self- directed
learning. The students will
then develop positive
feeling about achieving
knowledge and innovative
skills

12. No. Name of Method Description
1. Asking Questions Ask questions
Open-Ended Questions to think, analyze,
or evaluate.
Closed-Ended Questions - short, definite
answers.
2. Question and Answer
Period
Allow participants to ask questions
individually or in groups, orally or in
written at the beginning, middle or end of
the class.
Answer their questions while summarizing
key points learned before.

13. No. Name of Method Description
1. Asking Questions
3. Short Writing
Exercises
Ask participants to write their
responses on a card or sheet of paper.
Collect responses & review them.
Clarify all misunderstandings & answer
questions.
4. Muddiest Point Ask participants to write their least
clear or “muddiest” point.

14. 5. Three Minute
Summary
Ask participants to summarize the key
points of the class.
6. Note Review Give participants 3 minutes to read their
notes thoroughly and underline
important points.
Ask them questions or we can clarify
their questions.

15. 7. Audio/Video Clippings Using Audio/ visual aids.
8. Seminar Method A tutorial arrangement involving the
instructor and groups

16. A teaching in clinical setting: learner
centered and includes micro-skills of
clinical teaching; getting a
commitment, probing for supportive
evidence, teaching a general
principle, reinforcing what was done
well, giving feedback about errors
and lapses. It motivates the learner
to read more and stimulates critical
thinking for heuristic clinical
diagnosis and promotes self-directed
learning

17. Tell me and I will forget
show me and I will remember
involve me and I will remember
step back and I will act
Chinese proverb

18. Interactive
lecture
Don’t talk for the whole hourDon’t talk
Give the students things to do that aid their
learning
Give
Don’t worry about covering so much
Don’t
worry
about
Even give them a breakGive

19. Points to keep in mind
Lectures lowest
retention value
of all teaching
techniques
make
more
attractive
Strive for
a 40/60 %
split
40 %
lecture ,
60% active
discussion
This wont
always be
possible

20. Interactive techniques
keywords list
This method used to assess students ability to
recall or list items but not there depth of
understanding
Ask the student to write down 5 to 7 words or Hey
short phrases Hey that define or describe the
subject matter you have covered

21. Flipped class
There are many ways that Hey
classroom can be flipped but the
underlying promise is that Students
review lecture materials outside of
class and then came to class prepared
to participate in instructor guided
leaning activities.

22. Pose a question or problem.
Give one minute to THINK about their
answers individually.
As they PAIR with a partner to
compare answers.
Ask them to SHARE their responses
with the class.

23. Explain the topic.
Set a time limit.
Encourage the ideas.
Record the ideas.
Clarify.

24. •Provide small
groups of students
with details from
actual incidents
and then ask them
to develop a
workable solution.

25. Cross Over groups
•The class is sub-
divided into two
or more smaller
groups with
transfers of some
students between
groups at
appropriate times

28. Carousel

29. Fish bowl

30. • Each group is
given different
topic. Re-mix
groups with one
“expert” on each
topic, who will
teach his new
group.

31. Students try to
identify the key
words and
write them and
put it in the
flow chart

32. • PEYTON’S
FOUR Ds
•Demonstration- teacher will be doing without
describing
•Deconstruction- teacher will do the procedure
with explanation into steps and student will
follow and will do the procedure
•Describe - student will do the procedure
explain the steps to teacher
•Doing- student will performs individually

33. DOAP
• DOAP
•Demonstrate (by student),
Observe, Assist and Perform: A
practical session is planned that
allows the students to observe a
demonstration, perform in a
simulated environment, perform
under supervision or perform
independently

34. Mind mapping/
Concept mapping
Remind Remind map is a graphical
way to present ideas and concepts
visual thinking tool that helps
structuring information helping
one to better analyse comprehend
synthesise recall and generate new
ideas

35. Design and
development
of the
interactive
lecture
The design of an interactive
let's lecture Hey based on
true simple guide lines
Break the lecture into
segments
Build-in opportunities for
students to actively
participate

36. Outline the objectives and segment of day’s lecture -Time 3-5 minutes
Interactive technique (mini case) time 3-5 minutes
General lecture segment basic concept time 10 to 15 minutes
Change activity interactive technique time 5 minutes
General lecture segment time 10 to 15 minutes
Interactive technic time 5 minutes
Return to the mini case time 3-5 minutes

37. Interactive lecture
what prevents us
• fear losing control over
the class
• not covering all material
• time constraints
• anxiety not able to answer
students questions
• subject matter physical
setting

38. General
strategies
interactive
lecture
Be willing to take risk and overcome fear
Prepare and practice
Be clear in your objectives and cut down on your
material
Prepare students for their role in interactive
lectures
Remain flexible and do not over do

39. telling is not
teaching nor is
listening learning
Engage
participants in
learning activities
that leads to
higher level of
understanding and
application
Interactive teaching is a
two way process of
active participant
engagement with each
other the facilitator and
the content
keep in mind however
that interactive
means to a greater
end participant
learning

41. A. What happened
B. What was Good about the experience
C. What was Bad about the experience
D. What would you do if you were there
E. Suggest the measures to suatain
ethicaland professional values
F. Share any real incident related to the

42. visual media
non projected
•Chalk board
•Whiteboard
•Flannello graph
•Magnetic board
•Plastic graphs
•Models
•Posters/ flip charts

43. chalk and
white/black
board
advantages
EASILY
AVAILABLE
ECONOMICAL HELP STUDENTS
MAKES NOTES
CAN BUILD IDEAS STEP
BY STEP
GIVES US TIME TO
THINK

44. Whiteboard board do’s
use capital
letters
01
place board
at eye
distance- 3
metres
02
size of letters
64 feet
2inches 32
feet 1 inch
03
wipe from
Top to
bottom
04

45. PowerPoint presentations
versatile user friendly
easily editable
anytime
you can use a
variety of colours
& tables

46. The 6 / 6 rule
• Use only 6 lines in one slide
• each line to have six words
• same rule for OHP extrans
• too many lines confuse learners
• to many words offend them
• so remember the 6/6 rule always

47. Before you begin
• check the lecture Hall in
advance
•the hardware software the LCD
projector
•rehearse the topic thoroughly
•decide what you want to tell

48. Slide limit for
a lecture
Ideally a PowerPoint
presentation to have
one slide per minute
maximum
So in a class if you are
engaging them for 40
minutes have no more
than 40 minutes
But again if you were
slide are more it may
result in indigestion

49. Present generation of
students now like videos
Get short video clips and
show them in your picture
They will enhance learning