Slides from a workshop on interactive teaching at QMUL: tips for making your teaching interactive, especially in lectures. Great for all teachers in higher education.
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
Recent techniques and methods of teaching part - trapBeulahJayarani
It discuss about Recent techniques and methods of teaching -"PART - TRAP". It also discuss about what is education, teaching, innovation and types of recent trends in teaching learning method. It also explains about expansion of PART AND TRAP. Benefits and conclusion too.
At the end of the session the participants should be able to;
Explain the extent to which good rapport with the students affect learning;
State the things teachers do to develop rapport with them;
List various ways rapport affects their academic behavior
Interactive Teaching Strategies for Today's Learnerslizel BALLESTEROS
This presentation was originally created to share some interactive strategies to some fourth year students with major in TLE at EARIST last Feb. 17, 2017.
Disclaimer: *Strategies being presented were a product of my thorough research via Internet... so i owned nothing except for the layout i made in my slide presentation and some examples presented based from my teaching experience. The credit also goes to the creator of the video i watched on Youtube about Millenials Vs Generation Z.
Hope it will help you. God bless and thank you.
it is topic of today to adopt necessary changes by medical teachers for implementation of competency based medical education curriculum dealt in RBCW workshop.
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
1. بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ
2. Active learning
What is active learning?
Learning:
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences
Active learning:
approach to instruction that involves actively engaging students with course material.
discussions, problem solving, case studies, role plays and other methods.
This is a student center aproach in which the responsibility for learning is placed upon the student.
3. With the goal of teaching mindful learners who actively pursue knowledge, teachers become more actively engaged in how they teach the curriculum and how they develop each student's learning potential. They mix and match a variety of ... tactics to ensure that students not only learn more, better, and faster -- they also learn smarter.
-James Ballencia
4. Teacher’s Role in the Active Learning Classroom
In active learning teachers are facilitators rather than one way providers of information.
Overall," a 2011 study found, "teachers play an influential role in increasing students' situational interest in the active-learning classroom."
teacher's social connection with students and subject matter
expertise "significantly influence the level of students' situational interest in the active learning classroom.”
5. Incorporate Active Learning in Your Course
Get student attention and increase motivation
Assess students' prior knowledge
Promote problem solving
and application, and deepen student understanding
Assess whether students understood the material
Help students review materials for an exam
Prepare students for a major assignment
Explore the relevance of the course material in students professional or everyday lives
6. Advantages
Interactive engagement
Collaborative learning
Problem-based learning develops positive student
Increased student engagement and understanding
Better attention (breaks between lecture segments)
More student ownership of learning process
Greater enjoyment of course material
Greater retention
7. Dis Advantages
Time and topic coverage
Preparation
Student participation
Lack of individual accountability
Misconception generation
Outside perceptions
Any Question?
*Thank you*
El email marketing es una herramienta de marketing directo. Puede ser personalizado según las necesidades de la empresa. Existen muchas herramientas para la creación de email marketing, algunas son gratuitas y otras no. Sin embargo es muy fácil y rápido de usar.
Es importante que se defina primero que es lo que se quiere hacer y que es lo que se quiere lograr. Investigar sobre todas las herramientas existentes de email marketing y unirse a la que más convenga según las necesidades.
Recent techniques and methods of teaching part - trapBeulahJayarani
It discuss about Recent techniques and methods of teaching -"PART - TRAP". It also discuss about what is education, teaching, innovation and types of recent trends in teaching learning method. It also explains about expansion of PART AND TRAP. Benefits and conclusion too.
At the end of the session the participants should be able to;
Explain the extent to which good rapport with the students affect learning;
State the things teachers do to develop rapport with them;
List various ways rapport affects their academic behavior
Interactive Teaching Strategies for Today's Learnerslizel BALLESTEROS
This presentation was originally created to share some interactive strategies to some fourth year students with major in TLE at EARIST last Feb. 17, 2017.
Disclaimer: *Strategies being presented were a product of my thorough research via Internet... so i owned nothing except for the layout i made in my slide presentation and some examples presented based from my teaching experience. The credit also goes to the creator of the video i watched on Youtube about Millenials Vs Generation Z.
Hope it will help you. God bless and thank you.
it is topic of today to adopt necessary changes by medical teachers for implementation of competency based medical education curriculum dealt in RBCW workshop.
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
1. بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ
2. Active learning
What is active learning?
Learning:
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences
Active learning:
approach to instruction that involves actively engaging students with course material.
discussions, problem solving, case studies, role plays and other methods.
This is a student center aproach in which the responsibility for learning is placed upon the student.
3. With the goal of teaching mindful learners who actively pursue knowledge, teachers become more actively engaged in how they teach the curriculum and how they develop each student's learning potential. They mix and match a variety of ... tactics to ensure that students not only learn more, better, and faster -- they also learn smarter.
-James Ballencia
4. Teacher’s Role in the Active Learning Classroom
In active learning teachers are facilitators rather than one way providers of information.
Overall," a 2011 study found, "teachers play an influential role in increasing students' situational interest in the active-learning classroom."
teacher's social connection with students and subject matter
expertise "significantly influence the level of students' situational interest in the active learning classroom.”
5. Incorporate Active Learning in Your Course
Get student attention and increase motivation
Assess students' prior knowledge
Promote problem solving
and application, and deepen student understanding
Assess whether students understood the material
Help students review materials for an exam
Prepare students for a major assignment
Explore the relevance of the course material in students professional or everyday lives
6. Advantages
Interactive engagement
Collaborative learning
Problem-based learning develops positive student
Increased student engagement and understanding
Better attention (breaks between lecture segments)
More student ownership of learning process
Greater enjoyment of course material
Greater retention
7. Dis Advantages
Time and topic coverage
Preparation
Student participation
Lack of individual accountability
Misconception generation
Outside perceptions
Any Question?
*Thank you*
El email marketing es una herramienta de marketing directo. Puede ser personalizado según las necesidades de la empresa. Existen muchas herramientas para la creación de email marketing, algunas son gratuitas y otras no. Sin embargo es muy fácil y rápido de usar.
Es importante que se defina primero que es lo que se quiere hacer y que es lo que se quiere lograr. Investigar sobre todas las herramientas existentes de email marketing y unirse a la que más convenga según las necesidades.
Tips on teaching international students who come to study at university in the UK. Given at QMUL in 2015 as part of a taught postgraduate course in higher education.
Student Engagement and Learning Needs: helping your students learn in the cla...Emma Kennedy
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A workshop summarising some of the most significant events and trends in the UK university sector as of February 2016, including the Teaching Excellence Framework.
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This workshop was delivered at a meeting of the German Academic Exchange (DAAD) in December 2016. It focuses on aligning the higher education curriculum at module and session levels.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Antifertility, Toxicity studies as per OECD guidelines
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Interactive Teaching: an ADEPT workshop by Emma Kennedy, QMUL
1. Interactive Teaching
Dr Emma Kennedy
emma.kennedy@qmul.ac.uk
Centre for Academic and
Professional Development
Queen Mary, University of
London
2. Active Learning
Student-centred & requires
students to participate
“Tell me and I forget;
teach me and I may
remember; involve me
and I will learn” –
(attributed to Benjamin
Franklin).
“anything that involves
students in doing things
and thinking about the
things they are doing"
(Bonwell & Eison, 1991,
p. 2).
"anything course-
related that all
students in a class
session are called
upon to do other than
simply watching,
listening and taking
notes“ (Felder & Brent,
2009, p. 2).
“requires students to
do meaningful learning
activities and think
about what they are
doing” (Prince, 2004, p.
1).
4. What does active learning look
and feel like?
In tables– draw on the whiteboard if you like, and/or describe
a) Words/images to describe active learning.
b) Words/images to describe passive learning
What are they doing in class?
What do they do before and after class?
How do they interact with their peers? 10 minutes in groups
(then feed back)
5. Keeping students motivated &
involved
Benefits
to attending
(What’s in it for me?)
“Students in […]co-operative
learning classes not only performed at
a level above their peers [who had
lectures] but they also were more
positive about their learning
experience.” (Anderson et al, 2005).
Thaman et al (2013) positive feedback from students:
“Analysis of […] student feedback revealed that most
of the students agreed that active learning strategies
helped them to create interest (89.4%) and better
understanding (94.1%) about the subject.”
6. Help students learn more
effectively
“Years ago Donald Bligh (1972) reviewed nearly 100 studies
comparing lecturing with other methods, mostly group discussions or
reading. He found the following:
1 Lectures are relatively effective for presenting information, but unsupervised
reading is more effective. Accessing information using search engines is now
much easier still.
2 Lectures are quite ineffective for stimulating higher order thinking.
3 Lectures cannot be relied on to inspire or to change students’ attitudes
favourably, although many lecturers believe their own lectures do.
4 Students like really good lectures; otherwise they prefer well-conducted
group work.” (Biggs & Tang 2011, 136)
7. Check students’ understanding
Asking for student responses allows you to correct any
misconceptions – either immediately or at the start of the next
session.
“Students […] have a twofold problem: of following what they are hearing and of writing notes
for later reference. They can’t do both simultaneously so they alternate between listening and
writing. But while they are writing the gist down, the lecturer is sentences ahead. Their notes
are therefore a random sample of a fraction of what the teacher was saying. And with only a
fraction of the trees, they have to reconstruct the whole wood” (Biggs & Tang, 2011, 143)
As experts in our subject, we forget the sheer number of ways in
which students may misunderstand our subject, the number of
“silly” mistakes they might make in their thinking.
8. Teacher learns from students
Thaman et al (2013):
“There was also a very
positive feedback from
the faculty of the
department and some of
the other faculty in the
institute.” – active learning
strategies may require
more preparation but they
are also more enjoyable
for teachers.
Expose students to the
most up-to-date research
– and get their views on it.
How do they respond to
ideas that are relatively
new to the field; how do
they integrate those ideas
into what they have
already learned?
Is active/interactive
teaching more enjoyable
than just lecturing?
9. Interactive teaching – small groups
Where do we go wrong?
Discussion is not interactive by its
very nature: Michael (2006),
“active learning doesn't just
happen; it occurs in the classroom
when the teacher creates a
learning environment that makes it
more likely to occur”.
Foster (1981) study of tutorials: tutor
talk = 86 %; student-student
interaction = 8% of the session.
How can we get better?
Encourage peer interaction, small-
group discussion within the group
and give responsibility to students.
Avoid tutor takeover: be
comfortable with silence, ask
questions and allow students time
to reflect.
What could you do in your small-
group teaching?
10. Interactive teaching – large groups
Where do we go wrong?
“Sustained and unchanging low-level activity
requires concentration. Sitting listening to a
lecture is such an activity. Yet it requires
concentrated effort to follow lecture content. […]
The low-level outcomes usually gained from the
lecture are in large part due to the unbroken
activities of listening and note-taking”(Biggs, 2011,
137)
How can we get better?
Prince (2004) pp. 3-4: introducing even small amounts of
activity to the standard lecture improves retention of
information & engagement.
Stop the ‘unbroken’ note-taking activity and give students
a chance to reflect and understand what they have just
written down, & to check their understanding
These two graphs show the
changing performance of
students during a 90 minute
lecture: without
questions/breaks (L) & with
questions every 15 min (R).
(Biggs & Tang 2011, 137)
11. How interactive is your teaching?
10 minutes in pairs or 3s – come up with a couple of points
for each person’s own practice.
Review your current practice in terms of interactivity: do you
lecture students too much, talk too much in small-group
activity? Or did you do this in the past? Why might you have
done this, and what is the effect?
12. Techniques
Audience Response
Systems or
technology such as
Kahoot
Student-led
seminars
Debates Quizzes/competition
Problem-solving
Arrange furniture if
possible
Questions to answer
before the class
Questions to answer
after the class –
hand in or keep?
Help with note
taking: regular
pauses to check
comprehension?
Learning
partners/informal
discussion breaks
Minute papers: 60
seconds to answer
a question
Group
swaps/syndicated
learning
13. How could you make your
teaching more interactive?
Look at the techniques on the previous
slide. How would you integrate some of
these into your own teaching practice in
the future? What might be the effect? How
would you measure that effect
(assessment, student feedback,
observation)?
15 minutes in pairs/3s: come up with at
least one technique for each of you to
integrate in the future.
What do you hope the result will be? How
will you know if it has worked?
14. References
Anderson et al (2005). Comparison of student performance in cooperative learning
and traditional lecture-based biochemistry classes. Biochemistry and Molecular
Biology Education, 33: 6, pp. 387-393.
Biggs, J & Tang, C. (1999, 2011) Teaching for Quality Learning at University. Open
University Press.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the
classroom (ASHE–ERIC Higher Education Rep. No. 1). Washington, DC: The George
Washington University, School of Education and Human Development.
Freeman et al (2014). ‘Active learning increases student performance in science,
engineering, and mathematics’. Proceedings of the National Academy of Sciences
of the USA, 111:23, 8410-8415.
Michael, J. (2006). ‘Where’s the evidence that active learning works?’ Advances in
Physiology Education 30:4, 159-167.
Prince (2004). ‘Does active learning work? A Review of the Research’ Journal of
Engineering Education 93: 3, 223-231.
Thaman et al (2013). ‘Promoting Active Learning in Respiratory Physiology’ National
Journal of Physiology, Pharmacy & Pharmacology 3: 1, 27 – 34.
https://www.amacad.org/content/publications/pubContent.aspx?d=1111