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Interactive Teaching
- 2. Objectives: • To identify the different learning styles • To explore how interactive teaching strategies support all learners • To share practical ideas for whole class teaching
- 3. Learning Styles • Visual Learners - remember images, shapes and colours • Auditory Learners - remember voices, sounds and music • Kinaesthetic - remember by doing, moving and touching
- 4. I Remember... • 5% of what I hear • 10% of what I read • 20% of what I hear and read • 30% of what I am shown • 50% of what I discuss • 75% of what I do • 90% of what I teach others
- 5. Interactive Teaching Involves facilitator and learners Encourage and expect learners to participate Use questions to stimulate discussion, emphasizing the value of answers Give participants hands-on experience Use teaching aids to gain and retain attention
- 6. Where to Start… Start with clear learning objectives/outcomes Follow an outline and provide copies to participants
- 7. Increase Participation Research shows people will: Listen for only 15-20 minutes without a break Learn more when given an opportunity to process what they are learning Retain more if they review or use the information immediately after learning it
- 8. Lecturing Lecture is the duct-tape of the teaching world Lecturing delivers “concepts” It delivers a lot of information in a short amount of time Conveys information that is difficult to present in another way
- 9. Avoid Over Use Because In a lecture the learners are passive Doesn’t guarantee understanding, no feedback from learners Easily bores the audience unless well prepared
- 10. Points to Keep in Mind Lowest retention value of all teaching techniques Make more interactive by involving the group by frequently stopping and asking questions Strive for a 30% / 70% Split 30% lecture/ 70% active discussion
- 11. Why use facilitation rather than lecture? Participants like to be actively involved Participants want to share knowledge and ideas You don’t have to be an expert and answer all questions Keeps group’s attentive and involved
- 12. Working in Groups Work groups are the workhorse of interactive teaching Work groups should be standard in every class
- 13. Using Work Groups Stimulates individual input Learners obtain feedback from multiple perspectives Offers opportunity for peer instruction Allows you to evaluate their learning
- 14. How to Utilize Work Groups Explain the procedure Form groups Describe task Specify a time limit Ask for scribes Recommend a process
- 15. How to Utilize Work Groups Monitor progress Act as a timekeeper & answer questions Have groups report to entire group Process the information
- 16. When to Use Group Work Warm ups Practice Session Review Break Up Lectures Complete assignments
- 17. Incorporating Interactivity As you select activities, consider the learners’ wants and needs, number of participants, size and layout of the room
- 18. Ask yourself: “What am I trying to teach these people?” “Do I want them to share ideas and learn from each other?” “Do I want them to internalize something on their own?” “Do I want to test their knowledge?” Incorporating Interactivity
- 19. Plan a variety of activities into the session to help participants stay interested Incorporating Interactivity
- 20. Interactive Techniques The instructor can easily and quickly assess if students have really mastered the material Students are revived from their passivity of merely listening to a lecture and instead become attentive and engaged,
- 21. Summary • Telling is not teaching, nor is listening learning. • Interactive teaching is a two-way process of active participant engagement with each other, the facilitator, and the content. •
- 22. Summary The most effective learning involves leading students to a point of reflection on content
Editor's Notes
- Talk through the aims for the session.
- Expand on the powerpoint notes: Visual Learners Learn best when they can use pictures, mind maps, diagrams, flow charts, visual artefacts, key words, display, TV, video camera, ICT, posters… Auditory Learners Learn best through sound, discussions (paired or groups), tapes, debates, rhymes, repetition, drama, music, explanation, ICT… Kinaesthetic Learner Learn best through movement or touch, ICT, experiments, trips, sequencing, placing events on a timeline, physical movement, role play, brain gym..
- Bring the session to a conclusion by reminding participants of how children learn, using the above list. This list is also presented as a poster in the pack.
- Start with clear learning objectives/outcomes Helps you plan session and helps participants by providing clear view of the session’s direction Follow an outline and provide copies to participants Periodically refer to the learning outcomes during the session to remind everyone where you are and prevent people from getting lost
- Research shows people will: Listen for only 15-20 minutes without a break Learn more when given an opportunity to process what they are learning Retain more if they review or use the information immediately after learning it
- because learners can address questions as well
- These techniques have multiple benefits: (and plan to dedicate more time to it, if necessary), and the process of measuring student understanding in many cases is also practice for the material - Students are revived from their passivity of merely listening to a lecture and instead become attentive and engaged, two prerequisites for effective learning. - These techniques are often perceived as “fun”, yet they are frequently more effective than lectures at enabling student learning.
- You must engage students in learning activities that lead to a higher level of understanding and result in the participant's ability to apply what he learned on the class
- Keep in mind, however, that interactivity is a means to a greater end – participant learning. What does this mean to me? How can I use this? Is this better than what I'm doing now? This reflection is the goal of interactivity.