This document discusses interactive teaching strategies to engage learners of all styles. It identifies the main learning styles as visual, auditory, and kinesthetic. Interactive teaching involves both the facilitator and learners, with questions and hands-on activities to stimulate discussion. Group work is highlighted as an effective strategy, as learners retain more when they discuss and apply the material. A variety of interactive techniques should be used to maintain interest, assess understanding, and make the session participatory.
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
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Teaching Strategies and Methodologies for Teaching and LearningMG M
The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your method depends on what are your goals, your individual style and your school’s vision.
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
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Teaching Strategies and Methodologies for Teaching and LearningMG M
The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your method depends on what are your goals, your individual style and your school’s vision.
CONTENT IS SYNCHRONIZED FOR AN EXCELLENT INFORMATION.
THE FOUNDATIONS OF INTERACTIVE TEACHING AND ITS PRIOR DISTINCTIONS AS WELL AS CLASSIFICATIONS.
THIS SELECTION IS THE GENERAL SUMMARY OF THE USAGE AND NATURAL INQUIRY ON INTERACTIVE TEACHING.
Lesson Planning - An Overview of the ImportanceBeth Sockman
This is a basic presentation of the purpose of lesson planning. The Third slides uses the "Jain Story" - Story: A Jain version of the story:
Six blind men were asked to determine what an elephant looked like by feeling different parts of the elephant's body.
The blind man who feels a leg says the elephant is like a pillar; the one who feels the tail says the elephant is like a rope; the one who feels the trunk says the elephant is like a tree branch; the one who feels the ear says the elephant is like a hand fan; the one who feels the belly says the elephant is like a wall; and the one who feels the tusk says the elephant is like a solid pipe.
A wise man explains to them:
"All of you are right. The reason every one of you is telling it differently is because each one of you touched the different part of the elephant. So, actually the elephant has all the features you mentioned."[1]
From: http://en.wikipedia.org/wiki/Blind_men_and_an_elephant
Remember - “lesson planning can be like feeling parts of the elephant. If you do not understand the whole, you only understand the part - the the particular lesson plan…”
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
CONTENT IS SYNCHRONIZED FOR AN EXCELLENT INFORMATION.
THE FOUNDATIONS OF INTERACTIVE TEACHING AND ITS PRIOR DISTINCTIONS AS WELL AS CLASSIFICATIONS.
THIS SELECTION IS THE GENERAL SUMMARY OF THE USAGE AND NATURAL INQUIRY ON INTERACTIVE TEACHING.
Lesson Planning - An Overview of the ImportanceBeth Sockman
This is a basic presentation of the purpose of lesson planning. The Third slides uses the "Jain Story" - Story: A Jain version of the story:
Six blind men were asked to determine what an elephant looked like by feeling different parts of the elephant's body.
The blind man who feels a leg says the elephant is like a pillar; the one who feels the tail says the elephant is like a rope; the one who feels the trunk says the elephant is like a tree branch; the one who feels the ear says the elephant is like a hand fan; the one who feels the belly says the elephant is like a wall; and the one who feels the tusk says the elephant is like a solid pipe.
A wise man explains to them:
"All of you are right. The reason every one of you is telling it differently is because each one of you touched the different part of the elephant. So, actually the elephant has all the features you mentioned."[1]
From: http://en.wikipedia.org/wiki/Blind_men_and_an_elephant
Remember - “lesson planning can be like feeling parts of the elephant. If you do not understand the whole, you only understand the part - the the particular lesson plan…”
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Seven Principles of Effective Teaching OnlineGeoff Cain
This is an online learning presentation of the seven principles of effective teaching by Chickering. We explore the questions of whether there is a real difference in face-to-face and online teaching and how we implement these principles.
This slideshow summaries how work in integrating video games and gaming dynamics in my science classes. The slideshow is made for the 1:1 Learning Uncoference.
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The progress in the mobile technologies has influenced new approaches in developing ARS. In this paper, we discuss the need for mobile ARS and we propose a new architecture for developing those systems. Furthermore, we present details from our reference implementation of the proposed architecture, named Click’N’Gage, together with some of the crucial design decisions we took while developing the system. The paper closes with a short evaluation of the system, together with few ideas on how the system could be improved in the future.
This is a presentation on training strategies for teaching prepared at Kendriya Vidyalaya Sangathan, ZIET Mysore by Mr. Binoy PGT English and Faculty Member of ZIET Mysore.
Developing study skills through online interactive workshops by karen foley, ...EADTU
Blended and Online Edcuation webinar week, Day 1: Developing study skills through online interactive workshops by karen foley, The Open University, The United Kingdom
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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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.
6. 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
7. Where to Start…
• 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
8. 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
9. 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
10. Avoid Over Use Because:
• In a lecture your
learners are passive
• Doesn’t guarantee
understanding, no
feedback from learners
• Easily bores the
audience unless well
prepared
11. 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
12. Why use facilitation rather than
lecture in a training session?
• 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, because learners
can address questions as
well
• Keeps group’s attentive and
involved
13. Working in Groups
• Work groups are the
workhorse of
interactive teaching
• Work groups should
be standard in every
training program!
14. Using Work Groups
• Stimulates individual
input
• Learners obtain
feedback from multiple
perspectives
• Offers opportunity for
peer instruction
• Allows you to evaluate
their learning
15. How to Utilize Work Groups
1. Explain the 1. Monitor progress
procedure
2. Act as a
2. Form groups timekeeper &
3. Describe task answer questions
4. Specify a time limit 3. Have groups report
5. Ask for scribes to entire group
6. Recommend a 4. Process the
process 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
• 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?”
• Plan a variety of activities into your session to help
participants stay interested
18. Interactive Techniques
These techniques have multiple benefits:
- the instructor can easily and quickly
assess if students have really mastered
the material (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
19. Interactive Techniques
- 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.
22. Summary
• Telling is not teaching, nor is listening learning.
• You must engage participants 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 job.
• Interactive teaching is a two-way process of
active participant engagement with each other,
the facilitator, and the content.
23. Summary
• Keep in mind, however, that interactivity is a
means to a greater end – participant learning.
The most effective learning involves leading
participants to a point of reflection on content
– 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.
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