The document discusses interactive teaching methods for large groups as an alternative to traditional lectures. It describes lectures as passive learning where students listen and write without higher-order thinking. Interactive lectures engage students through questions, group discussions, brainstorming and other activities to make learning more active and encourage participation and understanding. The objectives are to introduce interactive large group sessions and understand their usefulness over traditional lectures.
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Interactive and innovative teaching methodsGagan Kaur
Interactive and innovative teaching methods- Medical Education. This power points highlights how we can make our teaching better in terms of teaching IMG
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Interactive and innovative teaching methodsGagan Kaur
Interactive and innovative teaching methods- Medical Education. This power points highlights how we can make our teaching better in terms of teaching IMG
To choose the most appropriate T-L Method for objectives & competencies
To discuss efficiency and effectiveness of various TLM
To discuss advantages and limitations of various TLM
To discuss factors in selection of T-L Method in different domains and levels of learning to match objectives and competencies
Systems approach,Principles of Adult learning & Learning process in Medical E...anitasreekanth
MEU WORKSHOP:Changing trends in the societal attitude calls for change in the medical education curriculum in India so that an INDIAN MEDICAL GRADUATE is of global significance
This Presentation is on Effective clinical ,practical skill teaching . When it comes to MBBS Students we rely on our traditional teaching methods. i have tried to include new teaching methodologies to make teaching effective
To choose the most appropriate T-L Method for objectives & competencies
To discuss efficiency and effectiveness of various TLM
To discuss advantages and limitations of various TLM
To discuss factors in selection of T-L Method in different domains and levels of learning to match objectives and competencies
Systems approach,Principles of Adult learning & Learning process in Medical E...anitasreekanth
MEU WORKSHOP:Changing trends in the societal attitude calls for change in the medical education curriculum in India so that an INDIAN MEDICAL GRADUATE is of global significance
This Presentation is on Effective clinical ,practical skill teaching . When it comes to MBBS Students we rely on our traditional teaching methods. i have tried to include new teaching methodologies to make teaching effective
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
it is topic of today to adopt necessary changes by medical teachers for implementation of competency based medical education curriculum dealt in RBCW workshop.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
3. Objectives
At the end, the participant will
Have been introduced to
the concept of the large
group interactive session
Understand the
usefulness of the
large group
interactive teaching
methods as an
alternative to the
traditional lecture
5. The Lecture
• A dark corner of passivity
• Concise Oxford Dictionary:
(i) a discourse before an audience or class on a
given subject usually by way of instruction;
(ii) admonition, reproof
• Traditionally:
talk and chalk by tutor,
listen and write by students
8. Interaction refer to a student’s
involvement with the material or the
content of a Lecture or with a
teacher or with peer group
9. Interactive lecturing implies active
involvement and participation by the
audience so that students are no
longer passive in the learning
process.
10. LECTURE INTERACTIVE LECTURE
Give examples
Issue handouts with space to
write notes
Distribute handouts with
partially completed diagrams
Provide time to write notes
Ask questions/mini quiz
11. LECTURE INTERACTIVE LECTURE
Through student
activity
Get feedback
Organize debates,
reaction panels and
guests
Use simulations and
role plays
Use Films and
videotapes
12.
13. Interactive lectures
Finally add your own view
Seek answers from other students
Allow the students/groups to ask questions
wait for the
students answer
Ask questions
14.
15. BRAIN STORMING
• Welcomes spontaneous
ideas to solve problems
• Without criticism
• Improves creative thinking
Interactive lectures
16
16. GROUP DISCUSSION IN A LECTURE
Buzz group
2-6 members discusses for 3 -
10 minutes within a lecture
1) to consolidate
2) feedback Welcome break from
Monotony of long
lecture
eg: Lecture on antibiotic
Therapy, buzz session
on prescription exercises
17
19. Finally, What should be done?
Be willing to take risks and overcome your fears.
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 overdo it.
20. POINTS TO PONDER
Lecture + student
involvement =
interactive
lectures
Ask questions &
let the questions
be asked
Brain storming &
buzz grouping –
enhances student
participation
21. Tell me and I Forget
Show me and I Remember
Involve me and I Understand
- Chinese Proverb
22. Further reading
Interactive lecturing strategies for
increasing participation in large
group presentations – Yvonne
Steinert & Linda S.Snell
Medical teaching Vol.21,No1,199