Interactive teaching
- 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