INTERACTIVE TEACHING AND INSTRUCTIONAL MATERIALS
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- 2. 2 | P a g e 1) What is interactive teaching? Interactive teaching is a means of instructing whereby the teachers actively involve the students in their learning process through teacher-student interaction, student-student interaction, use of audio-visuals, and hands-on demonstrations. 2) Importance of interactive teaching a) Interactive teaching involves facilitator and learners b) Encourage and expect learners to participate c) Use questions to stimulate discussion, emphasizing the value of answers d) Give participants hands-on experiences e) Use teaching aids to gain and retain attention 3) Benefits of interactive teaching Here are some of the benefits of interactive teaching. a) 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 information if they review or use the information immediately after learning it Visualize quality information with acknowledging images b) Using work groups Stimulates individual/group input, output Learners obtain feedback from multiple perspectives Offers opportunity for peer instruction Allows evation of learning from the students Encourage unity, and unique knowledge construction of ideas and other functional details c) Benefits of interactive teaching Increase team members engagement Enhances cultural collaboration Promotes social learning Strengthen social ties Enhance recognition and reward d) Other benefits of interactive teaching in the field of Facilitating students like to be actively involved students want to share knowledge and ideas the teacher does not necessarily need to be an expert to answer all questions because learners can validly address questions as well it generally keeps group’s attentive and involved
- 3. 3 | P a g e 4) Advantages and Disadvantages of Interactive learning environment ADVANTAGES DISADVANTAGES **Allows sharing of information through the use of mobile devices and printed handouts. ** Students can manipulate items flsahed on the screen. **Organization **Collaboration **Ability to scan and ellaborate further on the notation of facts and figures. **Data analysis and interpretation. **It keeps students engaged in the learning process which keeps them more receptive to the new information. **It is fun and enjoyable. **Allows feedback from either ends to contemplate and arrive at the rightful conclusion. **Multi-dimensional knowledge based acquisition. **structuring lessons has become a lot easier. **felxible and convenient **Not every student are attentive during class interactions. **Success of the learning depend on the effectiveness of the facilitator or the teacher. **Students engagement throughout the classroom interaction is to be ensured. **sources of information vary **exposure to multi-media applications as resources **opinions/ideas differ from the facts that are being interelated 5) Guiding principles in the selection and usage of instructional materials in social studies. WHAT ARE INSTRUCTIONAL MATERIALS? •Devices that assist an instructor in the teaching- learning process. These are materials that are used to aid in the transference of information from one to another. •Instructional aids are not self-supporting; they are supplementary training devices. The key factor is that instructional aids support, supplement, or reinforce. WHEN DO WE USED INSTRUCTIONAL MATERIALS? •YOU USE INSTRUCTIONAL MATERIALS WHEN YOU TEACH SOMETHING. EX. BOOKS, CHARTS, GRAPHS, PICTURES, WORKSHEETS, AUDIO CDS/DVDS, VIDEOS For many years, educators have theorized about how the human brain and the memory function during the communicative process. There is general agreement about certain theoretical factors that seem pertinent to understanding the use of instructional aids. INSTRUCTIONAL AID THEORY
- 4. 4 | P a g e INSTRUCTIONAL AID THEORY •During the communicative process,the sensory register of the memory acts as afilter. As stimuli are received, the individual's sensory register works to sort out the important bits of information from the routine or less significant bits. within seconds, what is perceived as the most important information is passed to the working or short-term memory where it is processed for possible storage in the long-term memory. This complex process is enhanced by the use of appropriate instructional aids that highlight and emphasize the main points or concepts. INSTRUCTIONAL AID THEORY •The working or short-term memory functions are limited by both time and capacity. Therefore, it is essential that the information be arranged in useful bits or chunks for effective coding, rehearsal, or recording. The effectiveness of the instructional aid is critical for this process. Carefully selected charts, graphs, pictures, or other well-organized visual aids are examples of items that help the student understand, as well as retain, essential information. INSTRUCTIONAL AID THEORY •Ideally, instructional aids should be designed to cover the key points and concepts. In addition, the coverage should be straightforward and factual so it is easy for students to remember and recall. Generally, instructional aids that are relatively simple are best suited for this purpose. INSTRUCTIONAL AID THEORY REASONS FOR USE OF IMS •1. It helps the students remember important information. •2. When properly used, they help gain and hold the attention of students. •3. Audio or visual aids can be very useful in supporting a topic, and the combination of both audio and visualstimuliis particularly effectivesincethe two most important senses are involved. Instructors should keep in mind that they often are salesmen of ideas, and many of the best sales techniques that attract the attention of potential clients are wellworth considering. One caution- the instructional aid should keep student attention on the subject; it should not be a distracting gimmick. REASONS FOR USE OF IMS •4. Good instructional aids also can help solve certain language barrier problems. Consider the continued expansion of technical terminology in everyday usage. This, coupled with culturally diverse backgrounds of today's students, makes it necessary for instructors to be precise in their choice of terminology. Words or terms used in an instructional aid should be carefully selected to convey the same meaning for the student as they do for the instructor. They should provide an accurate visual image and make learning easier for the student.
- 5. 5 | P a g e REASONS FOR USE OF IMS •5. Another use for instructional aids is to clarify the relationships between material objects and concepts. When relationships are presented visually, they often are much easier to understand. For example, the subsystems within a physical unit are relatively easy to relate to each other through the use of schematics or diagrams. Symbols, graphs, and diagrams can also show relationships of location, size, time, frequency, and value. By symbolizing the factors involved, it is even possible to visualize abstract relationships. REASONS FOR USE OF IMS To encourage your student in their lesson and get their attention Improve the delivery of instruction Creation of effective, meaningful lessons Helps students make sense of information Instructional Materials serve as the channel between the teacher and the students in delivering the instruction. For learners have a clear view of what is being taught. Importance of IMs PRINCIPLES OF SELECTION AND USE OF INSTRUCTIONAL MATERIALS •All instructional materials are aids to instruction. They do not replace the teacher. •Choose the instructional material that best suits your instructional objectives. Decide what you want to accomplish and then employ the tools that are most likely to achieve results. Do not let the media that is available to you determine how or what you will teach. PRINCIPLES OF SELECTION AND USE OF INSTRUCTIONAL MATERIALS •If possible, use a variety of tools. Using videos, computers, overheads and the chalkboard not only keeps students’ interest but also responds to the needs of those who receive information in different ways. PRINCIPLES OF SELECTION AND USE OF INSTRUCTIONAL MATERIALS •Check out your instructional materials before class starts to be sure it is working properly. Nothing is more frustrating to you or to your students in the process of the instruction than to find that the overhead projector, for instance, does not work in the process of instruction. PRINCIPLES OF SELECTION AND USE OF INSTRUCTIONAL MATERIALS •For results, abide by the general utilization guide on the use of media given below: • Learn how to use the instructional material. Before using it, make sure you know how to manipulate it to obtain the desired product. Listen to the record or view the film ahead. Check the correct size and complete parts of real objects, photographs or models to be presented. • Prepare introductory remarks, question or initial comments you may need.
- 6. 6 | P a g e • Provide a conducive environment; arrange the chairs, tables and the equipment and materials. Provide sufficient lightning and ventilation. • Explain the objective of the lesson. • Stress what is to be watched or listened to carefully. • State what they will be expected to do with the information they will learn. Discussion or a test may follow. • There is need to summarize or review the experience. Prepare measures that can assess their gains based on the objectives. GUIDELINES FOR INSTRUCTIONAL AIDS •Support the lesson objective. •Be student centered. •Build on previous learning. GUIDELINES FOR INSTRUCTIONAL AIDS •Contain useful and meaningful content that is consistent with sound principles of learning. •Appeal to students. GUIDELINES FOR INSTRUCTIONAL AIDS •Maintain student attention and interest. •Encourage student participation, when appropriate. GUIDELINES FOR INSTRUCTIONAL AIDS •Lead students in the direction of the behavior or learning outcomes specified in the learning objective. GUIDELINES FOR INSTRUCTIONAL AIDS •Provide proper stimuli and reinforcement. •Contain quality photos, graphs, and text as required GUIDELINES FOR INSTRUCTIONAL AIDS •Be checked prior to use for completeness and technical accuracy •Contain appropriate terminology for the student. •Be properly sequenced. GUIDELINES FOR INSTRUCTIONAL AIDS •Be easy to understand. •Include appropriate safety precautions.