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Interactive teaching tools in the Classroom This document is a concise summary of many interactive teaching tools and activities that are possible to be used at our medical education settings and it is worth enough to start re-designing our medical curricula using many of the novel supplied ideas here.

1. Think (or Write)- Pair & ShareAsk a question, tell students to think silently about their answers. Then ask them to pair up with a partner to compare or discuss their responses.Finally, call randomly on a few students to summarize the discussion that occurred within the pair, or give their answer.

2.

Snowballing

The same topic is given to a pair of students who discuss it. Then they join the next pair (4 students) to compare what the two pairs thought. This continues till the whole group has met each other and then come to a final conclusion

3. One-minute paperThe teacher asks the students to write, in 1-3 minutes, answers to one or two questions

4. Role play Students simulate a scenario by performing different group roles.

5. Case-based learning

Case-based learning can be carried out as an individual or group activity in the classroom/ training room.

6. Concept TestsThe instructor presents one or more questions during class involving key concepts, along with several possible answers. Students in the class indicate by, for example, a show of hands, which answer they think is correct.

7. Quick-Think inquiry/quizThis technique uses a series of prompts, or Quick-Thinks to enhance classroom comprehension. The technique can be used as a stand-alone activity or coupled with a think -pair-share activity.

8. SimulationsTake a look around you and see what material your environment can offer that can work well to create a simulation and demonstrate what you want to teach.

9. Buzz groupsTo ensure student participation in large classes, the teacher asks students to form groups of five to eight people to talk about specific issue.

He instructs them to make sure each member of the group contributes at least one idea to the discussion. After 10 minutes, he calls on some of the groups to report and asks other groups who came to the same conclusion to raise their hands.

As they report, he records their main points on the blackboard and then incorporates the material into a future lecture.

10. Fish BowlA small group of students (4-8) sits facing each other in a small circle and is surrounded by the rest of the class in another outside circle. (This is where the ‘”fish bowl” concept comes from.) Students in the inner circle discuss a topic while those in the outer circle reflect on and assess their ideas and discussion

11.Free discussion groupThis is used for exploring and understanding feelings and values of the group members regarding sensitive issues. The trigger can be anything from a video clip to a case scenario that leads to further discussion. Effective facilitation by the teacher is one of the keys to success.

12.Simple JigsawThe word jigsaw came from a place in Greece called Jigsawlsawer Village in Taminia. They invented a game called jigsaw puzzle which consists of a picture printed on cardboard or wood and cut into various pieces of different shapes that have to be fitted correctly together to see the full picture.

Accordingly; jigsaw education method requires participation by every student for to have full understanding of the whole. The simplest approach is to distribute different learning material among the students (one per student) within groups of 4-6 individuals, and teach each other what they have learned.

13.Whole-Class DebatesThe instructor leads for a debate between two halves of the class representing point of view they wish to support around a specific learning subject. This continues until the instructor feels that the class has fully explored the debated issue.

To end the debate and achieve closure, the instructor asks for 2-3 volunteers to make summary arguments for each side.

14.Individual Reflection

Reflection refers to self-awareness of one’s own knowledge and skills in combination with present circumstances to form new understandings.