Interactive Teaching Method 1

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Interactive teaching method 1: whole-class discussion

1. Orientation

Provide the discussion topic well in advance. Clearly describe the question, problem, dilemma or proposition. Explain how students are to prepare for the discussion. For example, provide questions for

students to investigate before the discussion, or students can prepare their own questions andresponses.

Explain how the discussion will be conducted and the 'rules' for discussion. For example: listenattentively, remain objective, make relevant contributions.

Encourage students to think deeply about one another's contributions.

2. Engagement

Develop an environment where students feel secure expressing their ideas. Present a clear question to focus the discussion. Start by asking students to define terms and concepts.

Ask extra questionsto guide the discussion as necessary. If necessary, help students by providing extra information to clarify a point or overcome a hurdle

but do not dominate the discussion or students' thinking. Wait for each student to answer the question.

Keep the discussion moving by paraphrasing, re-stating, inviting elaboration and asking forexamples.

Encourage questioning or challenging of ideas and sources of information. Refocus discussion if students' contributions are irrelevant or inconsistent with the discussion's

academic purpose. Keep a progressive record of the key points of the discussion, for example, by writing on the

board or other visual means. Close discussion by summarising, foreshadowing or evaluating.

3. Debrief

Allow time for students to make their own notes about the discussion. They could use the teacherrecord as a guide.

Facilitate student reflection on what they learnt, for example, about their values about the topic.

Interactive teaching method 2: cooperative learning

1. Planning

Plan across the year to start with small, highly-structured cooperative tasks and build into morecomplex tasks. For example, students work in pairs until they have the skills to work in largergroups.

Plan for students to take on diverse roles so all students develop the intended range of skills.Students can take on a role within a single task or for a set of tasks across the year.

2. Orientation
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Define the topic and the expected outcomes. Form groups of students comprising two to six members. Ensure groups are diverse (gender,

ability, culture, etc). Develop students' skills to help each other learn, for example, how to give clear explanations and

how to ask thought-provoking questions.

Provide clear and simple outlines of the team roles.

Allocate roles (or let students allocate the roles). Clarify each team member's responsibilities: individual responsibility for their part of the learning

as well as group members' responsibility for achieving the group goal. Establish team rules that promote mutual respect and responsibility among members.

Suggest how teams might get started and how they might develop a plan of action.

3. Engagement

Allow students to work together to achieve their common goal. Circulate to give help, to monitor the activities and learning, and to make notes of what needs to

be dealt with after the group sessions have finished. Allow groups to manage minor problems by themselves. Reinforce collaborative behaviours.

4. Debrief

Facilitate sharing of findings if appropriate. Allow students time to reflect on:

o their learning and how they learnto how well the group is functioningo how effectively they are performing in their role.

Interactive teaching method 3: peer partner learning1. Orientation

Outline the topic and the expected outcomes of the peer partner learning. Introduce and model peer partner learning so that students are familiar with the expectations of

the two roles. The 'doer' performs a task and the 'helper' observes and provides feedback. Provide necessary support so that the partners can work independently. For example, spend time

building their capacity to ask thought-provoking questions and provide feedback.

If necessary, give students the opportunity to practise their roles.

2. Engagement

Allocate the 'doer' and 'helper' roles and explain at what point the roles will be reversed.

Give students the task and, if necessary, a work plan. Discuss and clarify the task and work plan. Provide a structured guide for the 'helper' to guide what they should be looking for when providing

feedback to their peer. Use language that students could use in their discussions.

Circulate to:o provide assistanceo monitor the activities and learningo make notes of what needs to be dealt with after the partner sessions have finished.


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Allow partners to manage minor problems by themselves. Reinforce collaborative behaviours.

3. Debrief

Encourage students to reflect on what worked well and what they would do differently next time. Check for understanding of the intended learning.

5 Interactive Teaching Styles

Teaching involves an opened-minded plan for helping students meet and exceed educational

goals. Teaching styles may differ from teacher to teacher, class to class and school to school. Yet

every teaching objective must include a structured but flexible process for student advancement.

Interactive teaching styles incorporate a multitude of goals beneath a single roof. Interactiveclasses are designed around a simple principle: Without practical application, students often fail

to comprehend the depths of the study material. Interactive training styles provide four basicforms of feedback:

Measurable Student AccomplishmentsTeachers making use of interactive teaching styles are

better equipped to access how well students master a given subject material

Flexibility in TeachingApplying training methods that involve two-way

communications enable the teacher to make quick adjustments in processes andapproaches

Practice Makes PerfectInteractive instruction enhances the learning process Student MotivationTwo-way teaching dispels student passivity.

Applying Interactive Education

Whereas students often lose interest during lecture-style teaching, interactive teaching stylespromote an atmosphere of attention and participation. Make it interesting. Make it exciting.

Make it fun. Telling is not teaching and listening is not learning.

In aMicrosoft presentationfrom the ARMA International Center for Education, the following

guidelines express the focus of interactive educational teaching styles:

Encourage student participation

Use questions that stimulate response, discussion and a hands-on experience

Use teaching aids that press for answers, and capture and hold the students attention

Setup a workgroup environment

Involve yourself as well as the student
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Interactive Teaching Styles That Make A Difference

1) Brainstorming Various Techniques

Interactive brainstorming is typically performed in group sessions. The process is useful for

generating creative thoughts and ideas. Brainstorming helps students learn to pull together.Types of interactive brainstorming include:

Structured and unstructured

Reverse or negative thinking

Nominal group relationships

Online interaction such as chat, forums and email

Team idea mapping

Group passing

Individual brainstorming

More.

2) Think, Pair and Share

Establish a problem or a question. Pair the students. Give each pair sufficient time to form a

conclusion. Permit each participant to define the conclusion in his or her personal voice. You can

also request that one student explain a concept while the other student evaluates what is beinglearned. Apply different variations of the process.

3) Buzz Session

Participants come together in session groups that focus on a single topic. Within each group,

every student contributes thoughts and ideas. Encourage discussion and collaboration among thestudents within each group. Everyone should learn from one anothers input and experiences.

4) Incident Process

This teaching style involves a case study format, but the process is not so rigid as a full casestudy training session. The focus is on learning how to solve real problems that involve real

people. Small groups of participants are provided details from actual incidents and then asked to

develop a workable solution.

5) Q & A Sessions

On the heels of every topic introduction, but prior to formal lecturing, the teacher requires

students to jot down questions pertaining to the subject matter. Once the cards are collected, the

lecture begins. Along the route, the teacher reads and answers the student generated questions.Some tips for a good session are as follows:


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Randomize Rather than following the order of collection or some alphabetical name list,

establish some system that evokes student guesswork concerning the order of student

involvement

Keep it Open-EndedIf necessary, rephrase student questions so that participants must

analyze, evaluate and then justify the answers

Hop It UpGradually increase the speed of the Q & A. At some point, you should limit the

responses to a single answer, moving faster and faster from question to question.

Times Up

The options for interactive training styles number into the dozens. In a brief PowerPoint

presentation onInteractive Teaching Techniques,Kevin Yee from the University of CentralFlorida provides concise descriptions of 186 different approaches to interactive educational

formats. You wont find a better overview and starting point. Now is the time to start bringing

life into your teaching styles.
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Interactive Teaching Method 1