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INTERACTIVE TEACHINGFROM GIMMICKS
TO USEFUL TOOLSDr Eva Zysk, Division of Psychology
05/07/2016
INTERACTIVE TEACHING
◦ Two-way interaction between lecturer & students◦ Increased discussion among students◦ Active student involvement with content
- Steinert & Snell (1999)
◦We are increasingly encouraged to use interactive approaches in our teaching, and continually introduced to novel tools and activities.◦Examples?
THE DIGITAL ERA
◦Why the Focus on Digital Technologies?◦Can improve on pre-existing practices & offer what traditional approaches cannot◦Versatility multitude of learning possibilities (Laurillard, 2008) & caters to a variety of preferred learning approaches (Beetham & Sharpe, 2007)◦Provokes the today’s student’s interest (Entwistle, 2009)
◦NTU encourages use of e-learning
A PLACE FOR TECHNOLOGY
◦New technology can be tempting but we shouldn’t lose sight of our teaching aims◦Has to be fit for the purpose ◦Larger toolbox helps ensure a good fit◦Students like it, but also like non-digital activities, and value variety
FROM GIMMICKS TO TOOLS
Ask yourself:◦ 1) Aim - What do you wish to achieve?◦ 2) Tool: How will your students best learn it?◦How long will the activity take?◦ Advantages/disadvantages/barriers?◦ E.g How long to set up? (learn/prep/in class)
To avoid:◦Too long◦Too complex◦Too distracting
AIM
◦To create a sense of community◦Foster relationships within and between students◦Encourage class interaction
◦To set the stage for the year◦Enjoyable learning environment◦Encourage asking questions to achieve aims
Know someone who met
the Queen
Favourite animal: Penguin
Sleep in their
birthday suit
TOOL 1TOOL: SPEED (NON)DATING
AIM
◦Give students a choice of topic◦Pursue own interests & gives sense of control
◦Let them negotiate that topic between themselves◦Not spend class time on this
AIM
◦Engage all students with the content◦E.g. shy or socially anxious students◦Before/during/after session
◦Answer all student’s questions
TOOL: PADLET
AIM
◦Promote collaborative learning ◦Promote high level of interaction◦Consider various perspectives◦Practise making arguments◦Engage in critical evaluation
TOOL: JIGSAW ACTIVITYPART I OF WS
FRONT OF CLASS
Dadlanis
BPS Reps
Kruegers
Jablenskys
Goldbergs
Firsts
DSM-5 Task Force + Lecturer
TOOL: JIGSAW ACTIVITYPART II OF WS
DSM Task Force + Lecturer
TOOL: JIGSAW ACTIVITYPART III OF WS
FRONT OF CLASSPART I OF WS
TOOL: GOOGLE DOCS (OR WIKI)
AIM
◦Reminder of previous term information in a different way◦Non-intimidating, engaging, fun
◦Activity for brief waiting times
TOOL: PUZZLE
AIM
◦Reflect on lesson content between sessions◦Make links within and between topics◦Prepare them for the final assessment◦Viva style (Level 6)◦Reader (Level 7)
TOOL: MIND MAP
MS Word
Coggle: https://coggle.it/
Popplet: www.popplet.com
AIM
◦Formative assessment◦Self-test of knowledge◦Lecturer to check understanding
◦Keep it light & fun◦Try your best
TOOL: SOCRATIVE
◦https://b.socrative.com/teacher/#space-race
REFLEXIVE PRACTICE
◦How well did it achieve the aims?◦How effective was learning?◦Were students engaged & participating?◦Was it inclusive?◦Did it run smoothly?◦What was the student feedback?◦Attend events, speak to colleagues◦Get support (CADQ Elearning Development Team, [email protected])◦Adapt each year!
