Active Learning Through Interactive Teaching
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Transcript of Active Learning Through Interactive Teaching
Active Learning Through Interactive Teaching
Dr Kate Exley (2009)
Overview
Didactic Teaching – Why do we use the ‘lecture-style’?
What are the important features of teaching? Grabbing and holding attention - best & worst Why aim to include variety and interaction? Possibilities? And…..Practicalities? Barriers Final remarks
A potted history?
European monasteries and traveling scholars seeking rare information
In a scriptorium a monk at a lectern would reading the manuscript
Scholars would copy word for word
Derived from the Latin - Lectare - “to read out loud”
Didacticism
“Pure didacticism allows tight instructor
control and passive learning”
Dr Andrew Coleman
Why do we use ‘Lecture-style’ today?
Consistency Efficiency Community ? ? ? Please add 3 other reasons?
Large group teaching(Noel Entwistle) Map v Coverage
Illustration v Detailed information
Attention span
Teaching as a communication
Holding attention
Latest research
"Extensive exposure to television and video games may promote development of brain systems that scan and shift attention at the expense of those that focus attention.”
Peter Jenson
Large group teaching(Noel Entwistle) Map v Coverage
Illustration v Detailed information
Attention span
Teaching as a communication
Teaching as a communication
Teacher
Student
Student
Giving out
Receiving
Acting upon
Think of the ‘Best’ & “Worst”
Think of your experiences as a Learner.
Think of the ‘Best’ & “Worst” Best large class?
What made it so good?
Think of the ‘Best’ & “Worst” Best
What made it so good?
Worst large class? What made it so
bad?
The Students’ View
Comments :-
Enthusiasm and Empathy
Level and Pace
Variety (as a learner What you Hear, See & Do)
Arguments for ‘interaction’
To keep attention To enable all students to engage
(adjusting pitch and level) Appeal to different learning styles To check understanding Try things out / practise skills To compare different views Feedback to lecturer etc
Some suggestions
Buzz groups Mini-quizzes Deciding, e.g. voting Individual tasks Demonstrations Video & other Visuals Interactive handouts Instant summaries etc
Types of Handout
Reduced PowerPoint slides
Skeleton Notes
Gapped Notes
Handouts containing tasks
Handout Tasks - Example 1
Please work with 2 colleagues to
List the three most important points from the lecture.
Why have you selected these points
Please work with three colleagues to
List the 3 most important points in the lecture
Why have you selected these points?
Handout Tasks Example 2
Please work with 2 colleagues to
List the three most important points from the lecture.
Why have you selected these points
Please work with three colleagues to
1. Describe the symptoms of a cat with a kidney infection
2. How might you test for this?
3. What treatment would you prescribe?
Handout Task - Example 3.
Please work on your own for 2 minutes
1. Plot the given survey data on the axes provided
2. Identify the point of intersection
3. What does this tell you about consumer preferences
Handout Task - Example 4.
Read the extract provided (interview with a parent) and discuss with a colleague
1. What are the main fears this mother expresses about her child starting school?
2. As a class teacher, how could you address her worries?
3. What School policies/practices could reduce her concerns?
Ideas - Handout to Worksheet
Applying knowledge or concepts Solving a problem / setting a question Analysing a case study or example Interpreting data / images etc Reviewing an article / abstract / script etc Representing information differently Making judgements on….Estimating…Predicting…
And now on to ..The practicalities
The practicalities
Know why you want students to ‘do’ it.
The practicalities
Know why you want students to ‘do’ it. How will they work?
The practicalities Know why you want students to ‘do’ it. How will they work?
Alone or in pairs? For how long? When in the lecture will the interaction be? Will everybody do the same thing? Etc
What CLEAR instructions will you give to your students
The practicalities
Know why you want students to ‘do’ it. How will they work?
Alone or in pairs? For how long? & when in the lecture?
What will the end point be?
The practicalities
Know why you want students to ‘do’ it. How will they work?
Alone or in pairs? For how long? & when in the lecture?
What will the end point be? An answer? A decision? An example? etc
The practicalities
Know why you want students to ‘do’ it. How will they work?
Alone or in pairs? For how long? & when in the lecture?
What will the end point be? An answer? A decision? An example? etc
Do you need to hear back from the students?
The practicalities Know why you want students to ‘do’ it. How will they work?
Alone or in pairs? For how long? & when in the lecture?
What will the end point be? An answer? A decision? An example? etc
Do you need to hear back from the students? No? (I will show them the answer.)
The practicalities Know why you want students to ‘do’ it. How will they work?
Alone or in pairs? For how long? & when in the lecture?
What will the end point be? An answer? A decision? An example? etc
Do you need to hear back from the students? No? (I will show them the answer.)
But if you do, how will you manage that?
The practicalities
Know why you want students to ‘do’ it. How will they work?
Alone or in pairs? For how long? & when in the lecture?
What will the end point be? An answer? A decision? An example? etc
Do you need to hear back from the students? No? (I will show them the answer.)
But if you do, how will you manage that? Voting? Collected views? An OHT acetate? Handsets
Discipline / Control Worries
Barriers..
What do you fear could happen? How can it be avoided? How can it be dealt with? How likely is it really?
Quick re-cap
To be clear about What you are trying to achieve? Why you are using a particular approach?
Consider how you can get and keep students’ attention?
Plan any interaction carefully Be kind to yourself Have a go!
To find out more
“Giving a Lecture :
from presenting to teaching” (2009), 2nd ed.
Kate Exley & Reg Dennick
Key Guides for Effective Teaching in Higher Education
Routledge : London
Additional reading possibilities
Making Teaching Work : ‘teaching smarter’ in post-compulsory education (2007) Phil Race and Ruth Pickford, Sage
Lecturing a Practical Guide Sally Brown and Phil Race, Kogan Page
Practical Ideas for Enhancing Lectures (2003) P. Davies, SEDA, London