Interactive lessons
Interactive classes lead the teachers to ask about the best ways to make interactive lessons or lectures. After viewing http://serc.carleton.edu/introgeo/interactive/howto.html , I found an answer to the question : How to give Interactive Lectures. There are many Steps for creating an interactive lecture.
Interactive activities begin with planning the objectives, content and classroom atmosphere. Then the instructor should care about capturing the students' attention. He start some engagement triggers thought-provoking question or things that have visual appeal or are of common interest to students. Instructors might try cartoons, photographs, evocative textual passages, news clips and clips from movies or television shows. To create an interactive lecture segment that meets the desired learning goals, instructors must select an appropriate activity from the many possible techniques available. Several possibilities are shown here and categorized as basic, intermediate and advanced based on preparation and class time required. The basic are as follows: think-pair-share, one-minute write and the question of the day? The intermediate ones are demonstrations, concepTest , role playing and skeleton notes. Simulation and experiments are the advanced.
The fourth step to providing an interactive lecture is to determine how to structure and manage the interactive class period. There are as many ways to structure an interactive class session as there are interactive techniques. The instructor create a classroom atmosphere conducive to interactive learning. He should be be an effective classroom manager. Finally, instructors must determine how to end an interactive activity, gather student responses and provide, when appropriate, a synthesizing discussion or follow-up assignment. The student responses also provide useful feedback about what students have learned.
Courses can pose a unique set of challenges and the instructor will want to consider additional managerial strategies to meet these challenges. With careful planning, even classes with hundreds of students can have interactive lecture segments with significant student engagement. Additional energy must be devoted to strategies to encourage student participation as well. Fortunately, for large enrollment teachers, advances in pedagogical technologies have offered the potential for more engaging large enrollment class periods.
The teacher in the video involved here http://www.youtube.com/watch?v=qQra4baNwP8 , tries to introduce solution to problems and to develop some thinking skills. The teacher stated the lecture by asking a question. Then she decided that everyone has to ash the person beside him. The teacher poses the question to the class and asks everybody to have some type of discussion with the person beside him. Some of the students decided that one of the answers (from a,b,c, or d) is the right answer. The lecturer decided that the students should be highly engaged in the learning process. She decides that in physics students should be asked continually, so that the teacher could consider what they have understood. The students learn much when they talk to each other. It is significant to know what the students know and try to enrich their knowledge.
Interactive classes lead the teachers to ask about the best ways to make interactive lessons or lectures. After viewing http://serc.carleton.edu/introgeo/interactive/howto.html , I found an answer to the question : How to give Interactive Lectures. There are many Steps for creating an interactive lecture.
Interactive activities begin with planning the objectives, content and classroom atmosphere. Then the instructor should care about capturing the students' attention. He start some engagement triggers thought-provoking question or things that have visual appeal or are of common interest to students. Instructors might try cartoons, photographs, evocative textual passages, news clips and clips from movies or television shows. To create an interactive lecture segment that meets the desired learning goals, instructors must select an appropriate activity from the many possible techniques available. Several possibilities are shown here and categorized as basic, intermediate and advanced based on preparation and class time required. The basic are as follows: think-pair-share, one-minute write and the question of the day? The intermediate ones are demonstrations, concepTest , role playing and skeleton notes. Simulation and experiments are the advanced.
The fourth step to providing an interactive lecture is to determine how to structure and manage the interactive class period. There are as many ways to structure an interactive class session as there are interactive techniques. The instructor create a classroom atmosphere conducive to interactive learning. He should be be an effective classroom manager. Finally, instructors must determine how to end an interactive activity, gather student responses and provide, when appropriate, a synthesizing discussion or follow-up assignment. The student responses also provide useful feedback about what students have learned.
Courses can pose a unique set of challenges and the instructor will want to consider additional managerial strategies to meet these challenges. With careful planning, even classes with hundreds of students can have interactive lecture segments with significant student engagement. Additional energy must be devoted to strategies to encourage student participation as well. Fortunately, for large enrollment teachers, advances in pedagogical technologies have offered the potential for more engaging large enrollment class periods.
The teacher in the video involved here http://www.youtube.com/watch?v=qQra4baNwP8 , tries to introduce solution to problems and to develop some thinking skills. The teacher stated the lecture by asking a question. Then she decided that everyone has to ash the person beside him. The teacher poses the question to the class and asks everybody to have some type of discussion with the person beside him. Some of the students decided that one of the answers (from a,b,c, or d) is the right answer. The lecturer decided that the students should be highly engaged in the learning process. She decides that in physics students should be asked continually, so that the teacher could consider what they have understood. The students learn much when they talk to each other. It is significant to know what the students know and try to enrich their knowledge.
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