Difference between revisions of "Interactive Lecture"

Difference between revisions of "Interactive Lecture"

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{{Term|INTERACTIVE LECTURES|Strategy of training that is based on the idea that learners need to develop their own ideas from every different experience and learning material, as claimed by [[constructivism]]. The aim of the lecturer using this technique is to help the learners to make sense and reflect on their experiences, so that they can evaluate their own work and set their future goals. To make a lecture interactive learner should be engaged with the working material, so that segments of classic lecture should be combined with segments where learners are involved in many different short activities that can be individual, pair or small groups. <ref>[http://serc.carleton.edu serc.carleton.edu] (20 January 2008), [http://www.arizonamed.medicine.arizona.edu www.arizonamed.medicine.arizona.edu] (20 January 2008)</ref>}}
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{{Term|INTERACTIVE LECTURES|Strategy of training that is based on the theory that learners need to develop their own ideas from every different experience and learning material, as claimed by [[constructivism]]. The aim of the lecturer using this technique is to help the learners to make sense and reflect on their experiences, so that they can evaluate their own work and set their future goals. To make a lecture interactive learner should be engaged with the working material, so that segments of classic lecture should be combined with segments where learners are involved in many different short activities that can be individual, pair or small groups. <ref>[http://serc.carleton.edu serc.carleton.edu] (20 January 2009), [http://www.arizonamed.medicine.arizona.edu www.arizonamed.medicine.arizona.edu] (20 January 2009)</ref>}}
  
  
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{{Tool|Organizing an Interactive Lecture|
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{{Tool|Conducting an Interactive Lecture|
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__NOTOC__
 
=='''Structure of the lecture'''==
 
=='''Structure of the lecture'''==
  
 
Since the basic concept of this strategy is to combine segment of classic lecture to segment of interactive activity that engage the learner, this technique can be used in many different ways. Interactive activities can be added occasionally to a classic lecture, or be repeated on a regular basis dividing the class in fragments.
 
Since the basic concept of this strategy is to combine segment of classic lecture to segment of interactive activity that engage the learner, this technique can be used in many different ways. Interactive activities can be added occasionally to a classic lecture, or be repeated on a regular basis dividing the class in fragments.
  
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If you want to incorporate [[#Job Aid|Interactive activities]] to your lecture on a regular basis you can use different structure for the lecture:
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If you want to incorporate [[#Job Aid|interactive activities]] to your lecture on a regular basis you can use different structures for the lecture:
  
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*'''Start with a Question''': After introducing the subject ask the students what they know and what they can deduce about it. For this exercise you can use various interactive technique. This activity can be used at the beginning of every class period and can also be added in more often if desired.
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*'''Start with a Question''': After introducing the subject ask the students what they know and what they can deduce about it. For this exercise you can use various interactive techniques. This activity can be used at the beginning of every class period and can be added more often if desired.
  
 
*'''Step and Repeat''': In this type of structure a couple of activities are used repeatedly during one lecture time. At first the learners will move slowly because they will have to learn the technique, but after a while they will start being faster.
 
*'''Step and Repeat''': In this type of structure a couple of activities are used repeatedly during one lecture time. At first the learners will move slowly because they will have to learn the technique, but after a while they will start being faster.
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*To stimulate the discussions ask open-ended questions that do not have a single correct answer. This kind of question can provoke thought and encourage learners’ participation.
 
*To stimulate the discussions ask open-ended questions that do not have a single correct answer. This kind of question can provoke thought and encourage learners’ participation.
  
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*During the discussion walk around and try to listen to some groups discussion to be sure htey are on the right track.
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*During the discussion walk around and try to listen to some groups discussion to be sure they are on the right track.
  
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*Before and during the discussion ask to the participants to take note of their own ideas and of the group’s finding during the exercise. If you need to grade the performance this report can be graded.
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*Before and during the discussion ask the participants to take note of their own ideas and of the group’s findings during the exercise. If you need to grade the performance this report can be graded.
  
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*After the discussion find a standard way to gain the attention of the participants back (You can turn off and on the light or raise an arm or use any other signal that you explain to them before).
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*After the discussion find a standard way to gain the attention of the participants back (you can turn off and on the light or raise an arm or use any other signal that you have explained to them before).
  
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*To conclude ask randomly a few groups or all of them to report on their findings and discussions, so that the rest of the class is informed of the ideas discussed by the other groups.<ref>[http://serc.carleton.edu serc.carleton.edu] (20 January 2008), [http://www.arizonamed.medicine.arizona.edu www.arizonamed.medicine.arizona.edu] (20 January 2008)</ref>
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*To conclude ask randomly a few groups or all of them to report on their findings and discussions, so that the rest of the class is informed of the ideas discussed by the other groups.<ref>[http://serc.carleton.edu serc.carleton.edu] (20 January 2009), [http://www.arizonamed.medicine.arizona.edu www.arizonamed.medicine.arizona.edu] (20 January 2009)</ref>}}
  
  
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=='''Job Aid'''==}}
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=='''Job Aid'''==
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[[Image:pdf.png]] [[Media:Toolkit_Template_Interactive_Lecture.pdf‎|Conducting an Interactive Lecture]]
  
  
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!Content
 
!Content
 
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|-
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|[http://www.thiagi.com/interactive-lectures.html www.thiagi.com/interactive-lectures.html]
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|[http://www.thiagi.com/interactive-lectures.html Interactive Lectures: Summaries of 36 Formats]
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|A very interesting and exhaustive list of 36 activities you can conduct to make your lecture interactive.
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|A very interesting list of 36 activities you can conduct to make your lecture interactive.
  
 
|}
 
|}

Latest revision as of 16:12, 3 February 2012

Term2.png INTERACTIVE LECTURES
Strategy of training that is based on the theory that learners need to develop their own ideas from every different experience and learning material, as claimed by constructivism. The aim of the lecturer using this technique is to help the learners to make sense and reflect on their experiences, so that they can evaluate their own work and set their future goals. To make a lecture interactive learner should be engaged with the working material, so that segments of classic lecture should be combined with segments where learners are involved in many different short activities that can be individual, pair or small groups. [1]


Toolkit.png Conducting an Interactive Lecture

Structure of the lecture

Since the basic concept of this strategy is to combine segment of classic lecture to segment of interactive activity that engage the learner, this technique can be used in many different ways. Interactive activities can be added occasionally to a classic lecture, or be repeated on a regular basis dividing the class in fragments.

If you want to incorporate interactive activities to your lecture on a regular basis you can use different structures for the lecture:

  • Start with a Question: After introducing the subject ask the students what they know and what they can deduce about it. For this exercise you can use various interactive techniques. This activity can be used at the beginning of every class period and can be added more often if desired.
  • Step and Repeat: In this type of structure a couple of activities are used repeatedly during one lecture time. At first the learners will move slowly because they will have to learn the technique, but after a while they will start being faster.
  • Book Ends: In this structure an interactive activity is used to open the session (i.e. question) and another one to close it (i.e. summary). Other activities can be used during the lecture to break it in short segments. This format allows to include different techniques associated to different purposes.


Facilitator’s Role

  • To stimulate the discussions ask open-ended questions that do not have a single correct answer. This kind of question can provoke thought and encourage learners’ participation.
  • During the discussion walk around and try to listen to some groups discussion to be sure they are on the right track.
  • Before and during the discussion ask the participants to take note of their own ideas and of the group’s findings during the exercise. If you need to grade the performance this report can be graded.
  • After the discussion find a standard way to gain the attention of the participants back (you can turn off and on the light or raise an arm or use any other signal that you have explained to them before).
  • To conclude ask randomly a few groups or all of them to report on their findings and discussions, so that the rest of the class is informed of the ideas discussed by the other groups.[2]


Job Aid

Pdf.png Conducting an Interactive Lecture


Link icon.png Web Resources
Below you have the link to a website where you can find interesting examples of Interactive activities:
Link Content
Interactive Lectures: Summaries of 36 Formats A very interesting list of 36 activities you can conduct to make your lecture interactive.


References

  1. ↑ serc.carleton.edu (20 January 2009), www.arizonamed.medicine.arizona.edu (20 January 2009)
  2. ↑ serc.carleton.edu (20 January 2009), www.arizonamed.medicine.arizona.edu (20 January 2009)
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