Difference between revisions of "Interactive Lecture"

Difference between revisions of "Interactive Lecture"

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(New page: {{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 b...)
 
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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 students are involved in many different short activities that can be individual, pair or small groups. <ref></ref>}}
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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 students 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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*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).
 
*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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*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> </ref>}}
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*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>}}
  
  

Revision as of 16:35, 20 January 2009

Term2.png 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 students are involved in many different short activities that can be individual, pair or small groups. [1]


Toolkit.png Organizing 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 structure 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 one of the 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.
  • 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 htey are on the right track.
  • 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.
  • 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).
  • 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]



References

  1. ↑ serc.carleton.edu (20 January 2008), www.arizonamed.medicine.arizona.edu (20 January 2008)
  2. ↑ serc.carleton.edu (20 January 2008), www.arizonamed.medicine.arizona.edu (20 January 2008)
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