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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?

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Active Learning Through Interactive Teaching

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  1. Active Learning Through Interactive Teaching Dr Kate Exley (2009)

  2. 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

  3. 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”

  4. Didacticism “Pure didacticism allows tight instructor control and passive learning” Dr Andrew Coleman

  5. Why do we use ‘Lecture-style’ today? • Consistency • Efficiency • Community • ? • ? • ? • Please add 3 other reasons?

  6. Large group teaching(Noel Entwistle) • Map v Coverage • Illustration v Detailed information • Attention span • Teaching as a communication

  7. 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

  8. Large group teaching(Noel Entwistle) • Map v Coverage • Illustration v Detailed information • Attention span • Teaching as a communication

  9. Teaching as a communication Teacher Student Student Giving out Receiving Acting upon

  10. Think of the ‘Best’ & “Worst” Think of your experiences as a Learner.

  11. Think of the ‘Best’ & “Worst” • Best large class? • What made it so good?

  12. Think of the ‘Best’ & “Worst” • Best • What made it so good? • Worst large class? • What made it so bad?

  13. The Students’ View Comments :- • Enthusiasm and Empathy • Level and Pace • Variety (as a learner What you Hear, See & Do)

  14. 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

  15. Some suggestions • Buzz groups • Mini-quizzes • Deciding, e.g. voting • Individual tasks • Demonstrations • Video & other Visuals • Interactive handouts • Instant summaries • etc

  16. Types of Handout • Reduced PowerPoint slides • Skeleton Notes • Gapped Notes • Handouts containing tasks

  17. 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?

  18. 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 Describe the symptoms of a cat with a kidney infection How might you test for this? 3. What treatment would you prescribe?

  19. Handout Task - Example 3. Please work on your own for 2 minutes Plot the given survey data on the axes provided Identify the point of intersection What does this tell you about consumer preferences

  20. 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?

  21. 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…

  22. And now on to ..The practicalities

  23. The practicalities • Know why you want students to ‘do’ it.

  24. The practicalities • Know why you want students to ‘do’ it. • How will they work?

  25. 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

  26. 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?

  27. 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

  28. 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?

  29. 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.)

  30. 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?

  31. 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

  32. 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?

  33. 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!

  34. 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

  35. 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

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