互动式教学Interactive Learning

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Refocus or redirect
Give you a sense of students’ understanding, Motivate students through timely feedback
To sum up…
Be aware of how you’re using activity, and be able to direct the students’ experience to focus their learning Activities/material need to connect with content in meaningful way Model early - 1st class provide structured opportunity to interact with each other and you Activities need to be controlled, highly disciplined – clear instructions, time parameters and explicit expectations If ‘new’ to active learning within your classes – start early, start small [might just be looking at actual presentation] and build up incrementally as comfort/confidence grows
What do we expect our students to be able to do or demonstrate as a result of the learning?
Content
What specific knowledge, skills and attitude do they need to learn to achieve the outcomes?
mins]
3. Be prepared to bring forward any
reflections/observations for the larger group.
Adults’ attention span
(Bligh, 1972)
Outcomes-based Approach
Intended outcomes
listen Take notes Understand (correctly? Deeply enough?) Watch, note points Write answers to questions Possibly ask a question
(Biggs & Tang, 2011)
Pick the best answer Why are lectures still used so frequently in higher education?
(Lyman, 1987)
Questioning
• Convergent questions
– with a correct answer in mind – students are steered towards that answer
• Divergent questions
– open-ended – constructing fresh ideas and interpretations – functioning knowledge
Learning outcomes: “Explain” a theory/ concept
Teacher activity
Introduce Explain Elaborate Show some PPT slides Questions on slides Wind up
Student activity
Interactive Learning
By the end of this session, you should be able to…
• build up connections between interactive teaching and student learning
• plan a lesson using interactive teaching approach • be aware of possible tools/strategies and choose appropriate ones to achieve designated learning outcomes
1. Reflect on one thing you learnt most effectively or you
are good at.
How did you learn/do it? Write
down your experience. [1 min]
2. Pair up with a colleague and Share your reflections. [2
Teaching & Learning
What are the most appropriate teaching and learning methods for helping students to achieve the outcomes?
Assessment
What methods of assessment are most suitable for measuring students’ attainment of the outcomes?
Use of good questioning
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Generate and stimulate discussion Clarify, e.g.. What do you mean by…?; Are you saying that….? Probe, e.g.' Why would you argue…?; ‘What might be an example of X?
AL2 – Group MCQ with Response Cards
Think [write]-pair-share
a process that first, asks students to consider a response individually, then to a form a pair. Each pair discusses their various responses. Then pairs are invited to join with another pair to share. You may ask the larger groups to contribute one idea or response at the conclusion of the activity. Writing can be helpful in getting students to commit to their ideas or answer
In the next practice session…
• you will lead a 15-minute tutorial session • it should be interactive
• still with no PPT
• you don’t have to submit a teaching plan.
References
• Morris, G. (2011). Exploring Interactive Learning. (Certificate Stage 1 course PPT). CETL, HKU.
• Biggs, J. & Tang, C. (2011) Teaching for quality learning at university: What the student does. Maidenhead: McGraw-Hill/Society for Research into Higher Education/Open University Press, 2011. • Bligh, D. A. (1972). What’s the use of lectures? Harmondsworth: Penguin. • Lyman, F. (1987). Think-Pห้องสมุดไป่ตู้ir-Share: An expanding teaching technique. MAA-CIE Cooperative News, v. 1, p. 1–2
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B. C.
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So that lecturers can demonstrate how expert they are in their subject. Because they are a very efficient means of transmitting information to large numbers of students. In order to provide a common space where students can be enthused by a lecturer exploring key concepts of their subject. Because students expect them as part of university (rather than school) education and prefer listening to having to contribute themselves. Because lectures are easier to prepare than more interactive resource-based techniques such as case study discussions or problem-based tutorials.