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Interactive Teaching

The document provides guidance on using interactive teaching techniques to engage participants during training sessions. It recommends incorporating a variety of activities, such as think-pair-share, case studies, and demonstrations to keep participants actively involved. The key is to select activities that help participants internalize and apply the material in a way that leads to reflection and deeper learning.

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BElle Peralta

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0% found this document useful (0 votes)

83 views19 pages

Interactive Teaching

Uploaded by

BElle Peralta

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PPT, PDF, TXT or read online on Scribd

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Interactive Teaching

• Involves facilitator and learners

• Encourage and expect
learners to participate
• Use questions to stimulate
discussion, emphasizing the
value of answers
• Give participants hands-on
experience
• Use teaching aids to gain and
retain attention
Where to Start…
• Start with clear learning objectives/outcomes
– Helps you plan session and helps participants by
providing clear view of the session’s direction

• Follow an outline and provide copies to

participants
– Periodically refer to the learning outcomes during the
session to remind everyone where you are and
prevent people from getting lost
Why use facilitation rather than
lecture in a training session?
• Participants like to be actively
involved
• Participants want to share
knowledge and ideas
• You don’t have to be an
expert and answer all
questions, because learners
can address questions as well
• Keeps group’s attentive and
involved
Working in Groups
• Work groups are the
workhorse of
interactive teaching
• Work groups should
be standard in every
training program!
Using Work Groups
• Stimulates individual
input
• Learners obtain
feedback from multiple
perspectives
• Offers opportunity for
peer instruction
• Allows you to evaluate
their learning
Interactive Techniques
1. Think/Pair/Share
2. Buzz Session
3. Case Study
4. Incident Process
5. Question & Answer Period
6. Short writing exercises
7. Note Review
8. Demonstration
Incorporating Interactivity
• As you select activities, consider the learners’ wants and
needs, number of participants, size and layout of the room

• Ask yourself
– “What am I trying to teach these people?”
– “Do I want them to share ideas and learn from each other?”
– “Do I want them to internalize something on their own?”
– “Do I want to test their knowledge?”

• Plan a variety of activities into your session to help

participants stay interested
Think/Pair/Share (5-7 minutes)
• Pose a question or problem.
– This should require participant to explain a concept in their
own words or to apply, synthesize, or evaluate what they’ve
learned.

• Give participants one minute to THINK about their

answers individually.

• Have them PAIR with a partner to compare answers.

• Ask them to SHARE their responses with the class.

Buzz Session (10- 15 minutes or <)
• Divide participants into groups of 3 to 6 participants
– Small size of group allows each participant to contribute

• Give the groups 3 to 8 minutes to consider a specific,

limited problem or question
– Shortness of time requires groups to work hard and stay on
target

• Walk around the room to answer questions

• Ask for answers from each group, or provide the answer

to on an overhead/flip chart/board
Case Study
• Provide account of actual problem/situation an
individual/group has experienced

• Provides a means of analyzing & solving a typical

problem

• Open-ended proposition that asks the basic question

– “What would you do?”
– Solution must be practical - the best you can come up with
under the circumstances

• Effective method of provoking controversy & debate on

issues for which definite conclusions do not exist
Incident Process
• Method of learning how to solve
problems and work out solutions by
using actual incidents that involve
real people in real situations

• Less formal, less demanding form

of case study
Question and Answer Period
• Allow a certain amount of time for questions at the
beginning, middle, or end
• Plan this time & tell participants about it in advance
• Questions may be asked orally by individuals,
groups, or in writing
– TRY: distributing index cards at the start of your session.
Ask participants write down a question they have and return
it to you before the break
– Then review their questions while the participants are on
break
– When they return, answer their questions while summarizing
key points learned before the break
– Use this as a transition in to the next sections
Asking Questions
• Open-Ended Questions
– Ask questions to get participants to think, analyze, or
evaluate
– Prepare questions ahead of time
– Questions should not have a single, right answer, e.g., “How
could this procedure be improved?” or “What problems
might occur with this technique?”

• Closed-Ended Questions
– Have a short, definite answers
– Work best when asked fairly rapidly in a series to break the
participants out of a passive mode
Short Writing Exercises
• Give participants a card or sheet of paper
• Ask them to write their responses
• Collect responses & review them
• Clarify all misunderstandings & answer questions

• Muddiest Point (10 minutes: 2 min. of writing, 8 min. of answering/discussion)

– Use to immediately explain points that have not been clearly understood.
– Ask the participants to write their least clear or “muddiest” point.

• Three Minute Summary

– Use this to clarify points and assess the depth of participants’ understanding.
– Ask them to summarize the key points of the seminar.
Note Review (4-5 minutes)
• Can be used in the middle of a seminar, after a break, or
at the end

• Give participants 3 minutes to read their notes

thoroughly and underscore or circle important points
– Mark anything that doesn’t make sense
– Mark the location of missing information

• Circle the room answering individual questions

• After they’ve completed the exercise, ask for questions

so you can clarify questions
Demonstration
• Demonstration is one of the most effective
teaching methods because of its visual impact.

• A visual presentation of one or more techniques,

processes, skills, etc.

• You or a participant, often assisted by others, go

through the motion of showing, doing, explaining,
etc.
Introducing & Conducting Activities
• Give the Rationale,
Rationale explain why you’re doing the
exercise
• Explain the Task with complete & detailed instructions
• Define the Context,
Context tell them how they will complete
the task
• Explain What is to be Reported,
Reported explain how to
structure their responses
• Monitor the Exercise,
Exercise stay near to answer questions
• Debrief the Exercise,
Exercise highlight key points after groups
have given data
Summary
• Telling is not teaching, nor is listening learning.

• You must engage participants in learning

activities that lead to a higher level of
understanding and result in the participant's
ability to apply what he learned on the job.