Interactive Lecture

1. Interactive Lecture VS.

2. Outline : • Objective • History of interactive lecture . • Introduction • Definition of interactive lecture . • Importance of interactive lecture . • steps of interactive lectures • Barriers For interactive lecture technique • Conclusion • Summary • References

3. Objectives : • At the end of this presentation within 20 minutes,the students will be able to : 1- Identify the interactive lecture. 2- Recognize the importance of interactive lecture . 3- Identify Steps for creating an interactive lecture . 4- Distinguish between technique type . 5-Identify Barriers For interactive lecture.

4. Qustion of the day: • As a nurse how do you use interactive lectures during educating the patients? Ideas!

5. History of interactive lecture: • Instructors start asking themselves about the reasons why the students get bored or sleepy, it was because of: • No student involvement • Exclusively teacher centered • Audio-based • No problem solving or mystery

6. Introduction • In recent years, the lecture has fallen on hard times. Prominent researchers have raised doubts about its use, claiming that lectures rely on rote learning and fail to promote active engagement • Clearly, lectures can be an efficient way of transmitting large amounts of information in a relatively small amount of time. • Take a moment to reflect on some lectures that you have delivered or attended. Think about both the good ones and the bad ones. • Why do you think you fall asleep in the bad lecture and why did you interact in the good one ???

7. Definition of interactive lecture . • Interactive lectures :  are classes in which the instructor incorporates engagement triggers and breaks the lecture at least once per class to have students participate in an activity that lets them work directly with the material. • Traditional lectures : Where the teacher verbally transmits information directly to the groups lecture occurs within the classroom and homework is assigned outside of class. VS.

8. Why we need interactive learning in our life ? • promote student retention , attention , and deep learning of the material presented during lecture; • give students practice in developing critical-thinking skills • enable instructors to assess how well the class is learning that day ( feedback ) . *foster: promote

9. Steps for creating an interactive lecture : 1- Engage in pre-instructional planning. 2- Select engagement triggers and learning tasks for interactive segments. 3- Select and adapt from interactive lecture techniques. 4- Structure and manage the interactive class session. 5- Select mechanisms and methods for collecting, organizing, and responding to feedback.

10. 1- Pre-instructional Planning • The first step in providing an interactive lecture experience is to offer attention to pre-instructional planning and classroom management * Steps for pre instructional planning : - chooses content - establishes learning objectives - considers incentive structure - designs overall classroom atmosphere for participation • Time and energy devoted to pre-instructional planning and classroom management considerations will make the interactive lecture segments, and the overall classroom experience, positive and more productive

11. 2-Engagement Triggers and Tasks for Interactive Segments : The instructor have to find a task that serves as the center of an activity and begin the interactive segment by using some sort of engagement trigger to capture student attention. Instructors might try to : • Evocative visuals, physical props • Cartoons • Photographs • Clips from movies or television shows

12. 3-Interactive Lecture Techniques: The third step to providing an interactive lecture is to select an activity from the many possible learning techniques that are available. This is done after the instructor has determined what learning task the students must complete and has selected a potential engagement trigger.  • This techniques can be categorized as basic, intermediate and advanced based on preparation class time required  However, even these techniques somewhat can be modified to fit all three classifications . • Theclassification is Basic it include : • Think – pair- share • One-minute write . • Questionofthe day .

13. The Basic classification include : • Think – pair- share : this technique must consider alone and then discuss with a neighbors • This is a great way to motivate students and promote higher-level thinking Some think-pair-share activities are short, "quick-response think-pair-share" and sometimes the activities may be longer and more involved, "extended think-pair-share ". but you have to be aware of open-end questions because it may generate more discussion and time consuming .

14. The Basic classification include : • One-minute write : activities ask students to stop what they are doing and produce a written response in only one minute. This technique can be used to collect feedback on understanding by asking them to identify what they thought the most confusing point was or to voice a question and it used as a self asses .

15. The Basic classification include : • Questionofthe day  :  developed to use at the beginning of class and takes 5-15 minutes. It requires the students to start class as active participants and involves them in the material.

16. 4-Structuring and Managing the Interactive Class • In addition to selecting individual activities, the instructor have to consider the combination of lecture segments and activities for an effectively structured and well-managed interactive lecture class period.

17. 5-Collecting, Organizing, and Responding to Student Feedback • Finally, instructors must determine how to end an interactive activity, gather student responses. • The student responses also provide useful feedback about what students have learned. Instructors must determine if the interactive segment met the learning objectives. 

18. Barriers For interactive lecture: • A lack of materials or equipment needed to support active learning approaches • Large class sizes prevents implementation of active learning strategies • cannot cover as much course content in class within the time available • active learning strategies takes too much pre-class preparation • Some Students does not prefer the interactive lectures but they like traditional one

19. Conclusion : • You should know that Interactive lectures focuses in the involvment of the student during the lectures to make them awke and not bored. • This also enhanced the qantity and the qualitivy of the information. • The activities that the instructor is doing should be aimed and stimulated students.

20. Summary: Summary!

21. References: Allgood, S., W. Bosshardt, W. van der Klaauw and M. Watts, 2014. What Students Remember and Say About College Economics Years Later . American Economic Review, 94 (2), 259-265. https://historytech.wordpress.com/2010/03/12/tip-of-the-week-interactive-lectures-i/ Kelly, Rob, 2010. Strategies for Teaching Large Classes: A Faculty Focus Special Report from The Teaching Professor . Magna Press. Peen, T , Rob, 2010. Strategies for Teaching Large Classes: A Faculty Focus Special Report from The Teaching Professor . Magna Press. 1.Harden RM, Sowden S, Dunn WR. Some educational strategies in curriculum development: The SPICES model. ASME medical education booklet number 18. Med Educ 1984;18:284-97.   King, 1993. From Sage on the Stage to Guide on the Side . College Teaching v41 no1 p30-35. Crouch et al., 2007. Peer instruction: Engaging students one-on-one, all at once . Reviews in Physics Education Research v.1: Research-based reform of University Physics.