Interactive Teaching

1. Interactive Teaching • Shiraz And • Roula

2. What is Interactive Teaching? • “Interactive teaching is giving students something to do, getting back what they have done, and then assimilating it yourself, so that you can decide what would be best to do next. • What actually exists in the brains of your students. This is the "summative" aspect. • The second reason is "formative", where the teacher aims through the assigned task to direct students' mental processing along an appropriate path in "concept-space". • The third is "motivational". Learning is hard work, and an injection of motivation at the right moment can make all the difference.“Dr. Louis Abrahamson

3. Ten Ideas for Interactive Teaching • “To identify the different learning styles • Encourage and expect learners to participate • Use question to stimulate discussion, emphasizing the value of answers • Give participants hands-on experience • Use teaching aids to gain and retain attention • Different Resource Requirements • Meaningful learning • Scaffolding

4. Interactive Teaching Methods • Group and individuals projects • Group discussion • Role play • Journal writing” Ten ideas for interactive teaching

5. Student Engagement • “Students are engaged in the lessons when they are monitoring their own learning. • Students learn a lot by talking to each other because it give them the opportunity to organise their own thoughts • Students are more engaged when they are moving around • Meaningful learning increases engagement Interactive Teaching Methods @Edith Cowan University

6. Critical & creative thinking Nadejda and Salwa

7. What is critical thinking Critical thinking is the ability to think clearly and rationally. It includes the ability to engage in reflective and independent thinking. Someone with critical thinking skills is able to do the following : understand the logical connections between ideas identify, construct and evaluate arguments detect inconsistencies and common mistakes in reasoning solve problems systematically identify the relevance and importance of ideas reflect on the justification of one’s own beliefs and values

8. How can we implement critical thinking into the syllabus It is necessary in the syllabus as only through constantly questioning and critically thinking can we find answers to: what if? how could? what does this mean for…? etc Also it's necessary in student’s: reading note making assignment writing tutorial presentations

9. What is creative thinking It is the process we use when we come up with a new idea A process such as brainstorming or lateral thinking which improves your ability to be creative and look at problems in a fresh new way A state of mind that generates new ideas to you Becoming illogical and flexible

10. How can we implement critical thinking into the syllabus Brainstorming Lateral thinking B.A.R – bigger, add, remove/replace Written stimulus Visual stimulus Random websites Computer programs Action planning: who, what, when, why & how?

11. Project Based Learning Resources Learning by Doing By Trent & Ali

12. What is Project Based Learning (PBL) Students learn content and skills through the creation of projects Focuses on long-term projects Students’ organise their own work and manage their own time Emphasis on student collaboration or individual artefact construction Students have choice in what they will work on Actively engages student learning

13. How Can We PBL in Stage 6 Students can learn the software development cycle through implementation of it in a project Already required in both preliminary and HSC syllabus for “Developing Software Solutions” and “Developing A Solution Package”

14. Understanding by Design “Backwards Learning”

15. UbD • The end goal of UbD is to obtain an enduring knowledge of the subject. That is, a deep understanding of the core of the subject which stays with the student after they finish their studies. • Learning is based around “Big Ideas”, which can include information from several topics within a syllabus. • One idea of UbD is that ‘educators are coaches of understanding, not mere purveyors of content’ • UbD itself is not a prescriptive method, more of an overall philosophy for learning.

16. What is Backwards Mapping? • Working backwards to achieve a pre-set learning outcome. Teachers can implement UbD in their classroom by following these steps. • Identification of learning outcomes • Planning and designing assessment strategies • Creation of instructional activities to support intended learning • Gathering results from the assessment to plan future learning • Critical reflection on learning and assessment process