I see and I forget
I hear and I remember I do and I understand --- Confucius |
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Tell me and I forget
Teach me and I remember Involve me and I learn --- Benjamin Franklin |
Introduction
An interactive classroom is one where the emphasis has gone from the teacher to the students who are actively involved in the content delivery. ‘The atmosphere of the whole class has been changed from completely teacher authority to learner autonomy with necessary teacher interference’ (SJTVU, 2014) and both teacher and students operate at an equal footing. The classroom is no longer a venue for passive transmission of knowledge from teacher to students, but more ‘a community with shared responsibility for learning’ (SJTVU, 2014) where students are encouraged to
learn not only form the facilitator, but also from the other students and from
themselves.
Being more involved in learning allows our brain to‘take in information, look for connections, interpret and make sense of it’ (Abrahamson) and will lead to better retention rates as depicted by Edgar Dale. His Cone of Learning/Experience not only shows that those who participate in hands-on workshops, design collaborative lessons or perform a presentation will remember information associated with these learning activities but also use higher cognitive domains such as analyzing and evaluation. Dale’s Cone however also ‘emphasizes learning experiences that appeal to the different senses and the different ways in which we learn’, and is as such not much dissimilar from Gardner’s Multiple Intelligences (Bilash, 2011).
Reference:
Abrahamson, Dr. L. (?!). What is Interactive Teaching? Retrieved from: http://www.bedu.com/interactive.html
Bilash, O. (2011). Dale’s Cone of Experiences. [Best of Bilash]. Retrieved from:
http://www.educ.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/dalescone.html
SJTVU (2014). Interactive Classroom Vs. Traditional Classroom. [SongJiang Open University]. Retrieved from:
http://www.sjtvu.com/web/html/luwen/3l/3l4-5.htm
An interactive classroom is one where the emphasis has gone from the teacher to the students who are actively involved in the content delivery. ‘The atmosphere of the whole class has been changed from completely teacher authority to learner autonomy with necessary teacher interference’ (SJTVU, 2014) and both teacher and students operate at an equal footing. The classroom is no longer a venue for passive transmission of knowledge from teacher to students, but more ‘a community with shared responsibility for learning’ (SJTVU, 2014) where students are encouraged to
learn not only form the facilitator, but also from the other students and from
themselves.
Being more involved in learning allows our brain to‘take in information, look for connections, interpret and make sense of it’ (Abrahamson) and will lead to better retention rates as depicted by Edgar Dale. His Cone of Learning/Experience not only shows that those who participate in hands-on workshops, design collaborative lessons or perform a presentation will remember information associated with these learning activities but also use higher cognitive domains such as analyzing and evaluation. Dale’s Cone however also ‘emphasizes learning experiences that appeal to the different senses and the different ways in which we learn’, and is as such not much dissimilar from Gardner’s Multiple Intelligences (Bilash, 2011).
Reference:
Abrahamson, Dr. L. (?!). What is Interactive Teaching? Retrieved from: http://www.bedu.com/interactive.html
Bilash, O. (2011). Dale’s Cone of Experiences. [Best of Bilash]. Retrieved from:
http://www.educ.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/dalescone.html
SJTVU (2014). Interactive Classroom Vs. Traditional Classroom. [SongJiang Open University]. Retrieved from:
http://www.sjtvu.com/web/html/luwen/3l/3l4-5.htm
Reflection of analysis of interactive learning - click on button |
During our face-to-face session with Trish we were asked, in small groups, to consider the four different types of interactive teaching methods that can be used to engage students in deeper levels of learning: Case studies, Simulations, Problem-based Learning and Role-play/group work.
case studiesCase study establish a framework for analysis and students are encouraged to be actively engaged, individually or in a group, to find an answer to an open-ended problem with one or multiple
solutions (Boston University) |
SimulationsIn simulation real life experiences are replace with guided ones and 'Simulations are best considered as those cases in which students are placed within a reasonable representation of a real environment within which political or social interactions occur' (Clayton & Gizelis)
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Problem-based learningProblem-Based Learning (PBL) is a student-centred approach to
teaching and learning, usually occurs through small group work that allows students to focus on when and what they will learn and encourages them to be self-directed, interdependent and independent as they attempt to solve a set problem (Fliders University, 2014). |
role play /
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References:
Boston University (?!). Using Case Studies to teach. [Centre for Excellence and Innovation in teaching]. Retrieved from: http://www.bu.edu/ceit/teaching-resources/using-case-studies-to-teach/
Clayton, G. & Gizelis, T-I. (?!). Learning through Simulation or Simulated Learning? An Investigation into the Effectiveness of Simulations as a Teaching Tool in Higher Education. Retrieved from: http://bisa.ac.uk/files/Permanent%20Files/ClaytonGizelisBISAPAPER.pdf
Flinders University (2014). Problem Based Learning (PBL). [Learning and Teaching]. Retrieved from: http://www.flinders.edu.au/teaching/quality/teaching-methods/problem-based-learning.cfm
Boston University (?!). Using Case Studies to teach. [Centre for Excellence and Innovation in teaching]. Retrieved from: http://www.bu.edu/ceit/teaching-resources/using-case-studies-to-teach/
Clayton, G. & Gizelis, T-I. (?!). Learning through Simulation or Simulated Learning? An Investigation into the Effectiveness of Simulations as a Teaching Tool in Higher Education. Retrieved from: http://bisa.ac.uk/files/Permanent%20Files/ClaytonGizelisBISAPAPER.pdf
Flinders University (2014). Problem Based Learning (PBL). [Learning and Teaching]. Retrieved from: http://www.flinders.edu.au/teaching/quality/teaching-methods/problem-based-learning.cfm