Which approaches are more interactive

Present facts meaningfully by citing their significance and by connecting them with everyday life. The demonstrator is knowledgeable in preparing the apparatus needed according to the steps to be followed. The rest of the class becomes focused on the activity and concentration on the subject is assured. When planning the activities make sure that the materials are easily available.

Likewise, get prepared with possible substitutes. Get ready with the equipment and tools to be used. Demonstration should be scheduled as to day and class period. The demonstrator must try the activity several times before the real demonstrations for a smooth sequencing of the steps as well as accuracy of the result.

The observers must be prepared and motivated to ensure concentration throughout the activity. Arrange the observers around the demonstration area or at a distance where they will be able to observe fully what is going on.

Extreme care must be taken in performing some delicate steps. The activity must not be interrupted by unnecessary announcements or noise in the surroundings. They are allowed to take down short notes or record some data which may be analyzed after. AFTER 1. Allow some questions which bothered them during the demonstration. An examination of the observed data and all information recorded follows.

Have an analysis of trends, patterns or uniform occurrences that can help in arriving at a conclusion. The solution or summary must be cooperatively undertaken by the whole class. Assess learning by way of a short test, an oral evaluation or a performance test. The demonstration method follows a systematic procedure.

The use of expensive equipment and machines will be maximized. Possible wastage of time, effort and resources will be avoided since the demonstration is supposed to be well- planned in advance.

It will not result to trial and error learning as what happens with unplanned learning activities. The findings are reliable and accurate since the procedure has bee tried before.

The value of confidence is developed among the demonstrators for such hands-on demonstration. Curiosity and keen observing ability are instilled among the observers.

Rather, we must provide them with opportunities to explore, inquire and discover new learning. The core of inquiry is a spontaneous and a self-directed exploration. Define the topic or introduce the question. Guide students plan where and how to gather data and information. Students present findings through graph, charts, PowerPoint presentation, models, and writing.

Investigative processes such as inferring, hypothesizing, measuring, predicting, classifying, analyzing, and experimenting, formulating conclusions and generalizations are employed. The procedure in gathering information is not prescribed by the teachers. The children are highly motivated to search, hence active participation is the best indicator of inquisitiveness. The answers arrived at are genuine products of their own efforts.

Focused questions before, during and after are critical ingredients that provide direction and sustain action. Its emphasis is on the processes of gathering and processing of information 2. Its dependence on firsthand experience with objects and phenomena occurring in the environment is certainly in agreement with the most often cited theory of Piaget on intellectual development. The inquiry approach which predominantly allows some degree of freedom develops initiative and divergent thinking.

A deep sense of responsibility is developed when learners are left to manage their own learning, be it in pursuit of answers, mastery of content or simply solving a problem that confronts them instantly. Educators strongly believes that facts and concepts that learners discover by themselves become stored as part of their permanent learning.

Stein said during an interview with OnlineEducation. Once online instructors identify what they want to teach, and through what methods, they can review the online learning technologies available to them and identify those that complement their goals best.

However, not all online courses are structured the same way: where some allow a great deal of scheduling flexibility, others strive to recreate a more traditional campus-based course environment online. Professors must consider these factors when choosing instructional tools and methods. One of the features that makes online degree programs unique from campus-based programs is that students do not necessarily have to report to class during scheduled sessions, but some learners still prefer live, interactive courses that are simply more accessible.

Technology allows colleges and universities to deliver courses in either format—something that impacts how professors teach online courses. Susan Aldridge, president of Drexel University Online, suggested virtual tools can also help online schools recreate the campus based learning experience online.

Aldridge told OnlineEducation. Synchronous instruction replicates live, traditional coursework as closely as an online class can. Professors adopt tools and online instructional methods that support real-time learning and discussion.

James Groves, an associate professor of Engineering and the University of Virginia, discussed some of the benefits of synchronous instruction in an interview with OnlineEducation.

When it comes to teaching online courses, technology matters. Instructional methods both depend on and inform how, and when, content is delivered Professors teaching large classes may find tools that allow student audio to interrupt lectures disruptive, and those that integrate live, two-way video at-will impractical. Technologies that allow instructors to maintain audio and video control while giving students a chance to ask questions and engage in discussion using a live chat might offer a common ground.

Asynchronous discussion boards are another, perhaps more structured means of addressing questions and discussions. Small classes, however, can often accommodate live, two-way audio and video, which provides an even more personal, classroom-like learning experience. Professors teaching synchronous courses are not limited to just content delivery method: they can combine them with additional technologies to accommodate a wider range of learners.

The following tools are just some of those that support real-time communication:. Each of these tools encourages live participation and interaction, though some online professors also capture and upload lecture videos and chat transcripts for students who occasionally miss class.

Purely asynchronous courses, however, rely heavily on such materials. Online courses that allow students to view lectures, access materials, and collaborate with teachers and peers on their own schedule are called asynchronous courses.

Lectures might be pre-recorded or presented on a program like Microsoft PowerPoint, perhaps with instructor voice-over. These delivery methods allow students to review and re-review lessons as necessary. These options could be quite helpful to students who cannot attend scheduled sessions, hope to minimize live group projects or discussions, or want to work through lessons at their own pace.

Programs that use asynchronous content delivery methods require a different approach to teaching—one that depends heavily upon the technologies used.

Darwin Delos Reyes. Ibyung Nga Achas. Charol Abedes. Lea Fae Diaz. Show More. Views Total views. Actions Shares.

No notes for slide. Different approaches and methods 1. Introduction Different approaches differ in the level of teacher and student participation.

We start describing these approaches from that approach with the highest to the lowest level of teacher direction or from the lowest to the highest level of student participation.

This may involve a simple or a complex skill such as solving a problem by using mathematical equations. Attention is focused on every detail of the procedure. It includes presentation and recitation, as well as teacher-student interactions. Content mastery and overlearning of fundamental facts.

Teachers need to arouse of heighten the interest of the students. Performance-based subjects such as Science, Mathematics, Music and Physical Education are taught by this technique.

Strategies use in Direct Instruction: 1. Lecture and Student Recitation 2. Deduction 3. Demonstration method 9. To employ this methodology, follow these steps: -Provide the rationale -Demonstrate the skill -Provide guided practice -Check for understanding and provide feedback -Provide extended practice and transfer She will present a map of the Philippines.

Then study the map with them. Those who live in wide plains like Central Plain of Luzon, Cagayan Valley have rice as main product and farming as main occupation. Those who live near the sea are fishermen. Their main product is fish. Fish, frog and cow are vertebrates, they possess backbone Teacher begin the lesson with the abstract with what the learners do not know Begin with what they know.

To see patterns and analyze the same in order to arrive at generalizations requires analytical thinking. Example: Geography The teacher will shows to the class the map of the Philippines then ask the class to study it with special attention on geographical features and economic products. Provide small groups of students with details from actual incidents and then ask them to develop a workable solution.

After you collect the cards, mix them up and read and answer the student-generated questions. Want more interactive teaching techniques? In a presentation on interactive teaching techniques , Kevin Yee from the University of Central Florida provides concise descriptions of different approaches to interactive educational formats.

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