eric mazur, balkanski professor of physics and applied physics at the harvard school of engineering and applied sciences, knows all too well that a lecture on physics could put most people in a classroom to sleep. mazur — the son of two teachers — told that audience that he never planned on teaching. “i knew i was going to do something useful,” he quipped. he noticed quickly that, despite giving him high ratings on course evaluations, students often wrote, “i hate physics” or “physics sucks.” mazur shared a photograph of his early days teaching, in which he was shown hunched over a projector, disengaged from the students. by the seventh year of teaching, mazur was forced to admit that his students weren’t grasping the concepts he was presenting to them. in a moment of despair, he told students to discuss a question he had posed with one another. from then on, he began experimenting with more active learning styles where students engaged with one another to help find the answers.
as a brief demonstration, mazur posed a multiple choice question to the master class audience. using a handheld polling mechanism, he asked the crowd to select an answer. by the time mazur revealed the right answer to the question, he noted that he had the attention of everyone in the room. from there, he said, through the discussion with their peers, the students often become emotionally invested in the learning. “what i was able to show is that i doubled the learning gains. “i’ve never looked back.” hgse professor richard light, discussant at the master class session, asked mazur whether this type of teaching could translate into the k–12 classroom. then, somehow, as kids progress, by the time they are in middle school, they no longer take that ownership of learning. i’m trying to bring that back into the classroom.” the harvard medical school professor will deliver “using the flipped classroom to teach thinking skills: what you should know about breathing for the 4th of july barbeque” on monday, april 11 at noon.
our students don’t know a world where they couldn’t get the answer to something within seconds of typing it into a device, which is never more than an arm’s width away. interactive learning happens when students take a hands-on approach to their subject matter. as educators, we need to understand that the best way for our students to learn is to let them in on the process. if you feel a little lost on how to incorporate this into your classroom, look over the following ideas. this gives students a non-intimidating way to share their thoughts with a peer but keeps them from having to put themselves in the vulnerable position of volunteering a response to a room full of students. the teacher proposes a statement, and students line up on different sides of the room depending on their personal opinion.
this is a great way to get your students to be present in their note-taking and in their learning. if you teach in the higher grades, you can cut templates out on your own time so as to not “baby” your big kids, but i have seen 10th and 11th graders really love this “arts and crafts” part of a class. there is a plethora of information and free templates on the internet, ready for you to use for interactive learning. socrative, kahoot, and quizizz are a few that allow the teacher to develop quizzes or questions, and then students can compete with each other, which they love. you can still attach a writing component to the “easier” choices, but it allows for students to pick what they will excel at. it is our job to make sure we give them that opportunity.
interactive learning is a pedagogical approach that incorporates social networking and urban computing into course design and delivery. interactive learning has evolved out of the hyper-growth in the use of digital technology and virtual communication, particularly by students. what is it? interactive learning is a more hands-on, real-world process of relaying information in classrooms. passive learning relies on listening to teachers interactive learning is a pedagogical approach that incorporates social networking and urban computing into course design and delivery. interactive learning interactive learning is a hands-on, real-world approach to education. according to stanford university school of medicine, ‘interactive, .
interactive learning is a hands-on/real life approach to education founded upon building student engagement through guided social interaction. his interactive teaching method has gone on to earn a large following internationally and nationally. as a brief demonstration, mazur posed this is why interactive learning is so relevant. interactive learning happens when students take a hands-on approach to their subject matter. to keep engagement high during your switch to hybrid or online teaching, here are five strategies to facilitate interactive learning during course, .
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