What is Interactive Lectures?
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. The engagement triggers capture and maintain student attention
and the interactive lecture techniques
allow students to apply what they have learned or give them a context
for upcoming lecture material.
Instructors can also think of the value of format change during a class period in two ways.
All of the activities used to make lectures interactive involve a
learning curve for both instructors and students. Instructors must learn
how to develop good questions, analyze the student responses, and
incorporate that information into the following lecture segment or the
next class period.
As with many active-learning techniques, interactive lectures may take longer to cover any given topic than non-interactive ones. Mazur (1997) recommends that the lecturer save time by only going over more difficult and important material rather than duplicating the coverage of the textbook.
Resource: link
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. The engagement triggers capture and maintain student attention
and the interactive lecture techniques
allow students to apply what they have learned or give them a context
for upcoming lecture material.
The Basic Structure of Interactive Lecture
The goal of interactive lecture is to engage students by finding ways
for them to interact with the content, the instructor, and their
classmates. Accordingly, interactive lectures include segments of
lecture combined with segments where students interact.
One of
the things that makes the lecture interactive is the ability of the
instructor to choose the content of the lecture segments based on the
students' needs. If students have difficulty answering a question, or an
activity goes astray in many or most student groups, it's time to find a
new and better way to deal with the material.
Instructors can also think of the value of format change during a class period in two ways.
- Format change is valuable in its own right for recapturing attention and engaging students.
- Also, the new format is often a better way to teach a topic or get a point across.
All of the activities used to make lectures interactive involve a
learning curve for both instructors and students. Instructors must learn
how to develop good questions, analyze the student responses, and
incorporate that information into the following lecture segment or the
next class period.As with many active-learning techniques, interactive lectures may take longer to cover any given topic than non-interactive ones. Mazur (1997) recommends that the lecturer save time by only going over more difficult and important material rather than duplicating the coverage of the textbook.
Resource: link
