INTERAKTIF LECTURE

It can be difficult to engage students with the material in a large
lecture class. This module on Interactive Lectures has strategies and
specific examples of activities to involve students in large and small
lecture-based classes.

WHAT IS INTERAKTIF LECTURE?
An easy way for faculty to involve students as active participants in a
lecture-based class of any size.
Interactive lectures are classes in which the instructor breaks the
lecture at least once per class to have all of the students participate
in an activity that lets them work directly with the material. These
activities allow students to apply what they have learned earlier or
give them a context for upcoming lecture material.

For example: One way to transform a traditional lecture into an
interactive lecture would be have students discuss their observations
of the picture linked to the thumbnail to the left rather than telling
the students what you see. Then call on some groups for their responses
and discuss as a class.

Making lectures interactive draws students into the lecture by engaging
them in working with the material. In an interactive lecture, the
lecture is interspersed with short individual, pair, or small-group
activities. These activities also provide feedback to the instructor on
student understanding. For example, rather than asking a question and
calling on the first student who raises a hand, asking all students to
reflect on the question and then discuss with a neighbor before calling
for student responses gives everyone a chance to participate
(think-pair-share). Other strategies for engaging students include
ConcepTests, the Question of the Day, and in-class small-group
activities. Interactive lectures can be used in classes of any size,
including large classes.

WHY USE INTERACTIVE LECTURE?
Interactive lectures combine information-rich lectures with activities
that engage students, make students think about and apply lecture
material in class, and give the instructor feedback in class on student
understanding of the material.
Interactive lectures are an important way to enhance student learning,
particularly in large classes. They help to keep students' attention
focused on the class, give students repeated opportunities to practice,
and increase student retention of lecture material. They also provide
an easy way to experiment with different teaching techniques.
Lecturing is a time-honored teaching technique that is an efficient
method to present information but may result in students who listen
passively. Making lectures interactive by including short activities
can foster active engagement and enhance the value of the lecture
segments by: * Engaging students in the material during class. * Giving
everyone in the class time to answer a question, solve a problem, or
interpret a diagram. * Allowing more than one person to be successful.
* Enabling students to practice thinking and talking in geoscience
terms. * Giving you an opportunity to see if students have learned a
concept before presenting a different concept or giving them an exam or
a quiz.
Using activities that allow all of the students to participate, instead
of having individual students answer questions when called on, will
promote student retention of more of the material presented during
lecture, give students practice in developing critical-thinking skills,
and enable you to assess how well the class is learning that day.

TYPES OF INTERACTIVE ACTIVITIES
Lecturers can use a variety of interactive activities to engage their
students. Such activities include having students * observe and
interpret features of images * interpret graphs * make calculation and
estimates * brainstorm
These are examples of the types of activities described in more detail
in Interactive Segments. Many of these activities not only involve the
students in the material, they can also promote critical thinking,
develop quantitative skills, and allow for informal assessment of
student understanding.
Some general structures of interactive activities are given below. *
Think-pair-share: Ask the students a question and have each of them
turn to a neighbor and discuss it before resolving on a final answer. o
This is a great way to motivate students and promote higher-level
thinking. Open-ended questions promote discussion. o Include time to
discuss as a class as well as time for student pairs to address the
question. A think-pair-share can take as little as three minutes or can
be longer, depending on the question or task and the class size. *
ConcepTest questions are conceptual multiple choice questions that are
used to assess student understanding. Students work on the questions
individually. o These questions can be used to promote some kinds of
higher-level thinking, but as they tend to be quick (often about 60
seconds), this is limited. As these questions take little time, you can
ask several in a class period. o They provide a quick objective
assessment of students' prior knowledge or of how much of the class
understood your lecture. * The Question of the Day is a short project
dealing with the lecture material that requires the student to think
actively about it. It takes a few minutes at the start of class and
requires a written response that the student turns in for a
participation grade. o These are not multiple-choice but require short
explanations, annotations, calculations, or drawings that develop
communication skills as well as higher-level thinking. o Students come
to class expecting to do one of these every day, and start the class as
active rather
than passive learners. * Longer activities that might take 15 minutes
to an entire class period are useful in engaging students in a
lecture-based course. o Such activities typically require time for the
instructor to develop the materials and plan the activity. o These
activities are useful for getting students to tackle more complex
problems.

Related Posts by Categories