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ESL - ESO 1: Unit 1 - Sports, Games and Hobbies Vocabulary

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Making Interactive Lectures

Making Interactive Lectures | Tic´s | Scoop.it

This module on Interactive Lectures provides strategies and specific examples of techniques and activities designed to involve students in large and small lecture-based classes. The module is designed for the instructor who does not want to replace lecture, but rather to enhance and punctuate lecture to create an interactive classroom experience


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Konstantinos Kalemis's comment, August 9, 2012 9:44 AM
Interactive lectures can increase student engagement with course material and facilitate learning. In traditional lectures, the majority of class time is devoted to the instructor’s delivery of information. During interactive lectures, the instructor interrupts the lecture to allow time for short activities.
These activities can take on many forms as discussed later, but they are important in that they allow students to use material learned in class and contribute to their own learning.During lecture breaks, the instructor poses a question or problem that promotes students to actively work with the concepts learned in class. Because learners tend to retain information based on their involvement in the learning process, transforming students from passive receivers of information into active users of information leads to increases in student retention of material.
The idea of incorporating activities within lecture time is often met with the criticism that it wastes time that could be used to cover additional course material. However, sustained lectures that exceed the typical attention span of 10-20 minutes do not ensure that the material is actually reaching students. In fact, students record in their notes a greater percentage of material from short lecture segments than they do from longer lectures. Many of the activities described below take only a few minutes to implement, but still provide important learning opportunities for students.Another benefit of using activities within lectures is that it can create a feedback loop for instructors to get information about student learning earlier than the exam or major assignment date. Seeing students struggle with an activity can be the stimulus for the instructor to review important concepts related to that activity.
In recent years, the lecture has fallen on hard times.
Prominent researchers have raised doubts about its use, claiming that lectures rely on rote learning and fail to promote active engagement. Yet most of us have either attended or delivered wonderful lectures—lectures that have expanded our thinking, provided fresh insights, or opened our eyes to new worlds. Clearly, lectures can be an efficient way of transmitting large amounts of information in a relatively small amount of time.