Interactive lectures

Consider this scenario

Consider this scenario
 Bagaimana menghasilkan pengajaran yang
berkesan?
• Bagaimana memastikan hasilan pembelajaran
tercapai
• Penjajaran konstruktif: TLA yang berfokuskan
memudahcara proses pembinaan makna oleh
pelajar
• Penekanan kepada: Apa yang pelajar boleh
buat
The Cone of Learning
Kuliah interaktif

Prof Saemah Rahman

 Hasilan pembelajaran
• Mengenalpasti apa itu kuliah interaktif
• Mengenalpasti tujuan dan faedah kuliah
interaktif
• Mengenalpasti teknik dan alat-alat untuk
menjalankan kuliah interaktif
• Menggunakan teknik dan alat-alat yang sesuai
untuk menjalankan kuliah interaktif
 What is IL?
• 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.
 Apa itu kuliah interaktif?
• Pelaksanaan kuliah di mana guru/pensyarah
menggunakan “engagement triggers” untuk
membahagikan kelas kepada sekurang-
kurangnya dua atau beberapa segmen supaya
pelajar dapat melibatkan diri dalam aktiviti
yang membolehkan mereka terlibat secara
langsung dengan bahan yang dipelajari
 Bagaimana?
• “Engagement triggers” / Teknik-teknik kuliah
interaktif
– Cooperative structures (Kagan structures)
– IL formats
– Online tools
Alat-alat kuliah interaktif/
“engagement triggers”
 Think pair share
• Think-pair-share activities pose a question to
students that they must consider alone and then
discuss with a neighbor before settling on a final
answer.
• This is a great way to motivate students and
promote higher-level thinking.
• A think-pair-share can take as little as three minutes
(quick-response) or can be longer (extended
response), depending on the question or task.
 One-minute write
• One-minute write activities ask students to stop
what they are doing a produce a written
response in only one minute.
• This technique can be used to collect feedback
on understanding by asking them to identify
what they thought the most confusing point
was or to voice a question.
• It can also allow students an opportunity for
immediate application.
 Question of the day
• Question of the day exercises are short activities for
the beginning of class that engage students with the
lecture material in a short project that requires
students to think actively about the content.
• The instructors poses a question that is generally
not multiple-choice but rather requires short
explanations, annotations, calculations, or drawings
that develop communication skills as well as higher-
level thinking.
 Demonstrations
• Demonstrations may involve all students or a subset
demonstrating to the entire class a concept or
principle that has just been taught or will be taught.
• Demonstrations can engage direct and indirect
participants and can be applied to a wide variety of
topics.
• Effective demonstrations ask students to predict
outcomes, experience the demonstrations, and
reflect by comparing the prediction and actual
outcomes.
 Concept test
• ConcepTest questions are conceptual multiple choice
questions that are used to assess student
understanding.
• Students work on the questions individually.
• These questions can be used to promote higher-level
thinking such as analysis, critical thinking, and synthesis.
• As these questions take little time, you can ask several in
a class period.
• They provide a quick objective assessment of students'
prior knowledge or of how much of the class understood
your lecture.
 Role Playing
• Role playing activities put the student in the
position of a relevant decision maker forcing
them to apply the content to determine a
policy or solve a problem.
• This often calls upon higher order thinking skills
and the synthesis of ideas and when students
do this it groups, negotiation skills become
important as well.
 Skeleton notes
• Skeleton Notes offers examples of skeleton or
partial note handouts or power points slides
that maintain intellectual engagement
throughout the class period by forcing students
to complete partials notes as the lecture
progresses.
• These require an initial investment in terms of
preparation, but are then easily available for
subsequent semesters.
 Simulations
• Simulations are often a form of extended
demonstration that also can require more
preparation and class time,
• but they allow students to analyze more
complex situations and produce a broader
range of responses.
 IL formats
• Lihat bahan IL
Kagan cooperative structures
Kagan cooperative structures
Kagan cooperative structures
Kagan cooperative structures
Kagan cooperative structures
 Stand - Pair – Share

•Stand up
•Walk around room
•On teacher’s indication – find a partner (Pair)
•Timed Pair Share Who goes first?
•Person A talks first – Person B listens
•Person B summarises what person A has said
•Swap roles
•Teacher asks for feedback
 Numbered Heads

• Each student in the team has a number

• Students work individually to solve a problem / answer a
question. (Use white boards or paper)
• They work individually to begin with and then share their
answer with the group and agree a group response
• Teacher selects a student to feedback to the rest of the class
(e.g. – all number 3s stand up and tell me….)
• This student stands up and shares with the whole class
 Fan n Pick
• Students are given a set of prepared cards on a topic
(these can be prepared by the teacher or the students). On
each card is a question and an answer

• Partner A fans the cards

• Partner B chooses a card
• Partner B reads the card to Partner A
• If Partner A does not know the answer, Partner B coaches
them to reach the answer.
• Partner B praises Partner A and then roles are reversed
 Quiz Quiz Trade
• Excellent Starter / Plenary Activity
• Whole class activity
• Each student in the group is given a card with a question
and an answer from the topic being studied or revised
• Students move around room – teacher tells students to
stop and pair up
• Partner A quizzes partner B – Partner A coaches if
necessary and then partners switch cards
Partners trade and wait for instruction to move again
 Activity 1: kenapa IL
• Berdasarkan perbincangan tentang alat-alat
kuliah interaktif, kenal pasti manfaat
pelaksanaan kuliah interaktif

• Kongsikan kepada kelas

• Engagement
• Participation
• Segmen
• Interaktif
• HOT
• Teknologi
 Why IL
• 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.
 Why IL
• Interactive Lectures Promote Deep Learning
– Deep learning leads to a genuine understanding that
promotes long-term retention of the learned material and
as important, the ability to retrieve it and apply it to new
problems in unfamiliar concepts.
• Interactive Lectures Fosters Student Engagement
– Getting students involved, rather than sitting passively,
also increases student interest and student perception of
their own learning
 How – engagement triggers
• IL techniques
• Online tools
 How
• Online tools
– Padlet
– Etherpad
– Todaysmeet
– Poll everywhere
– Voicethreads
– Socrative
– Kahoot it
 Padlet
http://padlet.com/saemahukm/MyIL
Etherpad
TodaysMeet
Polls Everywhere
Kahoot
 Melaksanakan IL
• Untuk permulaan-mulakan dengan satu atau dua aktiviti
dalam satu-satu sesi pengajaran
• Kemudian cuba gabungkan beberapa teknik IL yang sesuai
• Memecahkan kuliah kepada beberapa segmen
menggunakan teknik IL dapat melibatkan pelajar secara
aktif dan
• memberi peluang pelajar mengaplikasikan kandungan yang
dipelajari dan pada masa yang sama
• membolehkan dan pelajar mendapat maklumbalas tentang
proses pembinaan makna oleh pelajar
 Langkah dalam mencipta pengajaran yang
interaktif
• Perancangan sebelum pengajaran
• Pilih alat/teknik untuk segmen-segmen yang sesuai
• Pilih dan buat adaptasi/modifikasi dari pelbagai
teknik/alat IL
• Strukturkan dan susun kesesuaian IL yang hendak
digunakan
• Pilih mekanisma atau kaedah mengumpul,
menyusun, mengurus dan memberi maklumbalas
kepada pelajar
 Aktiviti 2
• Pilih satu tajuk
• Berdasarkan langkah-langkah dalam Gagne
nine event, pilih satu engagement triggers
(teknik / alat IL teknik yang sesuai untuk
sekurang-kurangnya dua langkah Gagne
• Jelaskan bagaimana ia akan dilaksanakan
• Rasional/kebaikan menggunakannya
 Aktiviti 2: Kerja kumpulan
Event of Teknik IL yang Penerangan Rasional
digunakan
Instruction

Pos di WA kumpulan
 Rumusan
• Mengenalpasti apa itu kuliah interaktif
• Mengenalpasti tujuan dan faedah kuliah
interaktif
• Mengenalpasti teknik dan alat-alat untuk
menjalankan kuliah interaktif
• Menggunakan teknik dan alat-alat yang sesuai
untuk menjalankan kuliah interaktif